This study aimed to explore the implementation of interactive read-alouds using digital flipbooks on water cycle materials to enhance students' reading comprehension. We employed Design-Based Research, encompassing the stages of analysis, design, development, and reflection. The research subjects were elementary school students studying water cycle materials. Data were analysed using descriptive analysis techniques to evaluate the effectiveness of using flipbooks in learning. The results showed that the use of interactive flipbooks significantly improved students' reading comprehension skills. The average student's reading comprehension score increased with the scores relating to understanding transpiration and condensation. The improvement in reading ability is attributed to the additional digital flipbook media. The validity of the media used shows the "feasible" for application in schools. This study recommends the use of interactive flipbooks as learning media for complex materials due to their effectiveness in increasing student engagement and understanding through interactive multimedia elements. © School of Engineering, Taylor's University.
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