Developing Problem-Based Learning Digital Materials Assisted by Articulate Storyline 3 to Improve Critical Thinking in Aqidah Akhlak Learning
Abstract
Conventional Aqidah Akhlak teaching materials in madrasahs often provide limited opportunities for students to analyze contextual moral and spiritual problems. This study developed and evaluated problem-based learning (PBL) digital teaching materials assisted by Articulate Storyline 3 to improve tenth-grade students' critical thinking at MAN 1 Padang Panjang. An integrated development-and-evaluation design was used: the product was developed through the FOSA stages (Function, Origin, Source, and Analysis Scheme) with concept-based research procedures and evaluated through expert validation, practicality testing, and a quasi-experimental nonequivalent control-group design involving 64 students (32 experimental, 32 control). Data were collected using validation sheets, practicality questionnaires, observation sheets, and a 10-item essay test aligned with Facione's critical-thinking indicators. Product validity and practicality were analyzed descriptively, while effectiveness was examined using assumption tests, paired-samples t-tests, and independent-samples t-tests at alpha = .05. The product obtained high validity scores (93.0-95.5%) and practicality scores (88.0-92.8%). In the experimental group, the mean score increased from 74.5 to 88.4 and mastery increased from 63.6% to 90.6%; the paired-samples test indicated a significant improvement, t(31) = 3.81, p < .001, dz = 0.67. The findings suggest that well-structured interactive PBL materials can support critical-thinking development in Aqidah Akhlak learning.
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