<![CDATA[This study examines how multimedia storytelling is implemented in Islamic Cultural History education and how students experience participation, understanding, and reflection. A qualitative single-case study involved 12 purposively selected participants: one teacher, one principal, and ten students. Data were collected through semi-structured interviews, classroom observations, and document review, then analyzed using open, axial, and selective coding. Findings identified three implementation phases: planning, execution, and evaluation. Participants reported greater attentiveness, questioning, enjoyment, and perceived comprehension and recall. However, participation varied with confidence, presentation pace, and technical disruptions. Teacher facilitation and alternative media arrangements supported instructional continuity without eliminating these constraints. Moral and spiritual reflection emerged less explicitly, providing limited evidence of sustained internalization or jointly constructed historical interpretations. The originality lies in a contextual account connecting multidimensional engagement with opportunities for participatory meaning-making while distinguishing visible participation from interpretive depth. The study contributes to Islamic history pedagogy by clarifying relationships among narrative presentation, facilitation, and student responses. Practical implications include inclusive discussion, appropriate pacing, and backup resources. Comparative and longitudinal research is needed to examine sustained learning and reflective development.]]>
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