The Development of a Digital Flipbook Module for Akidah Akhlak Learning to Adress Negative Social Media Trends among Elementary School Student

Amanatun  Nafisah; Sulalah sulalah

doi:10.18860/icied.v11i1.3956

Amanatun Nafisah universitas Islam Negeri Maulana Malik Ibrahim Malang
Sulalah sulalah universitas Islam Negeri Maulana Malik Ibrahim Malang

DOI: https://doi.org/10.18860/icied.v11i1.3956

Keywords: Akidah Akhlak; Digital Flipbook Module; Islamic Character Education; Responsible Social Media Use

Abstract

The rapid growth of social media has significantly influenced elementary school students' behavior, creating new challenges for character education in Islamic primary schools. Although previous studies have explored the use of digital flipbook modules in learning, limited attention has been given to integrating Islamic character education with students' everyday digital experiences. Therefore, this study aimed to develop and evaluate a digital flipbook module for Akidah Akhlak learning that contextualizes prophetic values within students' social media experiences. This study employed a Research and Development (R&D) approach using the ADDIE instructional design model. The participants consisted of one Akidah Akhlak teacher and 26 fourth-grade students at MI Wahid Hasyim III Dau, Malang, Indonesia. Data were collected through interviews, classroom observations, documentation, expert validation, and response questionnaires. The developed module integrates multimedia resources, contextual learning activities, and reflective tasks to support meaningful character learning. The validation results showed scores of 91.4% for content quality and 95.3% for instructional media quality, both categorized as highly valid. Teacher and student responses reached 100% and 94%, respectively, indicating excellent practicality and user acceptance. Classroom observations and interviews indicated that the module supported students' engagement in learning, understanding of the material, and reflection on the prophetic values of ṣidq, amānah, tablīgh, and faṭānah, as well as their awareness of responsible social media use. These findings demonstrate that the developed digital flipbook module is a valid and practical learning resource. More importantly, it contributes to digital Islamic education by integrating Islamic character education with students' contextual digital experiences and supporting responsible social media behavior among elementary school students.

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