Storytelling Learning Research Articles

PENINGKATAN KETERAMPILAN MENYIMAK CERITA MENGGUNAKAN MODEL PAIRED STORYTELLING BERBANTUAN MEDIA WAYANG PADA SISWA SEKOLAH DASAR

The aim of this research is to use story listening skills using a paired storytelling learning model assisted by wayang media in Class IV at SDN Bekasi Jaya I Bekasi City. Classroom Action research or PTK approach was established in constructing this study. The kemmis model is also Mc. Taggart which includes planning, implementation, observation and reflection stages with the subject of 31 students was applied as the research design. In collecting data, observation and documentation methods were applied using descriptive data analysis, including qualitative and quantitative. The study findings illustrate that story listening skills using the paired storytelling learning model assisted by wayang media are increasing, namely in cycle I by 73.8%, then in cycle II it has increased by 90.7%. Thus, the findings from the research are that the application of the paired storytelling model which utilizes wayang media has a positive effect on the development of narrative listening skills which also increases the learning participation of students in Class IV at SDN Bekasi Jaya I Bekasi City.

Kemampuan Siswa Kelas X SMA Negeri 6 OKU Menulis Cerpen dalam Pembelajaran Bercerita Berpasangan

The aim of this research is to describe the teaching and learning process of class X SMA Negeri 6 OKU students writing short stories in learning to tell stories in pairs and to explain the ability of class The method used in this research is descriptive method. Data collection techniques use observation techniques and test techniques. In making short stories using the learning technique of learning to tell stories in pairs. The results of the short story writing test in pair storytelling learning showed that of the 30 samples who got a score of 66 and above, there were 23 people (76.67%), 7 students who got a score of 65 or below (23.33%). Based on these results, it can be concluded that class X.2 students at SMA Negeri 6 OKU are able to write short stories in learning to tell stories in pairs. The advice for teachers is that they should always provide motivation to students, so that students are conditioned and happy to participate in learning. Students should take advantage of the opportunity given by the teacher to ask questions about learning material that is unclear and not yet understood, and increase their vocabulary. For researchers, with this research researchers can find out the abilities of class X.2 students at SMA Negeri 6 OKU. For other researchers, it is hoped that they can conduct research on writing short stories using different media, methods, and techniques in the future.

Digital Storytelling Learning Outcomes and Critical Factors: A Scoping Review

Digital Storytelling Learning Outcomes and Critical Factors: A Scoping Review

The Role of Storytelling in Teaching STEM to Young Learners: A Case Study in Indonesia

This research examines how storytelling might be used to teach STEM to Indonesian youth. After reviewing several research publications, the study concludes that narrative can improve student engagement, motivation, and STEM comprehension. The research uses qualitative methods such as case studies, observations, interviews, and focus group discussions to understand STEM education storytelling learning outcomes. The study found that narrative makes STEM subjects more engaging and increases students' STEM knowledge and skills. Despite promising results, the study admits limitations like the short intervention length and small sample size, suggesting that more research is needed to grasp storytelling's potential in STEM teaching properly. The paper finds that hands-on exercises and play with narrative can help young learners develop a more profound interest and knowledge of STEM subjects, providing significant insights for educators and parents.

STORYTELLING TO IGNITE LEARNING

Storytelling is as old as human communication. It is how communities kept and passed down their histories before the written word. For as long as there have been classrooms, teachers who wanted to connect with students have incorporated stories into their lessons. Today, teachers are navigating the complex realities of trying to keep students’ attention in the digital age. They are competing with the influence of social media and ubiquitous use of smartphones. In addition to these struggles, the effects of the worldwide pandemic and the realities of countries like Ukraine living through wartime on the state of global education, make it even more challenging to engage students. Teachers need additional tools to help students achieve critical outcomes and life skills. There is significant qualitative confirmation regarding the efficacy of storytelling in learning. The article presents research findings of educators in various fields who have studied the efficacy of storytelling as a pedagogy. This article also details observed outcomes and advantages of digital filmmaking as a type of storytelling that is an effective teaching framework. Digital storytelling is a dynamic and immersive tool that can help teachers foster lifelong learning skills in students. These include problem-solving, critical thinking, empathy and active listening, accountability, ethics, and integrity. Once learned, these skills and behaviors create the capacity to achieve further learning engagement, outcomes, such as leadership, community and innovation. Further, a consideration of how digital storytelling can help overcome recent challenges to the education system, such as COVID-19, is also included.

Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective

This study focuses on interdisciplinary approaches within mathematics and physics education. Secondary schools, particularly those specialized in scientific curricula, have opportunities to explore common topics between mathematics and physics; however, creating a coherent interdisciplinary educational experience is challenging. Adopting an interdisciplinary perspective when designing learning sequences becomes imperative. The proposed approach harnesses the power of storytelling to engage students, emphasizing the interconnectedness of subjects and humanizing the evolution of scientific ideas. This study investigates the adaptation of the Digital Interactive Storytelling in Mathematics (DIST-M) model for interdisciplinary storytelling learning sequences. It aims to explore how this model, initially developed for mathematics activities in a virtual environment, can be enriched with elements from inquiry-based learning models to integrate the experimental aspects of physics. The research presents a theoretical discussion grounded in the design of a learning sequence centered around the study of light, taking place in a non-virtual environment and approached from an interdisciplinary standpoint. It introduces hypotheses for adapting the DIST-M model to accommodate interdisciplinary storytelling sequences. One involves the incorporation of an additional phase within the DIST-M cycle, dedicated to consolidating, transferring to other contexts, and addressing variations in the concepts explored, proved, and refined in earlier phases.

Pengaruh Model Storytelling terhadap Kemampuan Menyimak Cerita Bergambar pada Siswa Kelas V MIS Insan Ikhlas Islamic School Medan

This research is motivated by low learning outcomes and teachers have not used appropriate models in the learning process. The aim of this research is to find out the influence of the Storytelling learning model on the ability to listen to illustrated stories in Class V at MIS Insan Ikhlas Islamic School. The population in this study was 65 students. With a sample of class V A as the experimental class totaling 34 students and class V B as the control class totaling 31 students. Sampling used total sampling. To analyze the data, the Independent sample t-test was used using SPSS version 20. The results obtained after using the Storytelling learning model, namely the experimental class, obtained an average score of 84.4. Students' Listening Ability is assessed in the very Good category. There is an influence of the Storytelling learning model on the ability to listen to picture stories in Class V with the results of the calculated t test showing that at a significant level of 5%, the calculated value shows a tcount value of 4,646. Meanwhile for ttable at N = 65, namely 1.668. So tcount 4,646 > ttable 1,668.

Improving Learning Outcomes of Catholic Religious Education for Grade III Students Through The Storytelling Method

Learning outcomes are the mastery and abilities that students have achieved about the material and skills regarding the subject after receiving their learning experience. Learning outcomes can be measured from their own abilities, where in the learning process in the classroom students are more active and the ability of Catholic Religious Educator teachers to apply skills to the teaching and learning process can improve student learning outcomes. In teaching and learning activities at SDK Puubheto, especially in grade III Catholic Religious Education lessons, problems were found in teaching and learning activities, namely; Students feel bored because the classroom atmosphere is not conducive, teachers do not understand the right learning methods according to the age of students and are not skilled in applying learning methods, students are not actively involved in teaching and learning activities, teachers tend to only give assignments so that students lack understanding of the material, and student learning outcomes are low. The formulation of the problem in this study is how the influence of the storytelling method on improving student learning outcomes. The purpose of this study was to determine how the influence of the application of storytelling learning methods on Catholic Religious Education subjects in improving learning outcomes. In improving learning outcomes, researchers use the application of storytelling methods in Catholic Religion subjects. The storytelling method is a learning strategy where the delivery is through oral speech by telling stories or events and information that is packaged creatively to attract children's attention. The results of the study found by researchers showed that the learning outcomes of students in each cycle increased from the pre-test results with a percentage of 35.71%, the percentage of post-test cycle I of 50%, and the percentage of post-test cycle II of 100%. It can be said that there is an increase in the learning outcomes of Catholic Religious Education through the application of storytelling methods in grade III of Puubheto Catholic Elementary School.

Utilisation of Digital Storytelling to Increase Student Learning Motivation

Digital storytelling is a form of mediated communication that uses a set of information and communication technologies with the aim of exchanging information, which is packaged into several topics with an interesting presentation style. The purpose of this study is to describe the utilization of digital storytelling that can increase the level of learning motivation of students. The research model implemented is to use quantitative methods. The quantitative method was carried out with a survey model with google forms and in-depth interviews, as well as gathering information from several students at one of the Madrasah Aliyah in the Tanah Datar area. The result of this research is that digital storytelling is very effective to be applied in schools, because it is able to bring out the enthusiasm and high motivation of students in learning. The conclusion of this research is that a teacher must be able to improvise on learning media which initially only used printed media in learning, now must be able to utilize digital storytelling as a medium that arouses students' enthusiasm. The limitation of this study is that researchers are only able to apply digital storytelling learning media in one subject. For this reason, researchers hope that future researchers can apply and develop digital storytelling in various subjects.

Pengembangan Media Big Book Berbasis Problem Based Learning untuk Meningkatkan Kemampuan Bercerita Anak Usia Dini

Findings related to the low storytelling ability of young children and the need for learning media that can support storytelling learning are the background for this research. The aim of the research was to analyze the need, practicality and effectiveness of PBL-based Big Book media in improving the storytelling skills of young children. This research methodology is research and development (R&D). The sampling technique used in this research was total sampling. The research instruments were observation sheets and questionnaires. Data analysis uses descriptive analysis and t test. The research results show that PBL-based Big Book media meets the elements of validity, practicality and effectiveness and can be used in learning. The validation results of the two experts stated that PBL-based Big Book media was very feasible, where the material score was 84.6% and the media score was 88.0%. The media effectiveness test showed that the ability to tell stories in the experimental class (86%) was higher than the control class (68%). The difference test found that the mean storytelling ability of the experimental class was significantly different from the control class (p=0.000). Thus, it is concluded that PBL-based Big Book media is quite effective in improving storytelling abilities in young children.

A Case Study on the Educational Effectiveness of Online English Content Using the Storytelling Learning Method: Focusing on Students’ Perceptions and Opinions

This is a case study designed to determine the educational effect of online English content using the Storytelling Learning Method (SLM). The study focused on the course Learning English through Film offered by a cyber university in Seoul. A survey was conducted among 1,024 students from 86 universities who participated in the course. The course was based on the film <i>A Dog’s Way Home</i> (Smith, 2019) and followed the story of the film for 15 weeks over a semester. At the end of the semester, a survey was carried out to assess the following: 1) satisfaction with the online English learning content and improvement of English skills, 2) the effectiveness of SLM, and 3) students’ perceptions of their English skill improvement. The survey results revealed that 76% of the students found the SLM to be effective, and 92% expressed their interest and active participation in the course. In addition, 80% of the students reported that the online classes were more helpful in learning English, with listening and understanding context identified as the most improved language skills. These findings support the effectiveness of strategically structured course content utilizing SLM in terms of enhancing students’ motivation to learn and their academic achievements.

Storytelling as a Skeleton to Design a Learning Unit: A Model for Teaching and Learning Optics

Instructional design is an essential part of teaching practice: both researchers and teachers are engaged in finding strategies to deal with this complex work. We propose the use of storytelling as a skeleton to structure a long-lasting teaching unit, maintaining coherence and giving meaning to its various elements. We refer to an interpretation of storytelling for educational purposes as a role-playing game, drawing inspiration from the Digital Interactive Storytelling in Mathematics framework. Designing a learning unit based on storytelling means integrating every moment of the teaching–learning process within the narrative: the teacher and students are all part of the same story, which motivates every activity carried out in the unit and contextualizes the tasks performed. Moreover, the assessment is also integrated into the narrative flow. In this study, we designed an exemplary Storytelling Learning Unit (SLU) model for the study of light, promoting modelling and argumentation skills in mathematics and physics. This unit, intended for ninth-grade students in an Italian scientific high school, was co-designed by the teacher of the class in which it will be implemented. This work particularly focuses on the design process. From reflection on the specific unit developed, general design principles for creating a SLU were hypothesized.

The Effect of Storytelling Learning Using Role Playing Model Assisted by Audiovisual Media on Students Written and Storytelling Skills of Students Grade V Elementary School in Pringsurat Sub-District Temanggung District

The Role Playing learning approach aims to make learning more meaningful for students. The Role Playing learning approach, combined with multimedia resources, stands out as a chosen and viable strategy for overcoming emerging challenges. In this study, experimental research with a quantitative approach was applied to assess the impact of using storytelling learning models paired with various media on storytelling skills and writing stories in a fifth-grade elementary school class. Based on the assessment process that has been carried out, the results in this study are an assessment of typical differences in comprehension tests between experimental and control groups supporting the acceptance of H1 versus H0. With a bidirectional significance probability value of 0.005, H1 is accepted, and H0 is rejected because 0.000 is less than 0.05. Therefore, this study ensures that the Role Playing learning model has a significant influence on students' storytelling skills. Similarly, the evaluation of typical differences in comprehension tests between the experimental group and the control group also favored the acceptance of H1 over H0. With a bidirectional significance probability value of 0.005, H1 is accepted, and H0 is rejected because 0.000 is less than 0.05. In summary, role playing has a significant influence on students' storytelling skills. Assessment of typical differences in comprehension tests between the experimental group and the control group led to acceptance of H1 versus H0. With a bidirectional significance probability value of 0.005, H1 is accepted, and H0 is rejected because 0.000 is less than 0.05. In conclusion, Role Playing significantly affects students' ability to tell stories and write stories. Keywords: role playing, storytelling skills, story writing skills, audio-visual media.

The Effect of Paired Storytelling Learning Model Assisted by Pop-Up Book Media on Students’ Story Listening Skills and Learning Outcomes of Fifth Grade Students’ at SDN Sangir Makassar

This research aims to determine whether there is an influence of the paired storytelling learning model assisted by pop-up book media on story listening skills and student learning outcomes of fifth grade students’ at SDN Sangir Makassar. The type of this research is experimental research design and a quantitative approach using a one group pre-test post-test research design, that is an experiment whose implementation only involves one class as the experimental class. The independent variable in this research is the paired storytelling model assisted by pop-up book media, while the dependent variable is listening skill and learning outcomes. The population in this study were all students at Wajo sub-district, Makassar city, while the sample was class V with a total 41 students. The data collection techniques used are documentation, interviews, observations, and test in the form of essay test whose validity has been tested. Data analysis used descriptive analysis techniques and inferential analysis tecniques. The results of descriptive statistics show that the average student pre-test score is 41,90 and has increased after being given treatment with the average student post-test score being 85,00. The results of statistical analysis by testing the hypothesis using a independent sample t-test by finding a significant influence, require a significance level criterion of 0,05 and comparing t-count with t-table so that it can be concluded that the paired storytelling assisted by pop-up book media has a significant effect of listening skills and learning outcomes of fifth grade students at SDN Sangir Makassar. Keywords: Paired storytelling, Pop-up book, listening skills, Learning outcomes

Activity of speaking skills of grade V students with the help of a paired storytelling model on the theme of the environment of SDN Tegalasri 4

The research aims to analyze and describe the implementation of the learning process of speaking skills by using paired storytelling learning model for fifth grade students of SDN Tegalasri 4. The research method used in this research is qualitative research. The subjects in this study were fifth grade students of SDN Tegalasri 4. Data collection techniques used interviews, observation, and documentation. The results of the learning implementation research using the paired storytelling learning model obtained a score 84% "very good". The results of the observation of students' speaking skills using the paired storytelling learning model obtained a score 71% "good". The conclusion of this research is that learning speaking skills using paired storytelling can motivate to learn better in improving students' speaking skills in class V SDN Tegalasri 4.

Skill Development through Artificial Cognitive Systems and Social Robotics Applied at Tech-Education

The focus of this research is to demonstrate how a platform composed of systems of artificial cognitive agents and social robotics can interact, teach and learn with students and teachers, through a pedagogical practice and methodological integration of the psychological concepts of the Theory of Multiple Intelligences, the educational foundations of the Dialectic methodology and the relationship explored in the Man-Machine Symbiosis. The objective of this article is to present the cognitive methodological concept of the project developed, grounding it from the theoretical principles, to the selection criteria for the models presented in the current discussions, taking as lines of thought that seek to define the strategy for creating personalized learning storytelling, the techniques for building social robotics in education and the interactivity between visual feedback in the challenging context of technological education.

Introduction to Story Telling as A Media to Improve English Learning at SMP Negeri 1 Aluh-aluh

This community service activity aims to introduce the story telling to the teachers and students at SMP Negeri 1 Aluh-aluh as a teaching media to improve English learning. Story telling is a good and complex teaching media for teaching skills in English. Among the benefits of using story telling include: sharpening writing, reading, speaking and listening skills in English, enriching vocabulary, phrases and knowledge of English idioms and proverbs, practicing public speaking skills as well as pronunciation, increasing self-confidence in English and studying various aspects of life contained in stories. The implementation of this community service activity uses the socialization method on how to use story telling in learning, direct teaching practice using story telling, and giving prizes as a form of motivation for students who are able to demonstrate story telling. The conclusion from this service activity is that this service activity ran smoothly and had a positive impact on teachers and students at SMP Negeri 1 Aluh-aluh. Teachers and students can start practicing using story telling media after this community service is carried out.

Multimedia-Based Storytelling Learning Media Effectivity For Early Childhood’s Expressive Language Skill Development

The objective of this study is to evaluate the effectiveness of multimedia-based storytelling learning media in improving early childhood expressive language skills within the context of Early Childhood. This study used a quantitative approach, with pre-experimental research method using a one-group, pre- and post-test design. There were 50 children in the population, and there were 34 children in the sample. Data collection using observation, questionnaires and documentation. Using paired-sample t-tests to test hypotheses. The results indicated that Ha was approved, indicating that there was a 19.27% increase in the children’s expressive language skill. Before and after treatment, there was an average difference in the expressive language capabilities of children. This demonstrates that multimedia-based learning media is effective at enhancing the expressive language skills of children. The study concludes that multimedia-based storytelling learning media is an effective tool for improving expressive language skills in early childhood.

The Use of the Story Telling Method to Improve Student Speaking Ability

This study aims to find evidence of the method learning storytelling can improve students speaking ability at SMA Negeri 5 Metro. The total sample involved was 59 students. The method used in this studys a quasi-experimental. The result of Data analysis showed that the post-test mean score was higher than the pre-test (54.06 > 44.27). This shows the results of the analysis which show that the t value obtained is higher than the t table (17,067 > 2,048). then the second data shows that the t-test value obtained is greater than the t-table (3,269 > 2.021), it can be concluded that learning to speak using storytelling in the even semester of class XI SMA Negeri 5 Metro can improve abilities. Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This means that the use of story telling provides an improvement in students' speaking.

Enhancing Listening Skills through Paired Storytelling Model with Wayang Cartoon Media in Indonesian Language Learning

This research is motivated by the fact that Indonesian language learning, particularly in listening skills, faces various challenges for both students and teachers. Students lack interest and feel bored, while teachers struggle to cultivate students' motivation and have difficulties in implementing and selecting innovative and varied teaching models that align with the learning material. There are also challenges in developing teaching materials. Teaching still relies on conventional and classical methods through strategies, approaches, and teaching methods that have not fostered productive thinking habits. Teachers should be skilled in selecting teaching media to ensure effective and enjoyable teaching and learning processes and enhance students' competence in listening to fairy tales. By utilizing the paired story telling learning model through the "Wayang Kartun" media, it is expected that students' ability to comprehend the content of a fairy tale will improve. This research aims to contribute information and insights on how the paired story telling model with the "Wayang Kartun" media can be used to understand the content of a fairy tale.