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Problem-based learning (PBL) is a teaching approach that uses real-world problems to guide students toward achieving the learning objectives of a course. It has been widely adopted in Malaysian education. However, there is a lack of PBL modules available for form six chemistry students. Interviews with teachers revealed that they needed an e-module integrated with PBL due to a lack of teaching resources, the content of the curriculum, and the absence of students' higher-order thinking skills (HOTS). Furthermore, a Chemical Equilibria test was conducted on 121 form six students in Penang, and the results showed that students' HOTS levels were still low. Therefore, this study aimed to provide suitable PBL activities for learning environmental problems by developing a PBL teaching e-Module for form six chemistry students and assessing its suitability. Data was collected through feedback questionnaires, systematic observations, and pre-post-tests. After implementing the teaching and learning process using the Chem_Equi PBL e-Module among 36 form six chemistry students, amazing results were obtained. The percentage of students who were able to answer HOTS Chemical Equilibria test questions for applying, analysing, evaluating, and creating constructs increased by 33.33%, 30.56%, 22.22%, and 25.00%, respectively, in the post-test compared to the pre-test. The findings of the questionnaire significantly show that the use of e-Module is suitable for learning purposes and can increase students' HOTS for the topic of Chemical Equilibria. Teachers also showed a positive attitude towards the use of e-Module in chemistry class. Students are more excited and enjoy exploring the concept of Chemical Equilibria through the e-Module because it contains several submodules with useful videos, animations, and links. Additionally, the e-Module can be used as a useful learning tool and can promote social skills, participation, and active interaction through PBL.