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The Effectiveness of E-Flipbook as PAI Learning Media to Improve Student Learning Outcomes Azizah Rabiah Kalam1*.
Amin Fauzi2 Universitas Muhammadiyah Prof.
Dr.
Hamka.
Indonesia*1, 2 email: azizahrabiahkalam@uhamka.
Abstract The purpose of this study was to measure the impact of the use of learning media through the E-Flipbook application on improving student learning outcomes in class XI, and to compare the values and learning outcomes of students who use E-Flipbook media with those who use conventional book media.
This study used a quantitative method with an experimental design of One Group Pretest and Posttest, which was conducted at SMK Muhammadiyah 9 Jakarta in September with research subjects consisting of 44 students of class XI Dkv II and XI MP.
Data were collected through Pre-test and Post-test conducted using the Kahoot application, both for the experimental group and the control Data analysis was carried out using the SPSS parametric test, including descriptive analysis, normality test, homogeneity test, paired sample t-test, and independent t-test.
The results of the parametric analysis showed that the average value of the experimental group reached 85.
while the control group obtained an average value of 77.
These findings indicate that the use of E-Flipbook learning media has a significant influence on student learning outcomes and their involvement in the learning process.
Therefore, the results of this study provide a strong basis for teachers to integrate technology, such as E-Flipbook, into their teaching methods in order to achieve better learning Artikel Info Received:
March 11, 2025 Revised:
April 12, 2025 Accepted:
May 23, 2025 Published:
June 10, 2025 Keywords: Learning Outcomes.
Learning Media.
Islamic Religious Education.
E-Flipbook.
Abstrak Tujuan penelitian ini adalah untuk mengukur dampak penggunaan media pembelajaran melalui aplikasi EFlipbook terhadap peningkatan hasil belajar siswa di kelas XI, serta membandingkan nilai dan hasil belajar siswa yang menggunakan media E-Flipbook dengan mereka yang This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
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menggunakan media buku konvensional.
Penelitian ini menggunakan metode kuantitatif dengan desain eksperimen One Group Pretest dan Posttest, yang dilaksanakan di SMK Muhammadiyah 9 Jakarta pada bulan September dengan subjek penelitian yang terdiri dari 44 siswa kelas XI Dkv II dan XI MP.
Data dikumpulkan melalui Pre-test dan Posttest yang dilakukan menggunakan aplikasi Kahoot, baik untuk kelompok eksperimen maupun kelompok kontrol.
Analisis data dilakukan dengan menggunakan uji parametrik SPSS, mencakup analisis deskriptif, uji normalitas, uji homogenitas, uji paired sample t-test, dan uji independent t-test.
Hasil dari analisis parametrik menunjukkan bahwa nilai rata-rata kelompok eksperimen mencapai 85,55, sementara kelompok kontrol memperoleh nilai rata-rata 77,55.
Temuan ini mengindikasikan bahwa penggunaan media pembelajaran E-Flipbook memberikan pengaruh signifikan terhadap hasil belajar siswa dan keterlibatan mereka dalam proses pembelajaran.
Oleh karena itu, hasil penelitian ini memberikan dasar yang kuat bagi para guru untuk mengintegrasikan teknologi, seperti EFlipbook, dalam metode pengajaran mereka demi mencapai hasil belajar yang lebih baik.
Kata Kunci: Hasil Belajar.
Media Pembelajaran.
Pendidikan Agama Islam.
E-Flipbook.
Introduction In this era, technologies Information and communication smartphones and various educational applications are used to improve the globalization process (Seminar et al.
effectiveness, efficiency and flexibility This development is characterized of learning.
The learning process is no by rapid advances in hardware, software, longer limited to classrooms or direct face-to-face meetings between teachers and students.
Now, learning can be done dissemination to occur quickly and Education in the digital era education, there are various subjects taught, one of which is Islamic Religious This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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Education which is given at every level INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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of education.
At school, this subject is known as Islamic Religious Education perfection in faith, good deeds, and (Lazwardi & Paisal, 2.
In formal noble behavior, this subject also aims to Islamic make them useful for the community.
Religious Education (PAI) is one of the nation, and state(RifaAoi et al.
, 2.
compulsory subjects taught at every Islamic Religious Education (PAI) not level, from elementary to senior high only intends to express insight into This subject aims to form religious teachings but also plays a role students who have faith, piety, and noble character through the teaching of Islamic intellectually, morally, and ethically values such as belief, worship, morals.
PAI teachers need to improve Islamic history, and understanding of the Qur'an and Hadith.
In schools.
PAI plays challenges of religious diversity in the an important role in building students' character and morals, helping them management, material delivery, and establishing good relationships with Indonesia.
Islamic This teachings in daily life, as well as instilling an attitude of tolerance and challenges often arise in the learning responsibility as part of a pluralistic and process of PAI, the main thing is to maintain students' interest in the subject education is the process of teaching matter and foster their understanding of organized by teachers or educational the fundamentals taught.
In the context institutions to provide discussions about of ongoing education, the application of Islam to those who are interested in technology in the teaching and learning process is increasingly crucial to attract Islam(Syafrin et al.
, 2.
Islamic students' attention and foster better Religious interaction in learning.
The application Islamic Education (PAI) (Bancin.
Although important element in the form of education in Indonesia that intends to Religious Education is the right step and shape student characteristics in harmony relevant to the demands of the times.
with Islamic teachings.
As a subject that integrating technology, we can create a This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Islamic
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bored and demoralized when following interactive, engaging and in line with the conventional learning, which causes their understanding of Islamic Religious generation(Sulaiman et al.
, 2.
In this Education (PAI) learning materials to be era of globalization, it is important for Conventional methods, also known the world of education to continue to as traditional methods, are approaches adapt through the growth of technology that have been used for a long time.
This in order to foster education.
Among the method is used by teachers as a means to aspects that need to be considered is the deliver material to students.
Until now, conventional methods are still used in communication technology on the way the learning process as a communication The tool for teachers to discuss material in application of technology in education class (Fitria & Darwis, 2.
Learning is now not only confined to blackboards development of education until now.
and textbooks, but also utilizes a variety However, it is also considered to be able to speed up the work process when This kind of change should be reading materials.
E-Flipbook is a kind a concern for educators in the field of of electronic book that can be utilized as Islamic Religious Education.
If these one of the learning resources in online aspects are underestimated, then forever This book was created using religious subjects will be seen as something out of date (Aziz et al.
, 2.
(Awwaliyah et al.
, 2.
One type of digital learning media that is currently in technology through the hard and soft demand is E-Flipbook, a type of tools available to teachers and students.
electronic book designed to allow users In today's digital age, conventional to AoflipAo pages in a similar way to a learning methods that only rely on lectures and printed books are starting to contain interactive elements, such as feel less effective in arousing students' animation, sound and video, which can interest in learning.
Students often feel enhance the learning experience by (Lailan.
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
E-Flipbooks INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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presenting it in an interesting and easy- This can help students to better to-understand understand the meaning of the material teaching materials should not only be taught (Pada & Pai, 2.
The reason is centered on teacher involvement, but the ability of E-Flipbook digital media to also encourage students to be overly display a combination of text display active in the learning process.
Although through images, video or sound that the use of digital media has become widespread in many fields of study, stunning compared to other media.
research on how effective E-Flipbooks Flipbook allows are in PAI learning is still limited.
Many various types of files, such as images, previous studies have centered on the videos, and animations.
In addition, use of digital learning media for exact flipbooks are equipped with attractive sciences or vocational skills, while its The understanding in PAI subjects has not All these features make the been explored in depth.
In fact, there are resulting flipbook-based e-modules more interesting and interactive (Pipit Muliyah et al, 2.
Several studies have found (Ningsih et al.
, 2.
Meanwhile, in that using digital media in the learning PAI lessons, apart from the cognitive process can boost students' enthusiasm aspects, there are moral and spiritual and interest in learning, and help them to values that students need to understand.
understand concepts more efficiently.
It is important to deliver this material in Creativity in the use of learning media an interesting way so that students can absorb these values.
Based on his educational goals.
One example of research conducted .
odi et al.
, it creative media that can be used is is concluded that digital E-Flipbook has flipbooks, which are a development of e- PAI lessons This distinguish it from other learning media.
interesting alternative in learning Islamic The use of content or media plays an Religious Education (PAI) (Und, 2.
The important role in the implementation of utilization of technology that adapts to This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
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the learning styles of today's children educators and educational institutions in can improve and efficiency in the learning process.
This study aims to fill media that are suitable for technological the gap by examining how effective the advances and student needs in the digital use of E-Flipbook is in PAI learning.
At SMK Muhammadiyah 9 Jakarta, there are problems related to the level of student learning outcomes that are still understanding the material.
The research minimal and the absence of learning intends to examine the extent to which media used by teachers has an impact on the use of E-Flipbook can support student understanding and interest in students in embedding PAI values and In PAI subjects, students have whether the media can play a significant not reached the minimum standard of role in achieving learning objectives.
Specifically, this study will evaluate students' understanding before and after interesting challenge in encouraging using E-Flipbook as a learning tool, as student interest in PAI learning due to This influence the success of using this media Therefore, the research intends to assess in PAI learning.
By considering these how the application of E-Flipbook media factors, the alternatives that can be can affect students' understanding and applied by teachers to increase the interest in learning in classes XI DKV II & XI MP.
This research is expected to students in the learning process include show how effective E-Flipbook is in the utilization of media in teaching learning PAI.
It is expected to help (Susilo et al.
, 2.
With this research, students understand concepts as well as it is hoped that the results can provide scores on a daily basis.
This is expected to be achieved by using quantitative development of PAI teaching methods approach and systematic data analysis.
that are relevant and effective in today's educational situation.
Hopefully, the findings of his research can help This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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Methods used to collect data.
Variable X serves as This study applied quantitative E-Flipbook media and variable Y serves methodology using a pre-test and post- as student learning outcomes.
test design on groups.
This type of experimental design, specifically in the form of a one group pretest-posttest (Maghfiroh Measurements, calculations, formulas Flipbook Learning Outcomes The figure .
1 confirms the link between the E-Flipbook tool through student learning findings.
and certainty of numerical data are used In this approach, a Pretest-Posttest in research for planning, procedures.
One Group model was used.
The quantitative method was used in the conclusion drawing.
When using the study to find the differences and effects One-Group Pre-test-Post-test design, the between the treatment and control dependent variable is assessed as a group The PAI subject knowledge test both before and after treatment .
re-test was used to collect the data both before and post-tes.
After the treatment, a and after the experimental and control comparison is made between the pre- and post-treatment values of the group.
The benefit of this experiment is that the Table 1.
One group design Pre-Test Treatment Pre-Test scores of the same subjects can be compared before and after the treatment .
using the same measurement tool (William & Hita, 2.
The research site was located at SMK Muhammadiyah 9 South Jakarta and the subjects were 22 students from each class XI.
DKV II and XI.
MP which was conducted on September 5, 2024.
PreTest test at the beginning of teaching and Tabel 2.
Pos-test dan Pre-test Measurement Pre-Test Measuring e related to PAI Chapter 3 Class The questions consist of 15 multiple choice questions.
Treatment Treatment Teaching PAI subjects EFlipbook y 1 month in Measurement Post-Test Measuring the related to PAI Chapter 3 Class The consist of 15 multiple choice Post-Test test at the end of learning were This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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Research steps: An initial test O1.
O1 X O2 or pre-test, will be conducted in class XI.
O3 X O4
The Description:
XI.
DKV II experimental group class XI.
MP control group class O1.
The experimental group received the first test .
re-tes.
before treatment X, or Experimental received the last test .
os-tes.
after the Experimental received the first test .
efore treatmen.
of the treatment of the control group.
Control group O4 receives the last test or post-test .
uring the treatmen.
results before learning PAI will be obtained through the use of E-Flipbook.
The purpose of the initial test is to find out the initial creativity of students and get initial results.
O2 .
fter tes.
to the The conducted after the treatment.
Carrying out the O1 Initial exam (Pre-tes.
will be carried out in class XI.
DKV II
before PAI learning is carried out using E-Flipbook media.
The initial test is given at the beginning of learning to measure students' initial creativity and collect initial findings.
The O2 final test was given to the experimental group.
The final test or end test will be given after the treatment to assess its efficacy.
The control group completed the first O3 test .
nitial tes.
for XI MP before learning PAI with book media.
measure the understanding of basic skills, the initial test was given at the beginning of the learning.
Next, the control group was given the book media and given the O4 test .
inal tes.
After the therapy, the final test was given to Fig.
2 Research steps This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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ascertain the students' final performance.
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Results and Discussion maximum results of Pre-Ex .
Experimental research is a type of and post-Ex .
PreCon .
and research that is carried out to find out .
, and PostCon .
The mean how a separate decision has an impact.
findings of Pre-Ex .
, and Post-Ex Therefore, .
, and PreCon .
normality test, homogeneity, simple ttest, and independent sample analysis Normality Test The normality test determines test will be used to analyze the data.
whether the data on the two variables X Descriptive analysis and Y are normally distributed.
Because Descriptive analysis is the collection the number of samples is less than 50, of basic data for descriptive purposes only, this test refers to the Shapiro Wilk test.
The following are the findings of the predictions (Riyanto & Arini, 2.
SPSS maximum, minimum, average and other application (Kania et al.
, 2.
To scores in the study can be described using ensure the results of the study were descriptive analysis.
distributed in an orderly manner, a normality test was performed.
Tabel 3.
Analisis Deskriptive Statistics Table 4.
Normality Test The following table shows an overview using SPSS, showing that two classes, one experimental class and one control class have minimum, maximum and median scores.
Each class had 22 students as samples.
The minimum and The results displayed in the table above show that the significance value .
for the experimental class is 0.
024 on the This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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Pre-Test and 0.
000 on the Post-Test.
Tabel 5.
The Homogeneity Meanwhile, for the control class, the sig value on the Pre-Test is 0.
335 and on the Post-Test is 0.
Thus, if the results show a sig value > 0.
05, the data is Conversely, if the sig value is <0.
05, the data distribution is considered abnormal (Pramono et al.
, 2.
The table above shows a Sig value 314 > 0.
This indicates that the data in this study are homogeneous.
The Homogeneity The homogeneity test was applied the significance level is > 0.
05, then the with the intention of knowing whether or data is considered to have the same not there was variance between the variance or homogeneous.
Conversely, if the sig value <0.
05 then the data is Furthermore, this homogeneity test uses considered different or not homogeneous the comparison method between the (Aliyah & Purwanto, 2.
largest variant and the smallest variant (Pramudya The homogeneity test can be used to find whether the variation of the population is the same.
If the data groups appear to be fairly distributed, a homogeneity test can be performed based on predetermined Independent assessment of the test is done through using Anova and Sample homogeneous if the significance score is less than 0.
05 (<0.
The Paired Sample t Test To understand the changes that occurred after the treatment for the learning model, a hypothesis test was One of the requirements that need to be met in hypothesis testing is to conduct a normality test on the data used, namely the paired sample t-test (Dewanda & Dwikoranto, 2.
The normalization test was performed after the results were obtained.
From this, parametric tests, especially paired t tests, were used.
The determination is based on an estimated score that is greater (>) This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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in the table and is not affected by the the Sig.
-talle.
000 < 0.
05 was findings before and after the test.
obtained from the pair 2 output.
conversely, if the calculated value is Tabel 7.
Paired Samples Statistics smaller (<) in the table, the results before and after the test are affected.
Tabel 6.
The Paired Samples Test Student learning outcomes in the 77 but after the test 55 then in the control class before the test averaged 67.
55 but after the test 77.
55, showing an increase.
There is a difference in students' using E-Flipbook media, the application learning findings both before and after of PAI teaching design can foster student PAI learning using the E-Flipbook tool learning findings.
The Independet Simple t Test according to the output pair 1, and the Based on data analysis conducted Sig.
-talle.
score is 0.
000 <0.
through an independent sample t-test, the Therefore, there is evidence that the results showed that the significance implementation of PAI learning model value .
<0.
05(Baidowi et al.
, 2.
using E-Flipbook media has an impact After the data has been proven to be on students' learning outcomes.
In the normally distributed and homogeneous, the data has now met the requirements learning findings for the control class for analysis in hypothesis testing.
Thus.
Pre-Test and the control class Post-Test we can proceed to the independent were different on average.
As a result, sample t-test (Nuryana & Sunardin.
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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The Independent Simple t Test Tabel 9.
Average learning outcomes can be used to evaluate the effect of PAI learning materials using E-Flipbook media on student learning findings, through its significance level <0.
Tabel 8.
The independent samples Test The results show that the use of EFlipbook media in PAI learning is better than the conventional teaching model that uses books.
The average score of students for the experimental class using E-Flipbook media was 85.
55, while the average score for the control post-test with conventional design was 77.
55 The Based on the results above, the Sig.
-talle.
000 < 0.
05, if the Sig tailed Independent Sample T Test is considered to have a difference, which means there is a difference in student learning findings in PAI teaching through E-Flipbook media PAI findings of this study corroborate the research findings by wahyuliani that experimental class students showed a significant increase in learning ability after following the learning process using flipbook media (Wahyuliani et al.
conventional model book media.
Since the data is homogeneous, we use the equal variances assumed (Sig.
) value of 0.
because it refers to the output of the same variation that is estimated This is an open acces article under the CC-BY-SA lisence .
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There is an interesting condition dimensional book that has pages that can contained in Edgar Dale's cone of change the appearance of the screen experience, where each learning style in (Yuliawati et al.
, 2.
Teachers can the cone reflects the learning media that use E-Flipbook as teaching materials in can be utilized (Fahmi, n.
The Teachers show great enthusiasm learning media that can be used, such as and interest in developing skills in using reading for symbolic experience, seeing digital applications, such as Canva and pictures for visual experience, to direct Heyzine (Talitha et al.
, 2.
Teachers practice for real experience, show that who have skills in creating learning the closer to direct experience, the media will strive to develop learning greater the effectiveness of learning in accordance with their needs as well as remember the material.
This is in line the condition of the students he teaches with Hapsari's research that flipbook (Aprianis et al.
, 2.
Because they learning media that are valid and feasible understand that each student has a to use in learning activities have the different learning style and level of ability to increase students' enthusiasm understanding, so the right media can for learning (Hapsari et al.
, 2.
Because E-Flipbook presents material in engagement, and understanding, while an interesting, interactive and accessible creating a fun learning atmosphere.
way, it creates a more enjoyable and Conclusion accordance with the objectives of this The learning process in the subject study.
E-Flipbook has the potential as a of Islamic Religious Education (PAI) in grade XI can be improved through the educational tool to improve the learning use of E-Flipbook as a teaching medium.
The use of Flipbook not only The results of the analysis showed that functions as a tool in learning activities, the experimental class, which used the but can also have a positive impact on E-Flipbook, recorded an average score the self-development of students.
This 55, while the control class only The use of E-Flipbook in This is an open acces article under the CC-BY-SA lisence .
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the learning process provides many benefits, especially in attracting students' understanding of the material being When used wisely according to the material presented and equipped with creativity from teachers.
E-Flipbook becomes an effective and fun tool in supporting learning.
The interesting by the Flipbook are able to attract students' participate more actively in the teaching and learning process.
Overall, the EFlipbook is very feasible to implement, and the content is in line with the PAI material for grade XI students at SMK Muhammadiyah Jakarta.
The application of this innovative learning tool shows great potential in improving This indicates that the E-Flipbook has a significant opportunity to be widely adopted, with the aim of improving the quality of education, especially in the field of Islamic Religious Education in Vocational High Schools.
Bibliography