Development of Interactive Visual Novel Learning Media Based on

Android Applications in Islamic Religious Education Subjects

Agus Fakhruddin

, Ega Nasrudin

, Udin Supriadi

and Achmad Faqihuddin

Ilmu Pendidikan Agama Islam, Universitas Pendidikan Indonesia, Indonesia

Keywords: Development, Learning Media, Religious Education.

Abstract: This research aims to develop interactive visual novel learning media on historical PAI material. In other

words, this research was conducted to determine the suitability of learning media and students' responses

when using them. Research and Development with the ADDIE instructional design model is used in this

research. The results of this research show that: First, learning media has been created using the ADDIE

(Analysis, Design, Development, Implementation, and Evaluation) model, producing a product in the form of

interactive visual novel learning media based on an Android application with the name EduSIDI. Second, the

learning media designed and created has passed the assessment stage by experts to declare it suitable for use

in the learning process. Testing of learning media is carried out in the form of appropriateness of content,

appropriateness of language, appropriateness of presentation, and appropriateness of graphics. Third, applying

EduSIDI learning media shows positive criteria for learning outcomes and creates a pleasant PAI learning

atmosphere.

1 INTRODUCTION

Education today is one of the activities that cannot be

separated from human life. Education is the core of

the Universal Declaration of Human Rights (UDHR).

The declaration places education as an effort to

increase respect for human rights (Dhillon, 2011). In

addition, education is currently an essential

component in achieving sustainable development

goals (SDGs). Education, in this case, is expected to

contribute to development by improving the quality

of human resources in a better direction (Block et al.,

2018). Quality education will encourage individuals

to maximize their potential in various aspects, such as

skills, knowledge, training, and other individual

abilities. These abilities will later become provisions

for each individual to live their lives (Algraini, 2021).

Thus, each needs to get the best education to

maximize their potential as provisions for living life.

One of the factors that contribute to the success of

education is the learning media. Learning media is a

tool for teachers in teaching and a means of

https://orcid.org/0000-0002-7308-3308

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https://orcid.org/0000-0001-7868-4340

conveying messages from learning sources to

recipients of learning messages (Nasrudin et al.,

2024). Learning media helps as a channel for learning

materials to students in the education process so that

the material can be better understood (Hikmandayani

et al., 2021). A better understanding of the material

can be achieved because learning media can

accommodate the needs of students' learning styles so

that they are more comfortable participating in

learning activities (Haryana et al., 2022). In addition,

the use of learning media today also makes it easier

for teachers to manage the learning process. The

development of today's technology as a medium

allows teachers to carry out the face-to-face and

remote learning process (Mustofa et al., 2022). Thus,

it is essential for various parties implementing

education to understand learning media.

Based on the results of preliminary studies and

observations at SMP Negeri 44 Bandung, it is known

that there are several areas for improvement in the

Islamic Religious Education learning process. These

shortcomings include the need for more interactive

464

Fakhruddin, A., Nasrudin, E., Supriadi, U. and Faqihuddin, A.

Development of Interactive Visual Novel Learning Media Based on Android Applications in Islamic Religious Education Subjects.

DOI: 10.5220/0013409900004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 464-473

ISBN: 978-989-758-752-8

learning media, and students quickly get bored with

the usually used media. The concerned teacher also

admitted that he had little difficulty conveying

learning to students because of these problems. Based

on this, the researcher has the initiative to develop

interactive learning media in Islamic Religious

Education learning in the history group. The history

group in Islamic Religious Education learning was

taken because the history group is a group that is

known to have boring problems. Based on the

preliminary study results, the author initiated the

development of an interactive learning model

involving students in every process (Purwanto et al.,

2024). The researcher then took the title

"Development of Interactive Visual Novel Learning

Media Based on Android Applications in Islamic

Religious Education Subjects."

Learning media is one aspect that must be

considered in education. Good media can positively

influence students to follow the teaching and learning

process. The quality of good learning media is

believed to be able to improve student learning

achievement (Liliana et al., 2020). In addition,

effective learning media can increase positive

attitudes, encourage motivation, and improve student

understanding of the subject matter (Joko et al.,

2023). Media can also support the establishment of

effective communication and interaction for

educators with students in the learning process in the

classroom (Yuniarti et al., 2020). Thus, selecting a

practical media concept can affect the development of

students. Thus, developing learning media is essential

in overcoming the problems of learning media in

schools.

2 THEORETICAL FRAMEWORK

2.1 Learning Media Design

Framework

Learning media design, both for formal and non-

formal education, must refer to the applicable

curriculum. However, the curriculum does not

explicitly state the types of supporting learning media

that may or may not be used in the learning process.

This allows everyone to develop learning media as

widely as possible as long as it is good and supports

the achievement of learning objectives. Learning

media is an essential part of the learning process

itself.

According to Mulyanta & Leong (2009), at least

everyone needs to follow several steps in designing

learning media materials. First, it is necessary to

adhere to the basic principles of instructional design.

In general, instructional design is a systematic

process that produces practical, detailed, and detailed

learning materials, including the evaluation process

and form that must be implemented. After the

development design is determined, the next step is to

create a model. Given the many instructional design

models, choosing the model that best suits the

learning objectives is necessary. The ADDIE model

is the Analysis, Design, Development,

Implementation, and Evaluation model.

2.2 Learning

Learning is the process of student interaction with

educators and learning resources in a learning

environment (Hanafy, 2014). Learning is the help

educators provide so that the process of acquiring

knowledge and knowledge, mastery of skills and

habits, and forming attitudes and trust in students can

occur (Fitrah et al., 2022). Based on that, learning

becomes an essential matter for the acquisition of

knowledge, mastery of skills, and character formation

for students, so it should always be carried out

anytime and anywhere.

The learning process should be a set of principles

that can be used as a guideline for compiling various

conditions needed to achieve educational goals.

Learning and teaching activities are a strategic effort

to achieve the expected goals. Students carry out

learning activities, and through these activities, there

will be changes in their behavior. In contrast, teachers

carry out learning activities to facilitate the learning

process. Both activities will not be separated from the

situation of mutual influence in the pattern of

relationships between the two subjects. However,

here, the teacher plays a more significant role as a

manager (Nugraha, 2018). Thus, harmony is needed

between teachers and students to carry out their

respective rights and obligations during the teaching

and learning process.

Teaching is defined as the process of conveying

information from teachers to students. Learning is a

process of interaction between students and their

environment so that there is a change in behavior for

the better. Therefore,Sudjana (2008, p. 19)explains

the competencies that a teacher must have or teacher

competencies that are closely related to efforts to

improve the learning process, and results can be

grouped into four abilities, namely: planning teaching

and learning programs, implementing and leading the

teaching and learning process, assessing the progress

of the teaching and learning process, and mastering

Development of Interactive Visual Novel Learning Media Based on Android Applications in Islamic Religious Education Subjects

465

the learning material in the sense of mastering the

field of study or subject that is being taught.

2.3 Learning Media

Learning media is a channel or bridge from learning

messages delivered by the message source (teacher)

to the message recipient (student) with the intention

that the messages can be absorbed quickly and

accurately according to their purpose (Purnamasari,

2019). The primary function of learning media is to

help create a more effective learning situation

(Ekayani, 2017). Another function is to clarify the

presentation so that it is expected to improve the

quality of the learning process and reduce verbalism

(misinterpretation) (Indayani, 2015). Based on the

description above, learning media is anything that is

used to convey messages and can stimulate students'

thoughts, feelings, attention, and will so that it can

encourage a deliberate, purposeful, and controlled

learning process.

There are several advantages if media is used in

the learning process. Some advantages of using media

in the learning process include making it easier for

students to grasp the delivery of learning materials,

making the atmosphere more enjoyable, and training

student cooperation. However, in this case, teachers

need to prevent the dominance of one student or a

group of students, but rather, all students should be

actively involved in the learning process (Salsabila et

al., 2020). Thus, learning media is beneficial,

especially if teachers can manage their classes well,

as they need to be used in every learning process.

In its development, learning media follows

technological developments. According toArshad

(2009, pp. 29-32), based on technological

developments, learning media can be grouped into

four groups, namely:

1. Print technology, namely the means of

producing or conveying materials, such as

books and static visual materials, primarily

through mechanical or photographic printing

processes, including text, graphics,

photographs, or photographic

representations and reproductions.

2. Audiovisual technology, namely the method

of producing or delivering material using

mechanical and electronic machines to

present audio and visual messages.

3. Computer-based technology is a way of

producing or delivering material using

microprocessor-based sources. The

difference in media produced from the other

two technologies is that information or

material is stored in digital form, not in

printed or visual form.

Hybrid technology is a way of producing or

delivering material that combines several forms of

computer-controlled media.

2.4 TGT Cooperative Learning Model

The learning model is a plan or pattern used to

compile a curriculum, organize subject matter, and

instruct teachers in class (Dahlan, 1990). Thus, the

learning model can be interpreted as a conceptual

framework that systematically describes the steps of

organizing or learning experiences and guidelines for

implementing the learning process to achieve

learning objectives. The learning model used in this

study is the TGT-type Cooperative Learning Model.

According to Slavin (1980), a team games

tournament (TGT) is a group tournament-based

learning with each group consisting of about 4 to 5

people. Students are assigned to teams according to

procedures that maximize heterogeneity in ability

level, gender, and race. The team's primary function

is to prepare its members to do well in the tournament.

After an initial class presentation by the teacher,

teams are given worksheets that cover similar

academic material to that which will be included in

the tournament. Teammates study and quiz each other

to ensure all team members are prepared. After

discussions with their team members, the learning

activity is carried out with a tournament session.

2.5 Learning Outcomes

Learning is a kind of change that is shown in changes

in behavior, which is different from before the

individual was in a learning situation and after

carrying out similar actions (Setiawati, 2018).

Meanwhile,Hergenhahn (2008, p. 2)defines learning

as a relatively permanent change in behavior resulting

from repeated practice. Aunnurrahman (2009, p.

48)added that learning is a complex internal process,

and those involved in the internal process include the

cognitive, affective, and psychomotor domains. From

several theories above, researchers conclude that

learning is a process in which a person changes,

including the cognitive, affective, and psychomotor

domains because they have gone through a process.

2.6 Fun Learning

Researchers in this research also gave questionnaires

to students to find out their psychological condition

when using this learning media. Researchers wanted

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

466

to know to what extent the learning media developed

was enjoyable. Enjoyable learning is taken from the

theory of Indrawati & Setiawan (2009), which states

that there are several indicators that learning can be

said to be enjoyable, including (1) A relaxed learning

atmosphere, free from pressure and safe for students,

(2) A learning atmosphere that arouses interest in

learning and involvement or full attention to students,

(3) An exciting learning atmosphere, students'

attention is poured out, and an engaging learning

environment, (4) Students are enthusiastic, have a

feeling of joy, and high concentration when learning

3 RESEARCH METHODS

This research was conducted using a research and

development approach (Research and Development).

Research and development is a process used to

develop and validate educational products

systematically to improve knowledge (Hanafi, 2017).

The design of the learning model used in this study is

the ADDIE model (Analysis-Design-Development-

Implementation-Evaluation) based on the

consideration that the model is suitable for

developing and developing learning model products

that are right on target, effective, and dynamic and are

very helpful in developing learning for teachers. This

model can be used for various forms of product

development, such as models, learning strategies,

learning methods, and learning media (Fahmi, 2016).

The ADDIE instructional design model

(Analysis-Design-Development-Implementation-

Evaluation) is a generic learning design model that is

a guideline for building practical, dynamic training

program tools and infrastructure that supports the

training performance itself, thus helping training

instructors in managing training and learning (Danks,

2011). This model uses five stages or steps as follows:

The ADDIE model is used to design learning

systems. The following are activities at each stage of

developing a learning model or method (Branch,

2009):

1. Analysis

Analysis is conducted to determine the needs

required. The activities carried out are in the form of

literature studies and field studies. Literature studies

are conducted to see the syllabus regarding the PAI

learning system. Field studies are in the form of

observations and interviews. Observations are made

on student learning in schools related to PAI learning.

Interviews are conducted with PAI teachers.

2. Design (Design)

The design stage is carried out by preparing

learning media. The selection of learning materials is

based on the Islamic Religious Education subject

syllabus used at school.

3. Development

Development in the ADDIE model contains

product design realization activities through

validation tests by media and material experts. This

activity is carried out to obtain suggestions,

comments, and input that can be used to develop

learning media.

4. Implementation.

At this stage, the learning media created with the

method developed is implemented in an actual

situation, namely in the classroom. During the

implementation, the media that has been developed is

applied to actual conditions. A Pre-Experimental

Design is carried out in the form of a One-Group

Pretest-Posttest Design to provide feedback on the

application of the media.

O1 x O2

(Sugiyono, 2016, p. 75)

Information:

X = Treatment given

O1 = pretest value (before Treatment)

O2 = posttest value (after Treatment)

In addition, researchers also distributed

questionnaires to determine the psychological

conditions of students in the learning process.

5. Evaluation

Evaluation is carried out to review whether each

phase is correct, and then revisions are made based on

the evaluation results or needs that still need to be met

by the media.

4 RESULTS AND DISCUSSION

Figure 1: ADDIE Development Model (Branch, 2009).

The design and creation of the learning model used in

this study is the ADDIE design model (Analysis-

Design-Development-Implementation-Evaluation).

The activities of this model include:

Development of Interactive Visual Novel Learning Media Based on Android Applications in Islamic Religious Education Subjects

467

4.1 Analysis (Analysis Problems)

The analysis stage is carried out to review what needs

are felt necessary to be made into a product in this

study. EduSIDI learning media is designed based on

the results of observations and interviews conducted

with PAI subject teachers at SMP Negeri 44 Bandung

City. This learning media is an interactive visual

novel learning media that is expected to complement

learning media in meeting user needs. Educators and

students, as educational practitioners, are expected to

be able to use this learning media as a solution to the

lack of interactive learning media in the school and to

overcome student boredom with the same learning

media every day.

4.2 Design (Learning Et Al.)

At this stage, the learning media design is carried out

based on the analysis results obtained. The selection

of materials in the learning media is chosen based on

the PAI subject syllabus, which is considered the

most boring for students. The learning media

designed are in the form of visual novels, quizzes,

learning objectives, and instructions on how to use the

application.

In developing a media product, there are several

phases that need to be passed. To achieve good

development, at least two phases need to be passed,

namely the planning phase and the production phase.

4.2.1 Planning Phase

The planning phase is carried out to determine the

learning media that will be created to suit the needs

and targets. In this planning phase, there are several

stages that must be passed, namely user analysis,

material analysis, compiling GBPM, software and

hardware needs analysis, creating a design or

flowchart, creating a rough layout, and collecting

images or illustrations.

The results of observations and interviews with

one of the teachers in the form of data showing the

lack of use and difficulty in obtaining interactive

learning media. This is a sad thing. Moreover, if you

look back, interactive learning media based on

Android in the PAI subject of the history group is

minimal.

Regarding the subject matter, the researcher was

asked to design learning media containing content

about the entry of Islam into the archipelago.

Knowing this, the researcher then immediately

conducted a material analysis. The material analysis

is used as content or content in the learning media that

will be created so that its use is right on target. The

material in this learning media is expected to be by

the target, namely material about the entry of Islam

into the archipelago for grade IX junior high school

students. Before determining the material, the

researcher first focused on the material to be

contained; by the lack of material on the history group

in PAI, the researcher and the school agreed to create

a learning media for KD 3.14 to understand the

history of the development of Islam in the

archipelago. From the KD, the following material can

be arranged: 1) The flow of preaching development

in the archipelago, 2) A brief profile of the

Walisongo, and 3) Ways of preaching Islam in the

archipelago.

After conducting the material analysis, the

researcher compiled the GBPM or Media Program

Outline. GBPM is a guideline used by media

developers in its creation based on data that has been

analyzed, mainly focusing on the essential

competencies that have been determined. GBPM is

compiled to map the content and direction of learning

media content.

Table 1: Media Program Outline.

The software researchers used in this study

included Microsoft Word, Canva, Adobe Animate,

and Itch.io. Microsoft Word is a word-processing

application. Researchers use this software to compile

the material that is analyzed and developed for

learning media so that it is neatly arranged and

sequential. Researchers not only use Word to compile

the material but also game modes or evaluations.

Next is Adobe Animate. Adobe Animate is

programming software that can produce final

products for Android or HTML5 applications. This

software is the core of researchers' creation of

learning media.

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468

Figure 2: Use of Microsoft Word in the Media

Development Process.

Another tool is Canva. Canva is used to create

flowcharts and application designs on the learning

media to be created.

Figure 3: Using Canva in the Media Development Process.

Figure 4: Using Adobe Animate in Media Development.

In addition to the software used, in this study, the

researcher will discuss the computer specifications

used to use the software above. The hardware used by

the researcher is a Lenovo laptop with an 11th Gen

Intel® Core™ i3-1115G4 processor

with

8192 RAM.

4.2.2 Creating a Flowchart Design

The design or flowchart created covers the entire

application to be created. Starting from the home

screen, material display, game display, display of

how to use, and application information. The

flowchart is more detailed as follows:

The details of this learning media flowchart can

be explained as follows:

1) The home screen is the initial display allowing

you to access all the application features. Let

us learn is the main display for all materials.

2) Let Us Play is the main display for using game

or evaluation features.

3) How to use it is a display of how to use the

application and a brief explanation of some

features.

4) Application information displays information

about the application and the application

maker.

4.2.3 Production

At this stage is the core of media creation. In this

production phase, the implementation of ideas that

have been designed and developed again to suit their

use. This phase refers to the flowchart created in the

previous stage, and the existing layout is redesigned

to be designed with the material's content that has

been analyzed to continue with the application

creation stage.

Before making media, it is essential to determine

production standards as a basis for making media.

Therefore, in producing media, one must pay

attention to the style guide that has been determined

in advance; here is the display style that the researcher

determined:

Figure 5: Application Display Style.

In addition to style guides for production

standards, design assets are also very important for

creating UI/UX designs that are more conceptual.

Here are the design assets that were created using

Canva.

Figure 6: Rancangan Flowchart.

Development of Interactive Visual Novel Learning Media Based on Android Applications in Islamic Religious Education Subjects

469

Figure 7: Design.

After the materials, flowcharts,

images/illustrations, music, layouts, style guides, and

design assets are ready, the next stage is to create the

UI/UX design for the Android application. This

UI/UX was created using Canva Web. Here is the

EduSIDI application design that has been created:

Figure 8: Suggestions for Improvement.

Figure 9: UI/UX Design Results-

4.3 Development

Development stage is carried out to realize the

product design in the form of a validation test by a

media expert. This activity is carried out to obtain

suggestions, comments, and input that can be used to

develop learning media. The validation aims to

determine the level of feasibility of the learning

media that has been created. Learning media is

validated by media experts who are lecturers in the IT

Literacy and Learning Media courses in the Field of

Study.

Validation is carried out by interviews referring to

the provisions for assessing learning media sourced

from the National Education Standards Agency

(BNSP), including the feasibility of content,

presentation, language, and graphics presented with

columns and suggestions for improvement. The

following are the results of improvements obtained

from the validation test:

4.4 Implementation

The learning media created and improved is then

implemented as a learning media for Islamic

Religious Education in class IX-E of SMP Negeri 44

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470

Kota Bandung. The learning process steps are carried

out based on the RPP that has been created. The

implementation process is carried out in one meeting.

Before entering the subject matter, students are asked

to work on the pretest questions first. After working

on the pretest, the learning activities are continued

according to the steps of the TGT-type cooperative

learning model.

The stages of the TGT-type cooperative

learning model activities applied in this study are

those conveyed by Slavin (Slavin, 1980). In the initial

stage, learning activities are opened first with class-

opening activities. After that, learning activities are

then continued with group division. Group division is

carried out evenly and considers the aspect of

heterogeneity. After each group is formed, learning

activities are continued with a discussion session for

each group as a preparation step for the tournament.

In this session, each group looks for material

contained in the EduSIDI application. Each group

member works hard to study the material so that their

team can win when the tournament is held. After the

discussion ends, the activity is continued with a

tournament session. In this learning, the tournament

held is a quiz tournament. Each student does the quiz

on their respective cell phone. A group is declared the

winner if the group has the highest average score. The

group with the highest average is then given an

award. After the award session, learning activities are

then continued with a posttest. Each student fills out

the distributed questionnaire. Only after completing

the posttest will learning activities continue until the

closing session. In this session, the students conduct

concluding activities and a prayer together.

After the learning process is carried out, a

posttest is carried out to determine the learning ability

of students after learning using the designed learning

media. Then, after the test is completed, students are

also asked to fill out a questionnaire to determine the

psychological situation of students when using the

learning media that has been used. The questionnaire

given is a Google form questionnaire of 40 statements

related to the indicators of enjoyable PAI learning.

4.5 Evaluation

Evaluation is carried out to process the data obtained

and review each phase that has been carried out

correctly; then, a final stage revision is carried out

based on the evaluation results or needs that still need

to be met by the media.

The process of evaluating the success of this

media is seen in the increase in student learning

outcomes. The assessment of learning outcomes

measured in this case only includes cognitive

assessment. The assessment of the cognitive domain

is obtained from the results of the pretest and posttest.

The increase in student learning outcomes after using

the EduSIDI learning media can be seen from the

results of the increase in the average pretest, posttest,

and N-gain scores presented in the table below:

Table 2: Test of Normality.

Based on the table above, it is known that the

significance value of the difference between the

posttest and pretest of the student learning outcome

instrument is 0.154. This value is more significant

than 0.05, meaning the data is usually distributed.

The next step after the normality test is the paired

sample T-test. The results of the paired T-test are as

follows:

Table 3: Paired Samples Statistics.

The data above shows a difference between the

average posttest and pretest values. The posttest value

has an average value of 89.64. Meanwhile, the

average pretest value is at 60.94. To find out whether

the difference is significant, it can be seen from the

table below:

Table 4: Paired Samples Test.

Based on the table above, it is known that the

significance value obtained is 0.000. This value is

lower than 0.025. This indicates that the null

hypothesis is rejected, stating that there is no

significant difference between the pretest and

posttest. This means that there is a significant

Development of Interactive Visual Novel Learning Media Based on Android Applications in Islamic Religious Education Subjects

471

difference in the value of student learning outcomes

before and after learning. In other words, learning

using visual novel media can improve student

learning outcomes.

In addition to learning outcomes, researchers also

gave questionnaires to students to determine their

psychological conditions when using this learning

media. The instrument used was an instrument about

enjoyable PAI learning based on the theory of

Indrawati & Setiawan (2009), which states that there

are several indicators that learning can be said to be

enjoyable, including (1) A relaxed learning

atmosphere, free from pressure, and safe for students,

(2) A learning atmosphere that arouses interest in

learning and involvement or full attention to students,

(3) An exciting learning atmosphere, students'

attention is poured out, and an exciting learning

environment, (4) Students are enthusiastic, have a

feeling of joy, and high concentration when learning.

The student responses related to this are as follows:

Figure 10: Fun Learning Statistics.

Based on the data, the average student's

assessment results show that the PAI learning is

already enjoyable at a high level, with a score of 130.

The lowest student got a questionnaire score of 112,

which means that the most saturated level of students

still believe that PAI learning is moderate in the sense

of not being enjoyable and not boring. The highest

score is 157, meaning the student thinks PAI learning

with visual novel learning media is enjoyable.

The interactive learning media development

process results are based on existing theories. The

increase in students' understanding after following the

learning process with this media shows success in the

cognitive transformation process of students. Not

only that, students need to understand the knowledge

conveyed. Based on the measurement results,

students also consider the learning carried out to be

fun for them. Of course, this is by previous research

on interactive learning media. Interactive learning

media has advantages in improving students'

cognitive and affective aspects ( Hikmandayani dkk.,

2021). In addition, interactive learning media, on the

other hand, can also attract attention because it

involves students more in each process. Students, in

this case, are involved in choosing options in the

interactive dialogue in the visual novel application so

that it does not seem monotonous and has a variety of

exciting storylines (Greene et al., 2020).

5 CONCLUSIONS

Based on the results of observations, processing, and

data analysis that have been carried out, learning

media has been developed using the ADDIE model (

Analysis, Design, Development, Implementation, and

Evaluation ). The development of learning media has

resulted in a product in the form of an interactive

visual novel learning media android application

called EduSIDI. This media has been designed and

passed the assessment stage by experts to declare it

suitable for use in the learning process. Testing of

learning media that has been carried out is in the form

of content feasibility, language feasibility,

presentation feasibility, and graphic feasibility. In

addition, this media has also been tested on students,

and positive results have been obtained. Using this

media in learning can improve students'

understanding of concepts and make them feel happy

in following the learning process.

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