PEDAGOGICAL IMPLEMENTATION OF DIGITAL STORYTELLING IN EARLY CHILDHOOD EDUCATION: INSIGHTS INTO PLANNING, INTERACTIVE TEACHING, AND AUTHENTIC ASSESSMENT
DOI:
https://doi.org/10.23969/jp.v11i03.65403Keywords:
Authentic Assessment, Digital Storytelling, Early Childhood Education, Interactive LearningAbstract
Digital storytelling has increasingly been recognized as an innovative pedagogical approach in early childhood education; however, empirical evidence explaining how it is systematically planned, implemented, and evaluated in authentic classroom settings remains limited. This study aimed to analyze the implementation of digital storytelling in early childhood learning at KB Raudlatul Ulum Ledokombo, Jember. Previous studies have primarily emphasized its impact on learning outcomes, while limited attention has been given to the instructional processes underlying its successful application. This study contributes a comprehensive implementation framework comprising instructional planning, interactive learning implementation, and authentic assessment as an integrated pedagogical model. This study employed a descriptive qualitative approach. Data were collected from one principal and one classroom teacher through semi-structured interviews, classroom observations, and documentation. The data were analyzed using the interactive model of data analysis involving data condensation, data display, and conclusion drawing, while source and technique triangulation were applied to enhance the credibility of the findings. The findings reveal that digital storytelling was implemented through three interconnected stages. Planning involved lesson preparation, thematic story selection, and age-appropriate digital media integration. Implementation emphasized interactive storytelling supported by questioning, discussion, and story-retelling activities that promoted children's active participation. Evaluation was conducted through continuous observation, classroom interaction, and authentic assessment of children's listening, speaking, comprehension, and behavioral development. These findings demonstrate that the effectiveness of digital storytelling depends on the integration of pedagogical competence, meaningful classroom interaction, and authentic assessment rather than technological resources alone.
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