<![CDATA[This study aims to develop an animated video as a learning medium for Islamic social interaction ethics and to analyze students' responses and changes in their measured scores after using the media at SMA Negeri 11 Banda Aceh. The study employed a Research and Development (R&D) approach by integrating quantitative and qualitative data. Quantitative data were obtained through pretest and posttest scores from 32 students, while qualitative data were collected through interviews with a Guidance and Counseling teacher and students. Quantitative data were analyzed using normality testing and a paired samples t-test, while qualitative data were analyzed based on interview findings and used to provide further explanation of the quantitative results. The findings showed that the mean pretest score was 70.72, while the mean posttest score was 69.50. The paired samples t-test resulted in a significance value of 0.290 > 0.05, indicating that there was no statistically significant difference between the pretest and posttest scores. Therefore, the animated video cannot be considered statistically effective in improving students' scores on social interaction ethics based on the quantitative results. Nevertheless, the interview findings indicated that the Guidance and Counseling teacher considered the animated video suitable for classroom use, relevant to Islamic social interaction ethics, and relatively easy for students to understand. Students also responded positively to the clarity of the material, although they demonstrated different learning preferences and provided suggestions regarding the AI-based visual design, which was considered too template-like and in need of greater detail. The findings indicate that the animated video has practical value as a supporting medium for teaching Islamic social interaction ethics. However, its use should be combined with other learning methods, habituation, discussion, and reinforcement from the school environment to support the development of students' social interaction ethics more effectively.]]>
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