Integrasi Multimodalitas Digital Storytelling dalam Meningkatkan Keterampilan Mencerita Kembali pada siswa Sekolah Dasar

Abstract

Retelling skills are crucial language abilities for elementary school students' literacy development. However, conventional methods often fail to engage students actively in storytelling processes. Multimodal digital storytelling integrating text, audio, visuals, and narration is believed to offer an innovative solution to this challenge. This study aims to systematically review the effectiveness of integrating digital storytelling multimodality in improving retelling skills among elementary school students. The method used is Systematic Literature Review (SLR) with a qualitative meta-synthesis approach following the PRISMA 2020 protocol. Literature searches were conducted on Google Scholar, SINTA Kemdikbud, Elicit AI, and Publish or Perish databases for the period 2021–2026. After the PRISMA selection process, 15 articles meeting inclusion criteria were obtained from 127 articles found. The review results indicate: (1) effective digital storytelling media is characterized by multimodal features, platform accessibility, and content relevance to local cultural contexts; (2) digital storytelling consistently improves elementary students' retelling skills in narrative structure, emotional engagement, and speaking confidence; (3) implementation challenges include limited digital infrastructure, teacher technological competence, and learning time allocation. The implications support digital storytelling integration in the Merdeka Curriculum as a technology-based literacy learning media innovation