Interactive Digital Storybook: ICT-Based Innovation in Learning the History of Islamic Culture

The main challenges in learning the history of Islamic culture include students' perceptions of being more enthusiastic, low student participation, limited teacher staff, and the need to use more ICT-based learning media. This research aims to make interactive digital storybooks a learning tool to deepen their understanding of the history of Islamic culture and create exciting and interactive learning resources that can increase student engagement and expand their knowledge about values, practices and essential events in Islamic culture. This type of research and development uses the ADDIE model (analysis, design, development, implementation and evaluation), with the research subjects being teachers and students of Madrasah Ibtidaiyah Swasta (MIS) Bhakti Mandiri Pematang Siantar, Medan, Indonesia. The results show that interactive digital storybooks significantly increase students' understanding and engagement in learning. However, it's worth being aware of some drawbacks, such as limited accessibility and potential technical issues. Nevertheless, interactive digital storybooks are still an adequate alternative in supporting students' learning about the history of Islamic culture. Limitations of this study include limited accessibility, potential technical problems and difficulties in navigating the interface in interactive digital storybooks. This research implies that interactive digital storybooks are an adequate alternative to support the learning of Islamic cultural history and have the potential to be improved by paying attention to factors such as suitability of content, pleasant design, and teacher involvement.

The main challenges in learning the history of Islamic culture include students' perceptions of being more enthusiastic, low student participation, limited teacher staff, and the need to use more ICT-based learning media.This research aims to make interactive digital storybooks a learning tool to deepen their understanding of the history of Islamic culture and create exciting and interactive learning resources that can increase student engagement and expand their knowledge about values, practices and essential events in Islamic culture.This type of research and development uses the ADDIE model (analysis, design, development, implementation and evaluation), with the research subjects being teachers and students of Madrasah Ibtidaiyah Swasta (MIS) Bhakti Mandiri Pematang Siantar, Medan, Indonesia.The results show that interactive digital storybooks significantly increase students' understanding and engagement in learning.However, it's worth being aware of some drawbacks, such as limited accessibility and potential technical issues.Nevertheless, interactive digital storybooks are still an adequate alternative in supporting students' learning about the history of Islamic culture.Limitations of this study include limited accessibility, potential technical problems and difficulties in navigating the interface in interactive digital storybooks.This research implies that interactive digital storybooks are an adequate alternative to support the learning of Islamic cultural history and have the potential to be improved by paying attention to factors such as suitability of content, pleasant design, and teacher involvement.

I. INTRODUCTION
The history of Islamic culture plays a vital role in forming students with character by presenting moral values from historical events and Islamic figures, facilitating learning to internalize values (Rohman, 2023).Hakim emphasized that learning the history of Islamic culture significantly impacts students' moral and intellectual aspects through learning Islamic historical events to formulate Islamic morals and improve intellectual abilities (Hakim, 2023).Rakhmat underlines that learning Islamic Cultural History does not just emphasize cognitive aspects but also explores the values, meanings, wisdom and theories of history, which are very important for developing the character and morals of students in Madrasas (Rakhmat, 2016).
Studying the history of Islamic culture often challenges its effectiveness and quality, mainly because of students' perceptions that learning could be more exciting (Hasmar, 2020).Several problems that usually arise in Sejarah Kebudayaan Islam (SKI) learning include low student participation, teacher constraints, limited facilities and infrastructure, limited time, negative views of the subject, dominance of cognitive aspects, and monotonous learning methods (Rasyid, 2018).Learning the History of Islamic Culture in Madrasah or Schools is often associated with the stigma of rote memorization and a less in-depth approach, which can hinder a deeper understanding of the material (Rofik, 2015).According to constructivism theory, in developing ICT-based Islamic Cultural History learning media, emphasis is placed on the process where individuals actively build their knowledge through experience, reflection, and interaction with the environment (Mann & MacLeod, 2015).Using ICT-based storybooks, students can be actively involved in learning, fulfil the principles of constructivism by exploring content, building relationships between new information and existing knowledge, and increasing their understanding of Islamic history (Sayaf, 2023).In analyzing learning outcomes, it is hoped that students can understand the life of Arab society before Islam to internalize attitudes of love, hard work, and answers that can be borne in everyday life.They are also expected to be able to understand the life and personality of the Prophet Muhammad as an inspiration.
To practice polite and caring attitudes in the context of today's life.Understanding essential events in Islamic history, such as apostolate, steadfastness, hijrah, and the Prophet's Isra Mi'raj, is expected to encourage students to face the challenges of the digital era persistently.
After analyzing students' needs and characteristics, it was concluded that they need learning media to enhance their learning experience through an attractive display and the ability to create interactive learning.This shows the importance of creating a pleasant learning atmosphere and providing more exciting and relevant resources for learning Islamic culture.

Stage 2. Design Framework General Program or Material Learning
Developing a book about the history of Islamic culture based on ICT begins with several critical stages.The first stage includes making a book cover that suits the material to be presented, with lecturer guidance to ensure the suitability of the design.Next, selecting image characters, background, colour, book size, and type of writing becomes the focus of determining the book's aesthetics.This stage provides an initial overview of development.Next, choose the overall structure of the book's story.The ICT-based History of Islamic Culture storybook aims to increase students' understanding of Islamic culture, its values, and its role in history.The main aim is for participants to understand the life of Arab society before Islam as an inspiration.Form an attitude of love, hard work, and answers that can be endured.Apart from that, it is hoped that we can understand the life and morals of the Prophet Muhammad SAW as an example of a polite and caring attitude in the modern era.Students are also expected to be able to understand important events such as apostolate, fortitude, hijrah, and the Isra' Mi'raj Rasulullah saw as inspiration in facing the challenges of the digital era persistently.This storybook is designed to teach Islamic cultural and historical values effectively, aiming to build positive attitudes and be relevant to the current era.

Strategy Teaching
Teaching

Design Teaching
Teaching design for ICT-based history of Islamic culture storybooks must be aware of the diversity of students and choose appropriate teaching methods to meet their learning needs.Teaching may include activities that involve active student involvement, such as discussion groups, projects, or role plays.The learning objective of this storybook is to increase students' understanding of Islamic culture, its values, and its role in history.Students are expected to be able to understand the life of Arab society before Islam and the character of the Prophet Muhammad saw as an inspiration to carry out a positive attitude in everyday life.This storybook must be designed to be an effective means of teaching Islamic cultural values and history, building positive attitudes, and being relevant to today's times.Inclusive and interactive teaching methods will ensure all students can be maximally involved and achieve the desired learning goals.

Design the Format and Flow of Material Learning
The After reading "The Elephant Troop of Destruction", students will be involved in a series of learning activities related to the story's content.First, they will participate in a discussion group to explore the meaning and moral message of the story and consider how the power of faith and God's protection are reflected in the incident.Next, students will conduct writing exercises by writing short essays about answers that are not enough individually to maintain religious and cultural values, and connecting them to current situations or events that show the importance of self-confidence and fortitude in facing challenges.The next activity is a role game, where students will play characters in the story and dialogue between Abdul Muttalib and Abraha and express their opinions about resistance to the attack on the Ka'aba.Finally, students will create a comic that visually depicts the channel's story, highlighting important moments, such as the development of the Sa'an cathedral, the meeting of Abdul Muttalib and Abraha, and Abraha's attack on the birds' thwarted plan.Through the Suite activities here, students will deepen their understanding of the story's content, identify its values, and connect it to real-life situations.In addition, they will also develop critical thinking skills, express opinions, and collaborate with classmates.
Interactive multimedia is suitable media and technology to convey the story "Elephant Troops of Destruction" using Canva.In Canva, teachers can combine images, animation and sound to create engaging and interactive learning experiences for students.For example, teachers can use pictures to describe the development of Sa'an Cathedral, animation to illustrate the plan of a bird attack that thwarted Abraha, and sound to add narration or supporting sound effects to the story.With Canva, teachers can create dynamic multimedia, increasing student engagement and understanding of stories.

Stage 3. Development
Interactive multimedia is suitable media and technology to convey the story "Elephant Troops of Destruction" using Canva.In Canva, teachers can combine images, animation and sound to create engaging and interactive learning experiences for students.For example, teachers can use pictures to describe the development of Sa'an Cathedral, animation to illustrate the plan of a bird attack that thwarted Abraha, and sound to add narration or supporting sound effects to the story.With Canva, teachers can create dynamic multimedia, increasing student engagement and understanding of stories.
This section is a product evaluation based on evaluation from validator experts, with the following guidelines:

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With   , it can be calculated with Next, the results obtained will customized to become statements for set criteria products that have been developed.

Practicality Test
The practicality test is calculated using the formula as follows: Information: The assessment parameters are as follows: taken include improving the user interface (UI) to improve navigation and aesthetics, reducing page loading times and fixing detected display errors.The content will be refined based on user return verses, ensuring clear and relevant information and adding more exciting and informative story elements.Interactive features will be optimized with more explicit instructions and increased responsiveness.Identified technical issues such as bugs, loading speed, and device accessibility will be fixed.New features will be included according to user requests, such as interactive elements or added content.Further validation will ensure that the implemented improvements meet user needs and expectations.By iterating and adapting the story of this book, it is hoped that it can provide a better learning experience for target users before the final version is launched.

Stage 4. Implementation
Implementing ICT-based storybooks at MIS Bhakti Mandiri Pematangsiantar will go through several critical stages.First, teachers will undergo special training to integrate book stories into the curriculum, including effective teaching strategies and interactive features.Technical support will also be provided to teachers to handle technical problems that may arise.Next, storybooks will be introduced to students as additional learning resources that the teacher will integrate into daily learning activities.The implementation process will be monitored and evaluated periodically to ensure its effectiveness in increasing students' understanding of the history and values of Islamic culture.
Educators can start by introducing book stories as an exciting and interactive learning resource for students.Interactive features such as animations, images, and audio will help students understand the content in a visual and fun way.
Discussion group activities or class activities can be organized to analyze and discuss stories and their values.Providing opportunities for students to collaborate, exchange opinions, and present understanding will also increase their involvement in learning.In addition, students can independently explore the book's story content through writing exercises, role-playing, or creating storybased creative projects.

Stage 5. Evaluation
Evaluation is an element that is very necessary to evaluate how effective a product or activity is, especially in a learning context (Jaya et al., 2022).Likewise, the process of learning and developing ICT-based storybooks also requires a series of continuous evaluations.

Evaluation Program Effectiveness
The results of the program evaluation show that the performance and responses of participants are in line with the learning objectives that have been set.Students succeed in achieving an understanding of the life of Arab society before the Islamic era by objectively internalizing attitudes such as affection, working hard, and answers that can be borne in everyday life.They also succeeded in understanding the life and characteristics of the Prophet as a source of inspiration for polite and caring attitudes in the context of today's life.Their understanding of significant events in Islamic history, such as apostolate, steadfastness, hijrah, and the Isra' Mi'raj Rasulullah saw, encourages students to face challenges in the digital era persistently.This evaluation involved grade III students, where a pre-test and post-test were carried out to measure their level of understanding before and after using ICT-based storybooks.

Pretest and Posttest
The evaluation was held to evaluate the effectiveness of ICT-based storybooks in increasing students' understanding of Islamic culture, the values contained in it, and its role in history.The research subjects were third-grade students who had previously been given pre-tests and post-tests.The test consists of 10 multiple-choice questions given to 21 students.Before being used, the test was tested for validity and reliability by applying it to class V, which had 14 students.Data were processed using SPSS version 16.0 software to obtain validity and reliability test results.The results show that a question is valid if the significance value is no more than 0.05.step is to conduct a T-test to evaluate significant differences between student learning outcomes before and after using storybooks.Through this T-test, a deeper understanding of media use will be obtained, significantly affecting student learning outcomes.The normality test results using the Kolmogorov-Smirnov test showed a significance value of 0.035 for the pre-test and 0.090 for the post-test.The second mark exceeds the threshold limit of 0.05, which indicates that the pre-test and post-test data have a normal distribution.Therefore, the pre-test and posttest data meet the normality assumption.
After verifying that the second data set was normally distributed, a parametric test was carried out using the T-test for evaluation.There is a significant difference between the pre-test and post-test scores.The results of further data analysis will show a substantial difference between the pre-test and post-test scores after implementing ICT-based storybook media in SKI learning.The table presents the results of data analysis using SPSS software to evaluate differences in learning outcomes before and after using ICT-based storybooks in learning the History of Islamic Culture at MIS Bhakti Mandiri Pematangsiantar.The significance value obtained from the analysis is 0.000, which is lower than 0.05.This shows a significant difference between learning outcomes before and after implementing ICT-based storybooks.Therefore, the The data was processed using the N-Gain formula with the help of the SPSS version 16.0 application to determine how big the difference was.Processing these results provides a more detailed picture of how much student learning outcomes have improved after using ICT-based storybooks.From the N-Gain analysis, an average value of 0.7011 was obtained.
According to the N-Gain value classification, this figure is included in the high category.This shows a significant increase in student learning outcomes after using ICT-based storybooks to learn the history of Islamic culture at MIS Bhakti Mandiri Pematangsiantar.These findings show that using ICT-based storybooks has a significant positive impact on increasing students' understanding and learning achievement.Therefore, applying ICT-based storybooks effectively improves student learning outcomes regarding SKI learning.

Student Responses to ICT-Based SKI Storybooks
The students' response to ICT-based storybooks in learning the History of Islamic Culture at MIS Bhakti Mandiri Pematangsiantar was encouraging.They show high enthusiasm for using book stories as a learning resource.Student involvement during the learning process also appears to be high; this is reflected in their active participation in various activities involved in ICT-based book story learning, such as discussions, interactive activities, and exploration of book story content.
341 JIE (Journal of Islamic Education)e-ISSN: 2528-0465 (online) | Volume 9, Issue 1 | January-June 2024 p-ISSN: 2503-5363 (print) In the ADDIE model, the analysis stage includes identifying student needs, learning objectives, and environmental factors.The design stage looks at strategy, design, and layout.The development stage includes making an ICT-based storybook, with trials by media, material and language experts and practicability tests.The implementation stage was carried out on class III students at Madrasah Ibtidaiyah.The evaluation stage measures the program's effectiveness, including pre-test and post-test.Pre-test and post-test analysis uses the Paired Sample Ttest to determine any differences before and after using the program.The N-Gain test will also assess the significance of learning outcomes after using the program.III.FINDINGS AND DISCUSSION Stage 1. Analysis Analysis of the learning needs of grade III and IV students involves an understanding of the life of Arab society before Islam to inspire the practice of love, hard work, and answers that can be endured every day.They are also expected to understand the life and morals of the Prophet Muhammad as an Interactive Digital Storybook: ICT-Based Innovation … -Sulastri, et al. 344 DOI: https://doi.org/10.52615/jie.v9i1.401example in showing polite and caring attitudes in everyday life.In addition, understanding essential events such as apostolate, fortitude, hijrah, and the Prophet's Isra Mi'raj is expected to inspire students to overcome challenges in the digital era with solid determination (Capaian Pembelajaran PAI dan Bahasa Arab Kurikulum Merdeka Pada Madrasah, 2022).

Figure 1 .
Figure 1.Design a beginning book story ICT-based ICT-based History of Islamic Culture storybook is presented in a digital multimedia format to increase student interest and involvement.The storyline of "Destroying Elephant Troops" is designed ok, starting with an introduction to the background of the event and its context, namely the failure of the territorial expansion attempt by Abraha al-Asyram al-Habasyi together with an army of elephants sent from Yemen to Mecca to be destroyed.Kaaba.The plot shows conflict and a pivotal moment when the elephant army fails to conquer Mecca.The story's climax highlights the dramatic moment when the Kaaba faces the threat of destruction but is saved by God's intervention through a bird attack that brings a deadly plague to Abraha's army.The resolution story emphasizes learning about God's power and protection and the importance of self-confidence and fortitude in facing challenges.This storybook can provide an interesting and indepth learning experience about the history and values of Islam to students aged 9 to 10 years at the Madrasah Ibtidaiyah level and strengthen their learning preferences through digital media.
average value   = Total score of assessment answers  = Number of respondents

351 JIE (
Journal of Islamic Education) e-ISSN: 2528-0465 (online) | Volume 9, Issue 1 | January-June 2024 p-ISSN: 2503-5363 (print) 355 JIE (Journal of Islamic Education) e-ISSN: 2528-0465 (online) | Volume 9, Issue 1 | January-June 2024 p-ISSN: 2503-5363 (print) This learning material has succeeded in increasing students' understanding of the History of Islamic Culture.With picture illustrations, animations and interactive storybook features, students can understand the learning content more easily and happily.They can absorb Islamic cultural values, understand the role of the Prophet Muhammad SAW, and relate learning to everyday life situations.The positive response of students, the level of active participation during the learning process, and the increase in understanding shown after using ICT-based storybooks indicate the success of the learning material.This is to achieve the learning objectives that have been set.Advantages and disadvantages ICT-based storybooks have significantly contributed to learning the history of Islamic culture by presenting content appropriate to the curriculum, increasing student engagement through interactive features and animation, and providing a modern and innovative learning experience with a clear moral message.However, there are several drawbacks, such as limited accessibility, potential technical glitches, and difficulty navigating the interface.Even though I see it, ICT-based storybooks remain a practical choice in supporting students' learning about the history of Islamic culture, with opportunities to continue to be improved and improved by developers.It is essential to study the factors that can influence the achievement of learning objectives in using ICT-based Islamic cultural history storybooks.Important criteria include content alignment with learning objectives, attractive design, satisfactory user experience, interactive features, adequate access, active teacher participation and student motivation.Elements to pay attention to.This can increase the effectiveness of book stories as a learning tool.

Figure 2 .
Figure 2. ADDIE Model Development of the SKI Interactive Digital Storybook Islamic historical figures in-depth and relevant to children's daily lives.Third, interactive activities such as reflection questions or simple games should be included to involve children in learning actively.Fourth, please pay attention to strategies for ICT-based Islamic Cultural History storybooks for children aged 9 to 10 years at Madrasah Ibtidaiyah can include several exciting and interactive approaches.They first used visual elements such as simple, bright and animated illustrations to attract children's attention and help them understand the historical design of Islamic culture.Second, a narrative approach introduces Interactive Digital Storybook: ICT-Based Innovation … -Sulastri, et al. 346 DOI: https://doi.org/10.52615/jie.v9i1.401

Table 4 . Practicality Test Results Product (Arikunto, 2017)
and adjustments to the ICT-based History of Islamic Culture book to improve quality and effectiveness before the final version is produced.Actions that will be Interactive Digital Storybook: ICT-Based Innovation … -Sulastri, et al. 350 DOI: https://doi.org/10.52615/jie.v9i1.401

the Validity of The Pre-Test and Post-Test InstrumentsTable 5 . Recap of Validity Test Results for Pre-test and Post-test Questions
The in-depth data table shows that all the questions analyzed were valid, with a significance value of less than 0.05.This indicates that each question in the test itself has a solid relationship to the design or material being tested and can effectively measure what the test is supposed to assess.Thus, the validity test results support the questions' suitability for use in evaluating students' understanding of learning material.

Table 8 . Paired Sample T-Test Results Paired Samples Test
of ICT-based storybooks has had a substantial impact on improving student learning outcomes in learning the History of Islamic Culture.