Student Activity Level In Digital-Based Pai Learning Through The Storytelling Method

Abstract

 This study aims to examine the level of students’ activeness in Islamic Religious Education (IRE) learning conducted through digital-based storytelling methods. Digital storytelling is considered an innovative approach that can enhance students’ cognitive, affective, and psychomotor engagement in the IRE learning process. This research employs a mixed-methods approach, combining quantitative data collected through student activeness questionnaires and qualitative data obtained from classroom observations and interviews with IRE teachers and students. The findings indicate that the implementation of digital-based storytelling significantly increases students’ activeness, as reflected in higher participation in discussions, improved reasoning toward learning materials, and increased curiosity. These results suggest that digital storytelling is not only effective in delivering IRE content but also in fostering active student engagement in the learning process. This study provides practical implications for IRE teachers in utilizing digital technology to create interactive, engaging,

and student-centered learning environments