The Effect of Digital Story-Based Learning Methods (Digital Storytelling) on Improving Students Descriptive Writing

Abstract

This study aims to analyze and test the effect of implementing a digital storytelling method on improving descriptive writing skills in grade IV students of SDN 06 Panai Hulu, Labuhanbatu Regency. The background of this research problem is students' low descriptive writing skills, characterized by a lack of detail, limited vocabulary, and difficulty organizing ideas. This problem is exacerbated by the use of conventional learning methods that are less effective in fostering student creativity and motivation. This study used a quantitative approach with a one-group pre-experimental design. This design, also known as a quasi-experiment, was chosen due to practical considerations in the field that did not allow for a control group or random sampling. This design allowed researchers to conduct an intervention and observe its effects on one group of subjects. The research subjects were one group of 37 fourth-grade students at SDN 06 Panai Hulu. Data were collected through descriptive writing tests given before (pre-test) and after (post-test) the treatment. The results showed that the implementation of digital story-based learning methods had a positive and significant effect on improving students' descriptive writing skills. The average pre-test score in the experimental group was 52, which then increased sharply to 85 in the post-test. The average increase (gain score) obtained was 33 points. The t-test results showed a calculated t value of 33.43, significantly greater than t table = 2.03, so the Alternative Hypothesis (H1) was accepted. It can be concluded that digital storytelling-based learning methods are highly effective as an innovative alternative for improving elementary school students' descriptive writing skills. This research provides strong empirical evidence that integrating technology and narrative can significantly improve student learning outcomes and motivation.