The Differentiated Learning Through Interactive Infographic Media in Islamic Religious Education

Effects on Engagement and Learning Outcomes

Abstract

Islamic Religious Education (PAI) is expected to develop students' religious understanding, moral disposition, and reflective judgment, yet classroom diversity requires instruction that is responsive to differences in readiness, interest, and preferred modes of engagement. This study examined the implementation and effectiveness of differentiated learning supported by interactive infographic media in PAI. A mixed-methods design combined a one-group pretest-posttest quantitative component with qualitative descriptive inquiry. The participants were 34 students selected purposively from a heterogeneous class. Interactive infographics developed with Canva and Genially were organized to support content differentiation through tiered information and embedded multimedia, process differentiation through flexible navigation and paced exploration, and product differentiation through alternative forms of student reflection. Expert validation involved a PAI content expert and an educational-technology expert. Quantitative data were obtained from pretests, posttests, and an engagement questionnaire, while qualitative data were collected through classroom observation and semi-structured interviews. The PAI expert rated the media at 89.5% and the media expert at 91.2%, both in the very valid range. Mean achievement increased from 58.35 to 83.68, with an average N-gain of 0.61 and a significant paired-sample t-test result (t = -16.42, p < .001). Student engagement was high across behavioral (84.2%), affective (86.5%), and cognitive (81.0%) dimensions. Qualitative findings indicate that flexible multimodal pathways supported student choice and enabled more targeted teacher assistance, although preparation time, digital-design competence, device access, and internet stability remained practical constraints. The findings support interactive infographics as a feasible medium for operationalizing differentiated PAI instruction, while the single-group design limits causal generalization.