<![CDATA[This study examines the effectiveness of interactive screen-based instruction in enhancing student engagement and comprehension of Islamic Cultural History materials at MAN 2 Kuningan, West Java, Indonesia. Employing a quasi-experimental design with a non-equivalent control group pretest-posttest scheme, the study involved 64 eleventh-grade students divided equally into an experimental group receiving interactive screen-based instruction and a control group receiving conventional teaching methods across eight instructional sessions over six weeks. Student comprehension was measured using a validated 40-item multiple-choice test, while engagement was assessed through a 24-item instrument covering behavioral, cognitive, and emotional subscales. Data were analyzed using independent-samples t-tests, paired-samples t-tests, and analysis of covariance. Results demonstrate that the experimental group achieved significantly higher posttest comprehension scores and engagement levels across all subscales compared to the control group, with practically meaningful effect sizes observed throughout. These findings indicate that interactive screen technology, when purposefully integrated, functions as a transformative pedagogical environment that reduces extraneous cognitive load, activates multimodal learning channels, and sustains affective investment in historically complex subject matter. The study contributes original empirical evidence to the underexplored intersection of educational technology and Islamic humanities education, with implications for madrasah curriculum development, teacher professional development, and national digital transformation policy.]]>
