<![CDATA[This study aims to describe the implementation of the digital storytelling method in Islamic Religious Education learning on Islamic History material in State Junior High Schools in Kebakkramat, Karanganyar. This study used a descriptive qualitative approach. Data were collected through in-depth interviews, observations, and documentation involving three Islamic Religious Education teachers and five students as informants at State Junior High Schools 1, 2, and 3 Kebakkramat, Karanganyar. The data was validated by technique triangulation and source triangulation, then analysed through stages: data reduction, data presentation, and conclusion drawing. The results of the study indicated that the implementation of digital storytelling increased students' interest, motivation, and understanding of Islamic history material through interactive, creative, and contextual learning. Teachers utilised digital media such as Canva, educational videos, and interactive platforms to enrich the learning experience. Challenges faced included limited time, technological facilities, teachers' and students' digital literacy, and variations in learning interests. Creative classroom management strategies, adequate facility support, and digital literacy training were the keys to the successful implementation of this method. Digital storytelling has proven to be relevant to the demands of 21st-century learning, capable of internalising Islamic values, and has the potential to be an innovative alternative in teaching Islamic History.]]>
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