Innovative History Learning: Teaching Islam’s Spread in Indonesia
with Audiovisual Media
Nur Aeni Marta
a
, Abrar and Firdaus Hadi Santosa
History Education, Faculty of Social Sciences, Universitas Negeri Jakarta, Indonesia
Keywords: History Education, Multicultural Awareness, Audio-Visual Teaching Materials.
Abstract: This research explores the development of audio-visual teaching materials with a multicultural focus for
history lessons on the introduction and spread of Islam in Indonesia. The goal is to enhance students'
multicultural awareness and societal tolerance. With rapid technological advancements, engaging and
effective audio-visual resources are becoming increasingly important, as traditional textbooks often fail to
engage students. 76% of 32 surveyed students showed low enthusiasm for reading textbooks. The study uses
the ADDIE model, which includes seven steps. 1) identifying students’ needs, 2) designing the product, 3)
validating the design, 4) revising the prototype, 5) conducting trials, 6) refining the material, and 7)
implementing the product in classrooms. Trials with grade XI students showed that 40% strongly agreed, 59%
agreed, and 1% were neutral about incorporating multicultural themes. All the respondent finding the
materials more engaging than textbooks. Further trials with grade X students confirmed their preference for
the audio-visual materials and noting improved comprehension. These materials effectively combine sound
and visual to enhance learning enjoyment while emphasizing the peaceful and tolerant approaches of Islamic
figures, which facilitated the acceptance of Islam in Indonesia.
1 INTRODUCTION
History education is a critical component of shaping
students' understanding of cultural heritage, fostering
inclusivity, and promoting national identity (Epstein,
2010). In Indonesia, a nation renowned for its cultural
diversity, this task takes on particular significance.
History lessons have the potential to build a deeper
appreciation for Indonesia's multicultural fabric,
encouraging empathy, tolerance, and mutual respect
among students. However, traditional teaching
methods, particularly the reliance on printed
textbooks, often fall short of achieving these
objectives. Conventional history textbooks, while
comprehensive in their content, are typically
structured in ways that prioritize dense narratives and
factual information. These texts are often perceived
as monotonous and disengaging by students,
especially in an era dominated by digital technology.
In subjects like history, where the understanding of
complex narratives and cultural dynamics is crucial,
the lack of interactive or visually engaging elements
can hinder effective learning. Darwati (2011)
a
https://orcid.org/0009-0005-0835-6065
highlights that the delivery and relevance of teaching
materials significantly impact students' engagement
and comprehension. Students need materials that not
only present historical facts but also stimulate their
curiosity and imagination, bridging the gap between
past events and their relevance to contemporary
society.
The challenges of history education are
particularly evident at Public Islamic Senior High
School (MAN) 1 Bogor. At MAN 1 Bogor, where
most students come from a homogeneous cultural and
religious background, fostering multicultural
awareness is an educational imperative. This
environment, while conducive to fostering a strong
identity within a specific cultural framework, may
limit exposure to diverse perspectives. Without
deliberate efforts to integrate multicultural content
into the curriculum, students risk developing narrow
worldviews that lack the necessary appreciation for
Indonesia’s pluralistic society. Hasan (2010)
emphasizes that multicultural education is essential in
such settings to promote inclusivity and prevent the
emergence of exclusionary attitudes.
458
Marta, N. A., Abrar, and Santosa, F. H.
Innovative History Learning: Teaching Islam’s Spread in Indonesia with Audiovisual Media.
DOI: 10.5220/0013408700004654
In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 458-463
ISBN: 978-989-758-752-8
Copyright © 2025 by Paper published under CC license (CC BY-NC-ND 4.0)
To address these challenges, this research
introduces multicultural audiovisual learning
materials as an innovative solution. By moving away
from static, text-heavy teaching methods, this study
explores the use of engaging multimedia tools to
teach the history of the arrival and spread of Islam in
Indonesia. Audiovisual materials combine visual
storytelling, animations, and narratives, presenting
historical events in ways that resonate with students
preferences and learning styles. These materials
emphasize Indonesia’s rich multicultural heritage by
highlighting the contributions of various ethnic
groups in the spread of Islam, thus fostering a broader
understanding of history as a shared, inclusive
narrative.
The conceptual foundation of this research lies in
the ADDIE (Analysis, Design, Development,
Implementation, Evaluation) model, a structured
framework for developing effective educational tools.
The ADDIE model ensures that the design and
implementation of these materials are systematically
aligned with the learning needs and preferences of
students. In the analysis phase, the study identifies
students' lack of enthusiasm for traditional textbooks
and their preference for multimedia resources. In
subsequent phases, the study develops audiovisual
content that integrates historical accuracy with
engaging visuals and multicultural themes. Finally,
the implementation and evaluation phases measure
the effectiveness of these materials in enhancing
student engagement and comprehension.
This research is particularly timely given the
increasing emphasis on digital education in
Indonesia. With rapid advancements in technology
and widespread access to multimedia devices,
students are more familiar with interactive and
visually driven content than ever before. Mayer’s
(2009) multimedia learning theory underscores the
importance of using multiple modalities to enhance
understanding and retention. By leveraging this
theory, the study aims to demonstrate that integrating
audiovisual tools into history education can not only
improve learning outcomes but also contribute to
broader social goals, such as fostering multicultural
awareness and social cohesion.
2 METHODOLOGY
This study utilized the ADDIE model (Analysis,
Design, Development, Implementation, and
Evaluation) as the primary framework for the design
and development of multicultural audiovisual
teaching materials. Widely recognized in
instructional design, the ADDIE model provides a
systematic and iterative process to create educational
resources that align with learner needs and curriculum
objectives (Adeoye et al., 2024; Mufarocha et al.,
2023).
Figure 1: Development of multicultural audiovisual
teaching materials.
Firstly, the analysis phase involved identifying the
needs and preferences of Grade XI students at MAN
1 Bogor through surveys and interviews. Data
collected focused on students’ engagement levels
with traditional teaching methods and their
receptiveness to multimedia-based learning. Based on
the survey that conducted in Grade XI, 76% of the 32
students surveyed reporting a lack of enthusiasm for
reading textbooks. While the sample size may appear
small, it was chosen intentionally to ensure focused
implementation and manageable data collection
within specific context of MAN 1 Bogor. This
allowed for detailed examination of the audio-visual
materials impact on engagement and comprehension.
Furthermore, the homogeneous characteristic of the
sample, such as students from the same grade and
school, ensured consistency in the results. However,
future studies should be conducted and expand the
sample size. Future studies should include students
from diverse educational and socio-economic
backgrounds to improve the generalizability of the
findings.
The first phase also involved feedback from
teachers. The feedbacks is needed to highlight gaps in
existing teaching resources, particularly in presenting
historical content in a culturally inclusive manner.
These insights informed the goals and scope of the
materials to ensure relevance and effectiveness.
Second, in the design phase, a blueprint for the
audiovisual materials was developed. This included
creating lesson plans, scripts, and storyboards.
Drawing from best practices in multimedia learning,
the design incorporated animated visuals, narrated
content, and interactive elements to enhance
Teaching
materials
Results of
needs
assesments
content
design
elements of
tolerance
and
multicultur
al values
layout
teaching
designs;
visual
materials,
sounds
Innovative History Learning: Teaching Islam’s Spread in Indonesia with Audiovisual Media
459
cognitive engagement and retention (Clark & Mayer,
2016). Multicultural themes were woven into the
narratives to foster inclusivity and awareness of
Indonesia's diverse cultural heritage. The blueprint
were collected and evaluated by the experts such as
content materials experts, design experts, audio-
visual experts, and cinematographer to ensure the
materials were accurate.
Third, the development phase translated the
design into tangible teaching materials. This process
involved producing animations, recording
voiceovers, and integrating interactive features such
as quizzes. This stage produces a product in the form
of multicultural-based audio-visual teaching
materials which are then saved on the drive at the
following link
https://drive.google.com/drive/folders/1SPeodygrjF
WTNV54jENErJ252uIvRNNi. This link can be
accessed by the public. Iterative feedback sessions
were conducted, involving both teachers and
students, to ensure the materials were accurate,
culturally sensitive, and engaging. Consistent with
prior studies, this iterative approach ensured the
materials met high pedagogical standards (Najuah et
al., 2021).
Fourth, the implementation phase that involved a
stepwise rollout of the materials in classroom
settings. The materials were introduced in Grade XI
history classes at MAN 1 Bogor through structured
lessons that included a 15-minute multimedia
presentation followed by a 10-minute discussion.
Teachers facilitated these sessions, observing student
interactions and collecting immediate feedback to
refine the approach. This phased approach allowed
for adjustments to address practical challenges during
delivery (Mufarocha et al., 2023).
Finally, the evaluation phase that focused on
assessing the effectiveness of the materials.
Effectiveness was measured using a combination of
surveys and classroom observations. Likert-scale
questionnaire assessed student engagement and
content comprehension, while post-session quizzes
evaluated knowledge retention. Teachers noted
increased participation during discussions and
observed that students were more attentive compared
to lessons using traditional textbooks. This dual
approach ensured a comprehensive evaluation,
highlighting areas for future refinement (Adeoye et
al., 2024).
Furthermore, the structured application of the
ADDIE model not only facilitated the development of
effective audiovisual materials but also ensured that
these resources were adaptable to diverse educational
contexts. This study underscores the potential of the
ADDIE model in transforming history education by
integrating iterative feedback and rigorous testing in
each phase.
3 RESULTS AND DISCUSSION
The study’s findings highlight the effectiveness of
using audiovisual materials in teaching the historical
topic "The Arrival and Spread of Islam: Exploring
Tolerance Values from the Wali Songo." The
implementation at MAN 1 Bogor involved 32
students from Grade XI, whose feedback was
collected through surveys. Table 1 summarizes the
key findings from the student responses:
These results demonstrate that the audiovisual
materials were overwhelmingly perceived as
effective in explaining multiculturalism (100% of
students agreed or strongly agreed) and clear in
presenting the theories of Islam’s arrival in Indonesia
(100% of students agreed or strongly agreed).
However, when assessing the materials’ relevance to
history studies, students’ responses were evenly
divided, with 50% strongly agreeing and 50%
agreeing. This indicates room for improvement in
tailoring the materials to align more closely with
students’ expectations for historical content.
Table 1: Student Feedback on Audiovisual Materials.
Feedback
category
Stron
gly
Agre
e
Agre
e
Neutr
al
Disa
gree
Stron
gly
Disa
gree
Effectiven
ess in
explaining
multicultu
ralism
40.6
%
(13
stude
nts)
59.4
%
(19
stude
nts)
0.0%
(0
stude
nts)
0.0%
(0
stude
nts)
0.0%
(0
stude
nts)
Clarity of
explaining
theories
of Islam's
arrival
68.8
%
(22
stude
nts)
31.3
%
(10
stude
nts)
0.0%
(0
stude
nts)
0.0%
(0
stude
nts)
0.0%
(0
stude
nts)
Relevance
to history
studies
50.0
%
(16
stude
nts)
50.0
%
(16
stude
nts)
0.0%
(0
stude
nts)
0.0%
(0
stude
nts)
0.0%
(0
stude
nts)
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
460
Figure 2: Student Feedback on Audio visual Materials.
3.1 Multiculturalism and History
Learning
One of the primary objectives of the research was to
integrate multicultural content into the history
curriculum. Indonesia, being a diverse country with a
rich cultural heritage, necessitates that students
understand and appreciate this diversity. The
audiovisual materials were designed to align with
Indonesia’s national curriculum for history education,
focusing on the arrival and spread of Islam. They
incorporated key themes, such as tolerance and
multiculturalism, which are central to the curriculum
objectives. The supplementary content, highlighting
Indonesia’s diverse cultural heritage, provided
additional context that enriched the lessons.
However, aligning digital tools with standard history
education presented several challenges. Teachers
required additional training to integrate the
audiovisual materials seamlessly into their lesson
plans. Many educators were unfamiliar with using
digital tools, which initially slowed the adoption
process. Moreover, while the materials fit the content
standards, adjustments were necessary to
accommodate diverse student learning styles and
preferences.
Despite these challenges, the integration of
digital tools offered significant opportunities. The
interactive quizzes included in the audiovisual
materials enabled real-time assessment, helping
teachers gauge student understanding during lessons.
Additionally, the dynamic animations and examples
made abstract historical concepts more relatable,
fostering critical thinking and empathy. These
findings underscore the transformative potential of
digital tools in modernizing history education. The
findings align with Mayer’s (2009) multimedia
learning theory, which emphasizes the importance of
reducing cognitive load through dual-channel
engagement. The use of animations, voiceovers, and
contextual examples in the audiovisual materials
helped students process and retain complex
information effectively. The strong agreement on the
clarity of explaining theories of Islam’s arrival
underscores the value of visual aids in bridging
abstract historical concepts with concrete
understanding.
The results also support Clark and Mayer’s (2016)
assertion that multimedia tools can enhance learning
outcomes when they are carefully integrated into
structured curriculum frameworks. The visual and
auditory features of the materials provided an
immersive experience, fostering deeper engagement
and understanding among students.
3.2 Challenges and Limitations
Despite the promising results, the study revealed
several limitations that must be addressed to ensure
the scalability and equity of digital learning
initiatives. While this research was conducted in a
school with access to adequate internet connectivity
and multimedia equipment, many schools in rural and
disadvantaged areas lack such resources. This
disparity poses a significant challenge to the
widespread adoption of digital tools in Indonesian
education (Sukmayadi & Yahya, 2020).
Another challenge involved the capacity of
educators to adapt to digital teaching methods.
Although the participating school had trained
teachers, many educators in less privileged areas lack
access to professional development programs tailored
to technology integration. This issue highlights the
need for targeted interventions, such as government-
funded training workshops and resource-sharing
initiatives, to ensure equitable access to digital
learning opportunities. Decentralization policies,
while empowering local schools with autonomy, have
also exacerbated regional disparities in education
funding and teacher training. Wealthier districts can
allocate more resources to education, allowing for the
adoption of advanced tools, while underfunded
regions struggle to meet even the minimum
requirements (Karolina et al., 2023; Sukmayadi &
Yahya, 2020).
Another key limitation is the lack of specific
design considerations for students with disabilities.
While the audio-visual materials were effective in
engaging the majority of students, accessibility
features such as subtitles for hearing-impaired
students, audio descriptions for visually impaired
0%
50%
100%
Category 1 Category 2 Category 3
Student Feedback on
Audiovisual Materials
Strongly Agree Agree
Innovative History Learning: Teaching Islam’s Spread in Indonesia with Audiovisual Media
461
students, or simplified text alternatives were not
integrated. Future iterations of these materials should
prioritize inclusivity by incorporating these features
to ensure that all students can benefit from this
innovative approach to history education.
On the other hand, the success of this study
demonstrates the transformative potential of digital
tools in history education. By simplifying complex
historical narratives and fostering student
engagement, audiovisual materials offer a viable
solution to modernizing traditional teaching methods.
Moreover, their adaptability ensures that they can be
integrated into diverse educational contexts, provided
the necessary infrastructure and training are in place.
4 CONCLUSIONS
The research demonstrates the transformative
potential of multicultural audio-visual teaching
materials in history education. This material has
potential in fostering engagement and a deeper
understanding of multicultural heritage of Indonesia.
By integrating culturally diverse narratives and
aligning with contemporary frameworks like
TPACK, this study provides a replicable model for
using multimedia tools in history learning. The
findings reveal that audio-visual materials
significantly enhance student’s learning experiences
by simplifying complex concepts, accommodating
diverse learning styles, and fostering empathy and
tolerance. These outcomes are especially relevant for
religious schools, such as MAN 1 Bogor, where
exposure to multicultural perspective is essential for
promoting inclusivity. Moreover, this study
highlights the importances of leveraging digital
technologies to modernize history education, making
it more relatable and impactful for 21
st
century
learners. By fostering an appreciation for Indonesia’s
diversity, these materials contribute not only to
academic development but also to broader social
harmony and intercultural understanding
Based on the findings, several several
recommendations can be made for future research and
practice. First, it is recommended that further
iterations of the audiovisual materials incorporate
more interactive elements, such as quizzes or
discussion prompts, to engage students actively
throughout the learning process. Interactive elements
can help reinforce learning by encouraging students
to think critically about the content and apply what
they have learned. Second, it is important to ensure
that the audiovisual materials are accessible to all
students, including those with disabilities. This may
involve adding features such as subtitles for hearing-
impaired students or providing alternative formats for
visually impaired students. Making the materials
accessible will help ensure that all students can
benefit from the innovative approach to history
learning. Finally, future research could explore the
long-term impact of using audiovisual materials on
students' learning outcomes and attitudes towards
history. Apart from that, it is recommended that
teachers in teaching history can integrate it into
multimedia, not just in text form. Meanwhile, the
government can encourage and facilitate teachers to
develop multimedia-based teaching materials in order
to facilitate the needs and profiles of students.
While the current research demonstrated
positive short-term effects, it would be valuable to
investigate whether these effects are sustained over
time and whether the use of audiovisual materials can
lead to improved academic performance and a greater
appreciation for multiculturalism in the long term.
ACKNOWLEDGEMENTS
This research was funded by Universitas Negeri
Jakarta. Special thanks to the Faculty of Social
Sciences for their continuous support throughout this
research project, as well as to the teachers and
students of MAN 1 Bogor for their participation and
valuable feedback.
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