DEVELOPMENT OF ISLAMIC CULTURAL HISTORY TEACHING MATERIALS BASED ON MULTILITERACY TO ENHANCE STUDENT LEARNING OUTCOMES ACHIEVEMENT IN MADRASAH TSANAWIYAH

Background: The learning process of Islamic Cultural History still adheres to the old paradigm, where teachers passively transfer knowledge to students. Purpose: The purpose of this research is to enhance understanding and productivity through the development of teaching materials. Method: This study adopts a research and development (R&D) approach, employing analysis techniques to assess the feasibility, practicality, and effectiveness of the teaching materials. Result: The results indicate that, on average, the proportion of time teachers spend explaining instructional materials to students is 24.70% of the available time for each session. The average percentage of time teachers spend summarizing instructional materials and providing reflections is 12.60%. Additionally, the average percentage of time teachers spend responding to student questions is 12.10%, while the average percentage of time teachers spend asking questions to students is 10.20% of the allocated time for each session. Conclusion: Therefore, multiliteracy-based instructional materials for Islamic Cultural History can be considered a new paradigm in education. This is because these materials are developed through research and development activities and have been proven to demonstrate an improvement in students' learning outcomes.Top of Form Background: The learning process of Islamic Cultural History still adheres to the old paradigm, where teachers passively transfer knowledge to students. Purpose: The purpose of this research is to enhance understanding and productivity through the development of teaching materials. Method: This study adopts a research and development (R&D) approach, employing analysis techniques to assess the feasibility, practicality, and effectiveness of the teaching materials. Result: The results indicate that, on average, the proportion of time teachers spend explaining instructional materials to students is 24.70% of the available time for each session. The average percentage of time teachers spend summarizing instructional materials and providing reflections is 12.60%. Additionally, the average percentage of time teachers spend responding to student questions is 12.10%, while the average percentage of time teachers spend asking questions to students is 10.20% of the allocated time for each session. Conclusion: Therefore, multiliteracy-based instructional materials for Islamic Cultural History can be considered a new paradigm in education. This is because these ma