Rasyid, Y., Satria, D., & Hayati, Y. (2025). Enhancing creative narrative writing skills and multimodal communication competence through a digital storytelling-based project-based learning model. BAHASTRA, 45(2), 232–240. https://doi.org/10.26555/bahastra.v45i1.123
The authors of this article conducted a study focused on addressing the demand for multimodal communication in the digital era and conventional text-centered writing instruction in higher education. Using a quasi-experimental design, the researchers investigated by integrating a Project-Based Learning (PjBL) and Digital Storytelling (DST) learning model with 60 Indonesian Language and Literature Education students divided into two experimental groups and a control to determine the impact of Digital storytelling and PjBL.
The researchers developed and validated rubrics for both groups and created lesson plans. At the outset of the experiment, all students were given a pre-assessment in which they wrote a creative narrative based upon a specific theme. Over a ten week period, the students were place into two groups; the experimental group, which used the PjBL-DST model were required to formulate an essential question, design a storyboard, create a schedule, and produce the digital story board using CapCut or Canva. The control group received conventional instruction which included lectures on fiction theory and text-based writing assignments.
At the end of the experiment, both groups were required to create a digital story to gauge their multimodal communication skills and competence. The students were given two rubrics, one that focused on the creative writing aspects such as story elements (i.e., plot, setting, characterization, setting, style, etc.) which the other rubric just focused on the multimodal skills in communication(i.e., assessing synergy between modes, visual design, audio effectiveness, and digital flow)
Unsurprisingly, the study found that the experimental group was better at developing a story in this manner. The study also noted that their creative writing skills improved significantly from the outset of the experiment, which lead the researchers to conclude that PjBL-DST is a formidable means of teach student digital storytelling and can aid students in gaining a deeper understanding of writing and how to use it effectively.
I am not surprised by the findings. Digital Storytelling is a powerful tool that students can use at really any age. The sheer range of competencies that students can engage in during this process alone is enough of a reason to try it in a classroom setting.
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