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Vol. 5, No. 2, August 2022, pp. 103-118  

        https://doi.org/10.12928/eltej.v5i2.6475          http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

Developing Islamic-values-based PowToon learning media for 

Muhammadiyah kindergarten teachers: COVID-19 and TEYL 

Rifky Dora Wijayati a,1,*, Khafidhoh b,2 

a Southwest University, Bayi Rd, Beibei District, Chongqing, China, 400715 
b Universitass Ahmad Dahlan, Jl. Kolektor, Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 

55191 
1 rifky.dora@pbi.uad.ac.id  *; 2 khafidhoh@pbi.uad.ac.id  

* corresponding author 

  

A R T I C L E  I N F O 

 

ABST RACT   

 

 

Article history 

Received 16 June 2022 

Revised 12 August 2022 

Accepted 15 August 2022 

 In response to the COVID-19 epidemic, this study intends to establish 
a digital learning media for children based on Islamic values utilizing 
PowToon for Muhammadiyah kindergarten teachers. Online learning 
has replaced traditional classroom for teaching and learning. During 
the COVID-19 pandemic, an online discussion with TK ABA Nitikan 
teachers established the significance of this research. They were 
concerned about propounding digital learning materials with Islamic 
values to students. The Islamic fundamentals, such as greetings and 
du'a (prayer), are crucial for the development of Islamic character in 
young learners. In addition, the digital learning resources were 
transformed into videos that could be easily accessible, shared, and 
used publicly to promote the da'wah practice in accordance with 
Muhammadiyah's guidance. This research employed a Research and 
Development (R&D) approach utilizing the ADDIE model known as 
system approach developed by Dick and Carey (2015), which entails 
a development process comprising five primary stages, namely 
analyze, design, develop, implement, and evaluate. The research 
findings indicate that the digital learning materials created using 
PowToon met the needs of TK ABA Nitikan teachers were relevant. 
The manufactured product provides a solution to teachers' needs by 
merging both general English knowledge and Islamic beliefs. Based 
on the review, it has been determined that the created content is of 
excellent quality. This material allowed teachers to teach English in 
an engaging manner.  

 

 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Digital Learning Media 

ADDIE 

PowToon 

COVID-19 

 

 

 

How to Cite: Wijayati, R. D., & Khafidhoh. (2022). Developing Islamic-values-based PowToon learning 
media for Muhammadiyah kindergarten teachers: COVID-19 and TEYL. English Language Teaching 
Educational Journal, 5(2), 103-118. 

1. Introduction  

On January 2020, most of the world's nations began to experience an outbreak of a new and 
unexpected virus known as SARS-CoV-2, which causes COVID-19 (Daniel, 2020), and Indonesia 
was also affected (Djalante et al., 2020). During the early wave of the virus, all academic institutions 
were forced to shut down in all nations with only a few days' notice. (Wuttisrisiriporn et al., 2020; 
Yi & Jang, 2020). Throughout the school shutdown, teachers are required to conduct teaching-
learning process online (Borba, 2021; Hu et al., 2021; Marchlik et al., 2021), as they are obligated to 
continue sharing knowledge with their students and responsible to build up cognitive abilities along 
with other skills using digital learning media. The change was a cold snap, and it caused challenges 
in the area of teaching English to young learners in Indonesia, both in public and private institutions. 

https://doi.org/10.12928/eltej.v5i2.2806
http://journal2.uad.ac.id/index.php/eltej/index
mailto:eltej@pbi.uad.ac.id
mailto:rifky.dora@pbi.uad.ac.id
mailto:khafidhoh@pbi.uad.ac.id
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104 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 5, No. 2, August 2022, pp. 103-118 

 Rifky Dora Wijayati & Khafidhoh (Developing Islamic-Values-Based PowToon…..) 

Throughout the COVID-19 epidemic, a wide variety of English language learning resources were 
made available for free online. On the other hand, there are not many English learning materials that 
incorporate Islamic principles that are used in religion-based private schools such as 
Muhammadiyah institutions. Consequently, it is of the utmost importance to develop digital English 
learning media that is imbued with Islamic spirit in order to promote education during the COVID-
19 period. 

Several different apps for the learning in the form of digital media are available for educational 
use. For instance, the Kvisoft flipbook maker software enables the developer to convert files in PDF 
format to digital pages that can then be made into digital magazines (Asrial et al., 2022). However, 
the researchers require more adaptable applications for developing games and exercises, creating 
characters, and inserting songs. In addition, KviSoft is frequently utilized as a teaching tool in the 
primary and secondary levels of education (Asrial et al., 2022; Waluya et al., 2022). In the 
meanwhile, researchers require software programs that are appropriate for the production of digital 
media for children. Canva is a tool that is included in the digital media development program that is 
frequently used because of its many benefits, including the fact that it has a wide variety of 
interesting features and that it makes it simpler for teachers and students to create learning 
summaries (Poeppelbuss & Durst, 2019). However, researchers want an application that expressly 
permits media developers to put voice, tunes, and flowing text into their projects. As a result, 
researchers are seeking for other applications that can accommodate our need for developing media. 

A digital learning tool called Powtoon offers moving pictures and audio that will improve student 
retention of the material(Syafitri et al., 2018) the end of learning media product is video. The 
animation engages all five senses, keeping students near real-world events as they learn, grabs their 
interest, and keeps them there for a longer time(Aryanti et al., 2022). This method creates a lively 
presentation because it incorporates multiple learning activities at once, including listening, 
watching, reflecting, acting, and participating(Syafitri et al., 2018). Because PowToon's interface is 
comparable to PowerPoint's and the presentation interface, which allows the slides to be moved one 
at a time, the teacher may utilize it with ease(Qurrotaini et al., 2020). Powtoon offers a large 
collection of animated characters, cartoons, objects, backdrops, photos, music, and sounds in 
addition to all the tools and materials required for the intended video content(Aryanti et al., 2022; 
Pais et al., 2017). Therefore, Powtoon is our choice for creating digital learning media (video) 
materials based on Islamic principles. 

The significant point of conducting this research was grounded by an online discussion with TK 
ABA Nitikan teachers during the COVID-19 outbreak. They were concerned about providing digital 
learning materials for students containing Islamic values. The Islamic principles such as greetings 
and du’a (pray) are essential for young learners as fundamental values and developing Islamic 
character for life. Further, the digital learning media formed into videos in which easily accessed, 
shared and use publicly to spread the da’wah practice following Muhammadiyah’s guidance.   

1.1. Digital Media Development and EYL Islamic Values in Muhammadiyah Schools 

  Though the twenty-first century begins with a shift in attitudes regarding online education 
(Zaharah & Kirilova, 2020) and the advancement of technology, mainly information and 
communication technologies (ICT), it has never significantly impacted human life until the COVID-
19 pandemic attack throughout the world. As education is one of the areas affected by the 
advancement of ICT (Pelgrum & Law, 2003) and pandemics, the digital media have become general 
inklings towards using network technologies. This shift occurs to keep up with teaching-learning 
activities, schools, and other educational institutions, most of which were forced to use remote 
education methods (Daniel, 2020; Hu et al., 2021; Iivari et al., 2020; Marchlik et al., 2021). Digital 
media often refers to the electronic materials that have undergone digital processing to be accessed 
by a user from a single source, typically a computer or any other device (Derewianka, 2014). 
However, recently, digital media is software used as a learning media for delivering lessons to 
students. In teaching English to Young Learners, a software containing animation motion pictures 
has become popular because it stimulates students’ interest in learning (Xiao, 2013). PowToon is 
one of them; it serves the learning improvement of children’s achievement (Aryanti et al., 2022) 
under COVID-19 attack becomes an encouraging indicator for EYL zones in both hand-in practices 
for teachers and practical use for students. 



ISSN 2621-6485 English Language Teaching Educational Journal 105 
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Muslims in Indonesia acknowledged Muhammadiyah for its educational and health-care 
initiatives. It was founded in Yogyakarta, Java, 8 Dzulhijjah 1330 M or 18th November 1912, 33 
years before Indonesia gained independence on 17th August in 1945 (Fuad, 2004). To date, 
Muhammadiyah holds a tagline of the Islamic Movement, da'wah, practicing good deeds and 
vacating negative ones and reforms (Nashir, 2015). Muhammadiyah has more than 10,000 
educational institutions, ranging from kindergartens to universities. Muhammadiyah's educational 
institutions can be discovered over the length of Indonesia, from Aceh to Papua., Particularly at the 
level of early childhood education, and more specifically in kindergartens which currently number 
4623 schools, Muhammadiyah applies key Islamic principles that are embraced in daily life and 
have to do with two-way communication that promotes feelings of sympathy and understanding. 
These values include things like exchanging greetings, performing daily prayers, and items for 
worship. The objective is that children who attend Muhammadiyah schools will adhere to their faith 
and beliefs as a whole. The fundamental Islamic values implementation in line with 
Muhammadiyah's devotion to the movement's da'wah and tajdid mission in all parts of life and 
making a concrete effort to "uphold and revere Islam to create authentic Islamic society" (Nashir, 
2015).  

During the pandemic, where learning from home is mandatory, it is nearly impossible for 
teachers and students to learn at school. In regular days, teachers deliver lessons using printed 
materials, and students learn face-to-face and engage directly, but the pandemic hampers this. Even 
though the material containing exceptional learning with Islamic values has generally been printed, 
it must inevitably be translated into digital material, such as PowToon that is later easily accessed 
from home to optimize the learning process. Nevertheless, during a severe crisis, textbooks are not 
the preferred learning material. However, coronavirus disease (COVID-19) has infected the whole 
planet, and the attack has been labeled a worldwide pandemic as of March 2020 (Djalante et al., 
2020). Therefore, PowToon was the best choice for maximizing education in adverse circumstances 
(Hu et al., 2021) particularly in Muhammadiyah schools. 

The ways in which Islamic principles are incorporated using PowToon digital learning media 
(video) development, such as through the use of Muslim-dressed characters to illustrate the virtues 
of Islam through emulation. Then, introduce the topic by having the kids listen to and repeat opening 
prayers. With the advent of modern forms of PowToon, Islamic values can be integrated in a way 
that is both positive and engaging. Further, the teaching of Islamic values to children in 
Muhammadiyah schools cannot be isolated from regular subject matter learning. The way students 
learn English through direct experience and relate it to the principles of Islamic values that they 
understand reflects the integration of the two in the learning process. Saying “Assalamu’alaikum”, 
followed by “Good morning”, is a customary greeting at the start of learning. Then, by mentioning 
objects for worship, such as white prayer beads (the word “white” describing “identifying colors” 
and “prayer beads” illustrating “the worship object or tasbih). Other example, such as “a black 
rimless cap” (the word “black” describing the color and “rimless cap” known as kopiah is the 
worship object for male.  

Moreover, Muhammadiyah schools has not only focuses on Islamic values subject matter, but 
also put ordinary subject matter in the teaching learning process to support students’ learning. 
PowToon, an educational application provides the integration of them. Several studies have 
described about the beginning and ending the learning process with consistent ancient values and 
Islamic principles amalgamation (Puad et al., 2022), including electronic media use with Islamic 
values to boost students’ motivation and critical thinking(Praptiwi et al., 2021), further the use of 
seamless mobile learning that allows teachers and students to leverage technology in their learning 
systems between Islamic values and science then turn students into actual scientists who can search, 
collect, compare, and evaluate data to solve problems using values, knowledge, and attitudes 
(Fahyuni et al., 2020) were published. Therefore, according to the most recent research in the field, 
including digital media into TEYL lessons centered on Islamic values paves the way for its 
expansion and further study. 



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 Rifky Dora Wijayati & Khafidhoh (Developing Islamic-Values-Based PowToon…..) 

Furthermore, to accommodate the need for Muhammadiyah schools to integrate conventional 
subject matter with Islamic values, the researchers have adopted Powtoon, a digital media platform 
that can aid students' learning. With the use of Powtoon to create digital learning media (video), 
students will have more opportunities to see and construct concepts that are mutually linked between 
Islamic beliefs and common subject matter in learning activities.  

2. Method 

This study focused on developing digital learning media (video) for children based on Islamic 
principles utilizing PowToon to increase student participation. Eight teachers of TK ABA Nitikan 
were involved as participants. The data was acquired through group interviews and individuals' 
reflections.  Participants were interviewed using a semi-structured format to explore about their 
exposure to and use of English at school, as well as their hopes for the language's future media 
formats. Further participants were specifically requested to describe the interaction during the 
teaching learning English under COVID-19 condition, as well as their involvement as kindergarten 
teachers. Interviews was conducted online through Zoom cloud meetings.  All of the interviews 
were conducted in the participants' native language (Indonesian and Javanese) and recorded. The 
interview design in this research was developed based on the general interview guide approach. The 
design enabled the researchers to conduct the interview in a flexible way but the topics to discuss 
was decided before. It’s quite challenging since the researchers needed to make sure that they can 
handle the consistency of the interview in such friendly atmosphere (Gall et al., 2014). There were 
several questions to discuss during the interview. It covered the four core questions as follow; 

Table 1.  List of Interview Questions 

No. Questions Aims 
1. To what extent has English been integrated 

into daily learning at school? 

To explore the position of English learning at 

school.  

2. Which types of media are the most useful for 

promoting English to students? 

To investigate which learning media are utilized to 

teach English 

3. How do you integrate English materials with 

Islamic values? 

To find out on how the schools integrate English 

materials with Islamic values 

4. Could you please explain how the teaching 

learning process is structured during the 

COVID-19? 

To obtain data on how the teaching and learning 

process happen during COVID-19 attack. 

5. What are the challenges did you have when 

you were online teaching English during the 

COVID-19 outbreak? 

To find out the challenges that teachers’ face 

during COVID-19 attack. 

6. Which types of media are the most useful for 

promoting English to students during the 

COVID-19 outbreak? 

To find out which learning media are utilized to 

teach English during the COVID-19 outbreak. 

 

 The gathered data were transcribed, then analyzed thematically into a set of classification 
categories. A system approach model called ADDIE (Dick et al., 2014, 2015), which includes 
Analysis, Design, Development, Implementation, and Evaluation, is utilized to design the material. 
This model is used to generate instructional materials (Rogers, 2022) requires should be precise and 
practical as part of R&D (Gall et al., 2014; Gall et al., 2003). Seven phases in the R&D process 
complemented the ADDIE model. They are research and information gathering, planning, designing 
the preliminary form of products, preliminary field testing, revision of the primary outcome, 
preliminary field testing, and revision of the operational product. The following figure illustrates the 
operating procedures of the ADDIE model and R&D phases used as the research methods.  

 

 

 

 

 

 



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Fig. 1.  ADDIE model and R&D in field manifestation 

In analysis phase (gathering field information) the focus was on the needs of the participants. In 
addition, the program fits the participant's ability and intellect level at this point. In order to avoid 
duplicating what they already know, the emphasis will be on topics and lessons that participants 
have yet to investigate and understand. Based on the in-depth interview, the researchers 
differentiated between what the participants already know and what they should know after 
completing the course. Furthermore, the design phase (planning), establishing all objectives, 
performance measurement instruments, testing, subject matter analysis, planning, and resources 
were performed. During the design phase, learning objectives, content, subject matter analysis, 
exercise, lesson preparation, assessment instruments, and media selection were prioritized. Next on, 
the development phase (drafting, production, and evaluation) commences the production and testing 
of the project's methodology. In this stage, we used the information gathered in the two preceding 
stages to construct a program using PowToon that will convey to participants what needs to be 
taught. If the two preceding stages involved planning and brainstorming, the development stage is 
all about putting those plans into action including verification from the experts. Further, the 
implementation phase involves tweaking the program to ensure optimal efficiency and success. 
Instructional design reworks, updates, and edits courses to ensure successful delivery. Moreover, 
there was no project should run without instructional design evaluation. Since instructional design 
and participants provide feedback at this level, much can be learnt and addressed. Last phase was 
evaluation phase, involves testing the what, how, why, and when of the project's accomplishments 
(or failures). The evaluation phase established whether the project's goals had been attained and 
what was required to increase its effectiveness and success rate using a video evaluation rubric 
(Neumann & Herodotou, 2020) that covers three core categories, such as video quality, audio 
quality and content quality.  

3. Findings and Discussion 

Instead of utilizing the range of media features that increase the teaching and learning 
experience, teachers will frequently fall back on a technology-enhanced teaching-learning technique 
when forced to employ new technologies in the classroom. However, during the pandemic 
emergency, the mixed-modes concept, which integrates technology and classroom instruction, 
becomes of great assistance. Consequently, teachers are required to rethink and redesign their 
courses to accommodate technology-enhanced learning. They must also prepare the necessary 
materials, despite having no prior experience with instructional design theory or practices and 
having only recently mastered the skills required to use the delivery medium. This research focuses 
on utilizing the ADDIE model by entangling PowToon software shaped in research and 
development field manifestation.  



108 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Rifky Dora Wijayati & Khafidhoh (Developing Islamic-Values-Based PowToon…..) 

3.1 Step one: Virtual field analysis 

To obtain detailed accounts, collecting information directly from eight teachers of TK ABA 
Nitikan who faced ups and downs during the COVID-19 pandemic was essential. In a single week, 
three virtual meetings were conducted through Zoom cloud meetings and conversations through 
WhatsApp while recording and classifying all accounts.  

Table 2.  Data gathering extraction 

Meeting Interview Questions Results  
Meeting one 

Theme: Practical aspects 

of English recognition 

Describe the various forms of 

educational media frequently 

utilized for English recognition. 

To what extent has English 

been integrated into daily 

learning at school? 

Which types of media are the 

most useful for promoting 

English to students? 

We utilized free and paid online platforms such as 

Zoom cloud meetings, Video Calls, WhatsApp, and 

Learning Videos from YouTube. Printed materials 

are still employed in the online learning process via 

displaying pictures, but the effectiveness of these 

methods is not on par with that of in-person classes. 

English was integrated into the small number of 

activities such as greetings and saying goodbyes, 

singing a song (incomplete version) because of 

limited time and students’ brief attention span 

during the COVID-19 pandemic.  

Video and songs have worked decently as helpful to 

learning English but lack Islamic messages and 

values. 

Meeting two 

Theme: English teaching 

and learning activities 

during the COVID-19 

pandemic 

During the COVID-19, please 

describe how the learning 

process works? 

 

The one-to-one online learning and discussion with 

students and sometimes accompanied by parents.  

One-hour online meeting was held. We greet the 

students, position them to be pleasant, and prepare 

them to participate in the session throughout the 

first 20 minutes. The following 20 minutes are spent 

delivering information to students in accordance 

with the lesson plan, and the final 20 minutes are 

spent reviewing students' work and providing a 

quick evaluation. The activities employed the most 

minor English use because of the scarcity of 

learning video that supports the teaching learning 

process. 

Meeting three 

Theme: Islamic values in 

English learning 

How did the Islamic values and 

character building deliver to the 

students? 

Daily life Islamic values that will be inserted must 

be encouraged two-way communication and 

empathy. These include greetings, prayers, and 

worship objects and character development are 

incorporated when teaching and learning activities 

occur. Cognitive activities are associated with 

habituation and also the delivery of moral messages 

on the sides of learning, but the evaluation of the 

implementation and the impact of teaching Islamic 

values and habituation are not visible and cannot be 

easily examined. Therefore, it is essential to have 

videos that combine English with Islamic views.  

WhatsApp chats 

Theme: Challenges of 

teaching English online to 

young learners during 

COVID-19 pandemic. 

Share to us about the challenges 

encountered while teaching 

English online during the 

COVID-19 outbreak, as 

opposed to in the classroom. 

The barriers we encountered were: 1) lack of 

confidence in teaching English during face-to-face 

and online teaching and learning activities. Even 

when learning online, the time shortage to deliver 

content because there were so few English-language 

videos expressing Islamic values on the internet. 2) 

We have a dearth of vocabulary mastery. When we 

were in junior high school and high school, our 

entire TK ABA Nitikan teachers learned English, 

but not all of us studied English. 3) Pronunciation 

of English words that are not yet proper and 

following applicable rules becomes an additional 

challenge we must overcome. 4) Additionally, we 

do not have an English music library available in 

video forms, accordingly, we crave for digital 

learning media containing both English materials 

integrated with Islamic values.  

 



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On the basis of in-depth interview retraction that is structurally carried out in a particular time, 
the results that were gathered are presented in the form of obstacles that instructors confront when 
learning English online as well as the demands of teachers in the state of learning material that is 
based on digital learning media to support online learning.   

3.2 Step two: Designing instructional blueprint of digital learning media 

Design requires connecting theoretical frameworks and actual-world scenarios (Dick et al., 
2015). The design should enable the learners to acquire new knowledge and skills without the any 
assistance. Thus, a sequence of planning processes with the goal of ensuring that particular 
instructional goals are met through the design of digital learning material. The following phases 
have to be accomplished in step two: 

a) Arranging instructional media and objectives in order  

b) Planning the time schedule 

c) Learning on how to utilize PowToon autodidact 

d) Creating videos practice regularly  

 
After determining the instructional media that will be utilized to provide students with the 

opportunity to acquire new knowledge and skills, the instructional media and objectives were 
arranged in the appropriate sequence. There are many different instructional media that may be 
found for free on the internet. These media have been researched, put into practice, and evaluated in 
a variety of scientific studies. There are three different applications to choose from, each of which is 
popular, appealing, user-friendly, and affordable. Canva (Melinia & Nugroho, 2022; Nurhidayat, 
2021; Switrayni et al., 2022), Kinemaster, and PowToon (Anggita, 2021; Aryanti et al., 2022; 
Syafitri et al., 2018) are the names of the three apps. It was narrowed down to field analysis, the 
findings of in-depth interviews with teachers, and taking into account the context, which was 
teaching English to young learners. This was done using the three applications that were submitted. 
As a result, it was consented that PowToon would be the application of choice that bridges of digital 
learning media as a means of addressing the needs of kindergarten instructors in the classroom when 
it comes to teaching English. PowToon was created by Ilya Spitalnik and Daniel Zaturansky in 2012 
(Chandler, 2015). PowToon, allows users to produce free animated films. Create animated or video-
embedded slideshows. 

 

Fig. 2. The interface of PowToon website. 

 

 

Fig. 3.  The interface of PowToon initial page. 



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In order to utilize PowToon, we purchased the program, read a book titled Power Up Your 
PowToon studio project together (Graham, 2015), and viewed the example videos. We cover the 
activities in the following schedule: 

Table 3.  The PowToon learning schedule 

Time Activities Results 
Week One (1 

day activity) 

Getting started to recognize studio screen, 

timeline, navigation panel, working area 

and editing board.  

 
Comprehend the interface appearance and how to 

utilize each button including all panels 

Week One (2 

days activity) 

Getting to know on constructing story 

board and start prototyping 

 
Developing a blueprint of story board and create a 

simple prototype. 

Week One (2 

days activity) 

Creating and embedding learning supports 

(characters, videos, pictures, music, voice, 

learning materials) into PowToon  

 
Combining all the learning supports to one video 

sample.  

 

Within five days, a sample video was produced as a preliminary activity before to the 
development phase. By engaging in frequent practice, later, students will be able to acquire new 
knowledge and skills without assistance, particularly when learning English. 

3.3 Step three: Development 

In the development phase or the method of developing and manufacturing instructional materials 
(Campbell, 2014), we employ several steps as follow: 

a) Syllabus modifications by assembling English based Islamic values materials  

b) Constructing story board for PowToon 

c) Video creation and development process using PowToon 

d) Obtaining feedback from experts. 
 

Typically, the syllabus materials cover weekly learning topics and offer students with a plan or 
trail indicating when and how course content will be presented. The course outline also establishes 
workload expectations for students by listing assessment items and due dates. Due to the 
interruption caused by the circumstances – COVID-19 attack, the course outline needs to be 
modified to ensure that the course outcomes are completed in the remaining time. The following 
table showed the syllabus modification prior to teachers’ interview results in Table 1. 



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Table 4.  The syllabus modification result 

Present themes in syllabus Modified version  
Colors 

Competency Indicators (CI) 

1. Students are able to recognize various colors and 

their pronunciation. 

2. Students are able to distinguish various colors. 

3. Students are able to identify colors on objects in 

the surrounding environment. 

Learn colors with Naoki 

Competency Indicators (CI) 

1. Students are able to recognize various colors 

(10 colors) and pronounce them correctly. 

2. Students are able to distinguish various 

colors based on the exercise given. 

3. Students are able to identify colors on 

objects in their closest environment. 

Numbers 

Competency Indicators (CI) 

1. Students are able to pronounce numbers 1 to 10 

correctly. 

2. Students are able to count from 1 to 10 in the 

correct order. 

3. Students are able to distinguish between numbers 

1 to 10 properly and correctly. 

 

Learn numbers with Naoki 

Competency Indicators (CI) 

1. Students are able to acknowledge numbers 

and pronounce numbers 1 to 10 correctly. 

2. Students are able to distinguish between 

numbers 1 to 10 properly and correctly 

based on the exercise given. 

3. Students are able to count from 1 to 10 in the 

correct order. 

 

Alphabets 

Competency Indicators (CI) 

1. Students are able to identify the shapes of the 

alphabet correctly 

2. Students are able to spell the alphabet with 

correct pronunciation 

3. Students are able to distinguish the various 

alphabets correctly 

 

Learn alphabets with Niki 

Competency Indicators (CI) 

1. Students are able to identify the sounds and 

shapes of the alphabets. 

2. Students are able to spell the alphabet with 

correct pronunciation using given objects. 

3. Students are able to distinguish the various 

alphabets correctly. 

 

Greetings 

Competency Indicators (CI) 

1. Students are able to articulate greeting 

expressions correctly 

2. Students are able to utilize greeting 

expressions contextually 

3. Students are able to give response of greeting 

expressions correctly 

Greetings with Niki 

Competency Indicators (CI) 

1. Students are required to reiterate greeting 

expressions in Islamic ways and formal ways 

based on the video given so that they will be 

able to articulate the expressions correctly. 

2. Students are able to recite prayers, before 

and after the teaching learning process. 

3. Students are able to perform greeting 

expressions given with teachers and peers in 

order to implement the expressions 

contextually. 

4. Students are able to give the accurate 

response of greeting expressions.  

 

After modifying the curriculum, the next step necessary was to create storyboards for the 
materials. A storyboard is an efficient and uncomplicated tool for constructing narratives that helps 
us imagine compelling content. We also incorporated teachers' perspectives on online learning and 
the adoption of printed texts of Islamic principles in the presence of emerging conditions, followed 
by the projection of the first PowToon video creation. The following table displaying storyboards 
examples that have been developed meticulously.  

 



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Table 5.  The storyboards examples 

Themes Storyboards 
Numbers 

 
Colors 

 
 

We visualized the textual contents into four videos using PowToon based on the storyboards. 
After the completion of the videos, the following activity in this development step was to send the 
first video's development outcomes to experts for advice and verification. To prevent prejudice, the 
specialists were chosen based on their educational background and field experience. We produced a 
set of evaluation forms that included criteria for cognitive load, student engagement, and active 
learning (Brame, 2016). The feedback result showed as follow; 

Table 6.  Feedback from experts 

Criteria Recommendation  Rationale Examples 
Cognitive load Use compelling 

alphabets  

Can attract young 

learners to learn English 

Choose the alphabets 

from clouds and put 

them in PowToon 

Student engagement Use a character  

 

Draw the interest of 

young learners, they 

have a new friend in 

learning English 

 

Create a character, as 

you are focusing on 

learning English 

involving Islamic 

principles, you may 

draw the character using 

online applications 

Active learning Give a direct compliment May increase students’ 

motivation to watch the 

video for many times. 

Record compliment 

voices, such as “good 

job”, applause and etc. 

incorporate them in the 

videos.  

 

The cognitive load says memory contains several parts. Sensory memory accumulates 
environmental data. Sensory memory data can be temporarily retained and processed in working 
memory. This processing is needed for encoding into long-term memory. Because working memory 



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is limited, learners must be selective about what sensory memory information to pay attention to 
during the learning process. This has crucial implications for designing instructional materials. 
Following the feedback from the experts, suggestion to change the fonts of alphabets was deemed 
vital in order to provide a positive first impression on learners. Moreover, student engagement 
fetched the subtle concept, students cannot learn from videos if they do not watch them. Therefore, 
the first and most essential rule for optimizing student attention to educational videos is to grow 
their interest by providing a character as a virtual friend. Regarding to the active learning in the 
classroom offers demonstrable advantages over passive interactions with course material through 
lecture, and demonstrating features that stimulate cognitive engagement during video viewing can 
boost student learning from this medium. Therefore, giving direct compliment has to be appeared in 
the video. Prior to using the videos in the field or throughout the teaching and learning process, we 
modified them in light of the input from the experts. 

3.4 Step four: Implementation  

Step four, implementation focused on the procedure for implementing the digital learning media 
(videos) in a practical setting or classroom setting. In specific, the utilization of digital learning 
media in the classroom implemented. Moreover, the implementation phase's goal is to prepare the 
learning environment and engage the students. At this point, the teachers as the participants of this 
study, were prepared to the actual learning environment where the students may begin to create the 
new information and abilities required to close the performance gap after the implementation phase 
is completed. The participants have to follow a series of quick training sessions using digital 
learning media in order to function the videos in the online classroom setting. As this phase 
represented the end of development activities, the voices of the participants had to be recorded in 
order to proceed to the final step, evaluation which also dealt with video quality, audio quality and 
content quality. 

In class, I show Naoki’s video on learning numbers. When we first started learning to count, I played the 
video. The students, who were learning remotely via zoom, were quite excited, so I asked them to sing 
along with the song featured in the video. At least they're motivated to study English; to kept from being 
discouraged, they also praying in accordance with Islamic beliefs, which were also shown in the film 
(the voice of participant A). 

When I am presenting the information to my students in the classrooms that I am in charge of, I play 
learning videos. I continued to begin the lesson by presenting large photographs from the book, and then 
I proceeded to incorporate the information that was shown in the video. As a direct consequence of this, 

the pupils' response times to questions in English pertaining to numbers were highly impressive (the 
voice of participant B). 

I use the four videos with Naoki and Niki as a way to learn English in class. It looks interesting, the song 
is easy to understand, and so are the questions. Even though I don't study English, I can also understand 
and answer the questions in the video. The good news is that there is Islamic content. You can pray 
before and after each lesson. So that both general and religious lessons can be studied at the same time 

in the same video (the voice of participant C). 

I used two videos about how to say hello and how to recognize the alphabet. When my students come into 
the virtual zoom room, they always greet me because of the video. they start practicing right away at the 
next meeting. While I played the video alphabet over and over again just to teach them the basics, they 
first learned the shape of the letters and then wrote them down in the way that worked best for them. Not 
concentrating on reading, but the catchy and unique shapes of the letters make them easy to remember 
(the voice from participant D). 

I used two instructional movies to enable students to learn about colors and numbers. Both are quite 
fascinating, the English is clear, and the speed is adequate. I play the video during the learning activities, 

pause it if necessary, and then resume. Greetings and prayers have really fascinating stuff (the voice 
from participant E). 

It appears that the learning video has a direct influence based on the outcomes of the experience 
as stated by the teacher. It is simple for both teachers and students to teach and learn English while 
upholding Islamic principles. Therefore, it can be extrapolated from the outcomes of incorporating 
videos into teaching and learning activities that these videos make it easier to learn English while 
preserving Islamic values. 



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 Rifky Dora Wijayati & Khafidhoh (Developing Islamic-Values-Based PowToon…..) 

3.5 Step five: Evaluation 

The evaluation of the entire process is the last stage of this modified ADDIE model. Any new 
instructional technology that is implemented must first undergo a comprehensive examination in 
order to determine how it will affect student learning. The evaluation stage involves numerous 
equally important steps. At this point, the project is being meticulously tested to determine the what, 
how, why, and when of the tasks that were completed (or not) during the entire project. In this study, 
the integration of Islamic values while teaching English became the core point whether the 
objectives have been reached or need to be improved. The responses regarding to the digital learning 
media (videos) from participants were shown as follow. 

 

Fig. 4. Video quality comments 

There are 4 indicators of digital learning media (videos) content quality that are shown. The first 
aspect of good picture compositions is how the picture's visual elements are arranged within the 
frame and obviously give video samples of Islamic values that incorporated with English materials. 
Over ninety-one percent of respondents rated the visual components or photographs of both Islamic 
values and English materials used in the composition as great, whereas just nine percent rated the 
first criterion as good. Secondly, a well-edited sequence is just a succession of pictures that flow into 
one another to indicate the progression of an action. Ninety-four percent of respondents felt the 
videos ran smoothly, and six percent had positive reactions to the sequences. Following that, 
participants rated whether or not the titles and subtitles were suitable. The study found that 94% of 
the provided titles and subtitles were completely accurate, with another 6% scoring adequately. 
Animation videos meet the final criteria of high-quality video content relating to the steadiness of 
pans, tilts, dollies, and shoots. A whopping 97% of respondents rated the results of the Muslim 
animated characters' motion as fantastic, while only 3% rated them as good. The cumulative rating 
of participants’ feedback on the video's quality was high, making it suitable for usage in a classroom 
setting of teaching English to young learners integrated with Islamic values.  

 

Fig. 5.  Audio quality comments 



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High-quality audio is essential in digital learning media (videos) because it engages audiences: it 
helps convey information, boosts production value, elicits emotional responses, emphasizes what's 
on screen, and is utilized to signal mood. When used effectively, language, sound effects, music, and 
even silence can significantly enhance a video. The audio produced with PowToon combines the 
audio from English songs with the audio from live voice recordings. The two audio formats are 
combined in order to incorporate English content with Islamic principles. The participants’ response 
regarding audio quality were categorized into three groups. The initial concern was audio or sound 
steadiness. Ninety-seven percent of participants felt that the audio was ambient, regulated, easy to 
listen to, and stable, while only three percent agreed with the first category. The participants also 
deemed the volume of the narrator's voice-over to be outstanding. Lastly, 97 percent of participants 
indicated that each video's music, lyrics, and tempo were appropriate. The majority of the replies 
from the participants assessing the audio quality were above the mean. The audio was excellent in 
encouraging students to study English incorporated with Islamic values. 

 

Fig. 6.  Content of information 

Although these digital learning media (videos) were carefully created and constructed based on 
extensive need analysis, they must still be evaluated by participants to ensure that they have 
addressed the demand. The final comments from participants concerned the content of Islamic 
values merged with English materials in the videos. As a result, four indicators were offered to 
evaluate the video substances. The first indicator focused on whether or not the information was 
accurate and reliable. The second indicator is the presentation of the movies, which determines if 
they are engaging or not. Third, because the movies are intended for young learners, the animations 
have been improved to reflect the real world. In terms of all three factors, all participants replied 
fully outstanding, indicating that the contents matched their needs. Furthermore, one final clue about 
the time allocation of the videos. Participants rated the time allocation as great in 97% of cases and 
good in 3% of cases. In conclusion, the videos' content and substance matched the participants' 
expectations and are useful for teaching English containing Islamic values for online learning. 

4. Conclusion 

In light of the recent COVID-19 outbreak, the present study focused on developing digital 
learning media (videos) for children based on Islamic values utilizing PowToon for TK ABA 
Nitikan teachers. The study found that a systemic approach known as ADDIE was used to carefully 
design digital learning media with Islamic principles embodied in videos, meeting the needs of 
kindergarten instructors in online instruction. For more than 30 years, instructional designers have 
used the ADDIE approach. The model's innate flexibility is one of the main reasons for its 
durability. ADDIE can be adjusted to suit almost any instructional requirement or goal. The ADDIE 
paradigm for instructional design is particularly well-suited to handle the design problems that lie 
ahead given the constantly shifting circumstances of a severe condition including the COVID-19 
attack, in particular for kindergarten teachers. 

Five phases incorporated in ADDIE namely, analysis, design, development, implementation and 
evaluation. The need analysis conveyed the participants and context demands (Dick et al., 2014, 



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 Rifky Dora Wijayati & Khafidhoh (Developing Islamic-Values-Based PowToon…..) 

2015), followed by design which uncover the connection between theoretical frameworks and 
actual-world scenarios using PowToon application. Moreover, the development step, 
incorporating the result of syllabus modifications, the storyboards and experts’ feedback 
towards the digital learning media that have developed. The implementation revealed utilization 
of digital learning media in virtual classroom setting and the voices of the participants. Last, the 
evaluation established whether the objectives have been reached and what needs to be done 
going forward to increase the project's effectiveness and success rate. Using the ADDIE approach 
to create digital learning media for kindergarten teachers allows and encourages the participation of 
all teachers in actual teaching and learning sessions, and yields direct student effect. By allowing 
teachers and students to voice their ideas and concerns, their chances of supporting and utilizing 
videos will increase. Referring to the overall evaluation of the generated material, there was one 
significant deficiency in the process of creating the digital learning media (videos). Due to time 
constraints, it does not cover all Islamic curriculum topics for Muhammadiyah kindergarten. In light 
of this, it might be worthwhile to recommend that additional research be conducted in this area. 

 

Acknowledgment  

The authors would like to extend their gratitude to the LPPM (Lembaga Penelitian dan 
Pengabdian kepada Masyarakat) Universitas Ahmad Dahlan for their support to this research. 

Declarations  

Author contribution : Rifky Dora Wijayati was responsible for writing of the manuscript, 
the data collection, transcription and analysis. Khafidhoh revised the 
manuscript. Both authors approved the final manuscript 

Funding statement : The research is funded under Universitas Ahmad Dahlan.  

Conflict of interest : The authors declare no conflict of interest. 

Additional information : No additional information is available for this paper. 

 

 

 

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