Abstract:
General Background: The rapid advancement of digital technology has transformed pedagogical approaches across disciplines, including religious education. Specific Background: Within Islamic education, particularly in teaching Akidah Akhlak, abstract moral concepts often pose challenges for student comprehension. Knowledge Gap: However, limited empirical attention has been given to the pedagogical integration of visual design within technology-enhanced learning environments for religious instruction. Aims: This study explores how visual design integration in technology-based learning can enhance the quality of Akidah Akhlak instruction for class XI students at Madrasah Aliyah Matholi'ul Falah Simo. Results: Using a qualitative-descriptive method involving observation, interviews, and documentation, findings reveal that contextual and engaging visual media significantly improve conceptual clarity, foster student motivation, and promote active participation. Novelty: Unlike prior works, this study demonstrates that visual design serves not merely as a supporting tool but as an affective-cognitive bridge between abstract Islamic values and the visual-digital literacy of today’s learners. Implications: The findings underscore the pedagogical potential of integrating visual design into Islamic moral education to create a more interactive, meaningful, and student-centered learning environment aligned with the demands of 21st-century education.
Highlights:
Enhances understanding of abstract moral concepts.
Promotes active and motivated student learning.
Bridges religious values with digital culture.
Keywords: Visual Design Integration, Technology-Based Learning, Islamic Education, Akidah Akhlak, Student Engagement
Downloads
References
A. Arsyad, Media Pembelajaran, Jakarta, Indonesia: Rajawali Pers, 2017.
R. E. Mayer, Multimedia Learning, 1st ed., New York, NY, USA: Cambridge University Press, 2009.
Munir, Pembelajaran Digital, Bandung, Indonesia: Alfabeta, 2012.
N. Suryani, “Pengaruh Media Visual Interaktif terhadap Hasil Belajar PAI,” Jurnal Pendidikan Islam, vol. 6, no. 1, pp. 12–22, 2020.
Kementerian Agama Republik Indonesia, Peraturan Menteri Agama No. 165 Tahun 2014 tentang Kurikulum 2013 pada Madrasah, Jakarta, Indonesia: Kemenag RI, 2014.
G. E. Hein, “Constructivist Learning Theory,” presented at the CECA Conference, Lesley College, 1991.
R. E. Mayer, Multimedia Learning, 2nd ed., Cambridge, UK: Cambridge University Press, 2009.
L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes, Cambridge, MA, USA: Harvard University Press, 1978.
A. Paivio, Mental Representations: A Dual Coding Approach, New York, NY, USA: Oxford University Press, 1986.
R. E. Mayer, Multimedia Learning, 2nd ed., Cambridge, UK: Cambridge University Press, 2009.
M. Smiciklas, The Power of Infographics: Using Pictures to Communicate and Connect with Your Audiences, Indianapolis, IN, USA: Que Publishing, 2012.
A. Paivio, “Dual Coding Theory: Retrospect and Current Status,” Canadian Journal of Psychology, vol. 45, no. 3, pp. 255–287, 1991.
N. D. Fleming, Teaching and Learning Styles: VARK Strategies, Christchurch, New Zealand: VARK Learn Limited, 2001.
L. Kohlberg, Essays on Moral Development, Volume II: The Psychology of Moral Development, New York, NY, USA: Harper & Row, 1984.
Daryanto, Media Pembelajaran, Yogyakarta, Indonesia: Gava Media, 2016.
A. S. Sadiman, Media Pendidikan: Pengertian, Pengembangan dan Pemanfaatannya, Jakarta, Indonesia: PT RajaGrafindo Persada, 2010.
Zuhairini, et al., Metodologi Pengajaran Agama Islam, Jakarta, Indonesia: Bumi Aksara, 2006.
H. Gunawan, Metodologi Pembelajaran Pendidikan Agama Islam, Bandung, Indonesia: Remaja Rosdakarya, 2014.
A. S. Sadiman, Media Pendidikan: Pengertian, Pengembangan dan Pemanfaatannya, Jakarta, Indonesia: PT RajaGrafindo Persada, 2010.
Daryanto, Desain Pembelajaran Inovatif, Yogyakarta, Indonesia: Gava Media, 2013.
A. Paivio, Mental Representations: A Dual Coding Approach, New York, NY, USA: Oxford University Press, 1986.
J. Sweller, “Cognitive Load Theory,” Psychology of Learning and Motivation, vol. 55, pp. 37–76, 2011.