<![CDATA[The development of interactive digital learning media provides an opportunity to strengthen students' understanding of financial topics that are abstract and technical in nature. This community service program was conducted in partnership with the Management Study Program, Faculty of Islamic Economics and Business (FEBI), UIN Sunan Gunung Djati Bandung, in response to several learning challenges identified among students, including reliance on static and text-heavy printed materials, a gap between theoretical concepts and practical applications in financial markets, and limited access to learning materials beyond the classroom. A preliminary learning-preference needs assessment involving 93 students indicated a strong preference for Reading/Writing and Kinesthetic learning activities, which informed the development of an interactive, web-based flipbook covering money market and Islamic capital market instruments, including sukuk and Islamic mutual funds. The program involved 115 fifth-semester students from three parallel classes and consisted of the introduction and development of the digital media, guided use of the flipbook, mentoring activities, and program evaluation. Evaluation was conducted using a one-group pretest–posttest assessment with a 25-item objective test, complemented by a six-item 1–5 Likert-scale questionnaire assessing students' responses to the learning media, including perceived usefulness and perceived ease of use based on the Technology Acceptance Model (TAM). Students' average scores increased from 77.50 before the activity to 95.72 after the activity, with a mean difference of 18.23 points (95% CI [15.85, 20.60]; t(114) = 15.22; p < .001; Cohen's d ≈ 1.42). The standard deviation also decreased from 17.711 to 7.942, indicating more consistent post-activity performance. Because the program did not employ a control group, these results are interpreted as an increase in students' understanding associated with participation in the program rather than evidence of a causal effect attributable solely to the flipbook. Students' overall responses to the media were highly positive, with a mean score of 4.39 out of 5.00, particularly regarding its usefulness and ease of use. Overall, the program demonstrates that an interactive flipbook can serve as a practical community-service learning medium for strengthening students' understanding of Islamic money and capital market instruments and supporting more accessible, interactive, and contextualized financial learning.]]>
