PENERAPAN DIGITAL STORYTELLING BERBASIS NILAI LOKAL UNTUK MENINGKATKAN PEMAHAMAN NILAI PANCASILA PADA SISWA KELAS VII SMP NEGERI 23 MALANG
DOI:
https://doi.org/10.23969/jp.v11i03.62141Keywords:
digital storytelling, local values, Pancasila Education, student understanding, classroom action researchAbstract
The low understanding of students regarding Pancasila values in Pancasila Education learning at Grade VII of SMP Negeri 23 Malang is a problem that requires innovative solutions. This study aimed: (1) to describe the implementation of local value-based digital storytelling; (2) to improve student learning activity; and (3) to enhance students' understanding of Pancasila values. This study employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles. The subjects were 32 students of class VII-4 at SMP Negeri 23 Malang in the academic year 2024/2025. Data were collected through structured observation, written essay tests, and student reflection sheets. Data validity was maintained through source and technique triangulation. Data analysis used descriptive qualitative and quantitative techniques. Results showed an increase in the average student score from 68 (pre-cycle) to 78 (cycle I) and 86 (cycle II), with classical completeness rising from 40.6% to 90.6%. Student learning activity improved from 37.8% in the pre-cycle to 88.6% in cycle II. Therefore, local value-based digital storytelling is proven effective in improving students' understanding of Pancasila values meaningfully and contextually.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's educational objectives. Longman.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
Hidayat, R., Suryani, N., & Wibowo, A. (2023). Penggunaan media digital dalam peningkatan aktivitas dan hasil belajar PPKn siswa SMP. Jurnal Pendidikan Kewarganegaraan, 13(2), 88-101.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3-4), 191-206.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Corwin Press.
Kemendikbudristek. (2022). Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran. Kemendikbudristek.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.
Kurniawan, B. (2022). Implementasi pembelajaran berbasis proyek dalam meningkatkan pemahaman nilai Pancasila siswa SMP. Jurnal Teknologi Pendidikan, 10(1), 45-58.
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th ed.). Routledge.
Lestari, S. (2023). Pemanfaatan platform digital Canva dalam pembelajaran Pendidikan Pancasila untuk meningkatkan kreativitas siswa SMP. Jurnal Ilmu Pendidikan, 29(1), 78-91.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mulyasa, E. (2022). Implementasi kurikulum merdeka: Pengembangan karakter peserta didik. Bumi Aksara.
Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 5(9), 657-671.
Pratiwi, D., & Nugroho, A. (2021). Pengaruh penggunaan media audio visual terhadap hasil belajar PPKn siswa kelas VII SMP. Jurnal Pendidikan Indonesia, 10(2), 123-130.
Putri, A., & Dewi, R. (2023). Pengaruh digital storytelling terhadap motivasi belajar Pendidikan Pancasila siswa SMA. Jurnal Inovasi Pendidikan, 8(1), 34-45.
Rahimi, M., & Yadollahi, S. (2017). Effects of digital storytelling on the development of EFL learners' narrative writing and reading comprehension. Teaching English with Technology, 17(3), 29-49.
Rideout, V., & Robb, M. B. (2019). The Common Sense Census: Media use by tweens and teens. Common Sense Media.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17-29.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Santrock, J. W. (2014). Adolescence (15th ed.). McGraw-Hill.
Sartini. (2004). Menggali kearifan lokal Nusantara: Sebuah kajian filsafati. Jurnal Filsafat, 14(2), 111-120.
Slavin, R. E. (2019). Educational psychology: Theory and practice (12th ed.). Pearson.
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(1), 6.
Suryani, N., Wulandari, R., & Fauzi, A. (2022). Pembelajaran PPKn berbasis kearifan lokal Jawa untuk meningkatkan pemahaman nilai kebangsaan siswa SMP Yogyakarta. Jurnal Pendidikan Kewarganegaraan Undiksha, 10(2), 199-212.
Tilaar, H. A. R. (2004). Multikulturalisme: Tantangan-tantangan global masa depan dalam transformasi pendidikan nasional. Grasindo.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
