<![CDATA[Digital learning media can support historical inquiry when technological features are aligned with explicit pedagogical guidance. This study developed digital Question Card media integrated with Guided Inquiry through the ADDIE procedure and evaluated its validity, practicality, and association with conceptual-understanding gains in an Abbasid civilization course at UIN Sunan Gunung Djati Bandung. The research-and-development process included needs analysis, design, expert validation, iterative revision, implementation, and evaluation. Needs data were obtained from a lecturer interview, classroom observations, and a survey of 30 students; field evaluation involved 32 students in a one-group pretest–posttest design. Three experts produced an overall validation score of 92% (very valid). Practicality scores increased from 89.2% in the one-to-one trial to 91.5% in the small-group trial and 94.2% in the field trial. Mean conceptual-understanding scores rose from 64.7 (SD = 12.3) to 82.9 (SD = 9.5), t(31) = 11.48, p < .001, with an N-Gain of 0.52. Qualitative evidence indicated that structured questioning, immediate feedback, and interactive navigation supported inquiry, whereas prior knowledge, higher-order question difficulty, and mobile loading remained constraints. The study contributes a context-specific Digital Inquiry-Scaffolding model, while the one-group design requires cautious interpretation of the observed learning gains.]]>
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