Nama : Ulfa Laili Maghfiroh

NIM : 17303241026

Kelas : Pendidikan Kimia I 2017

REVIEW JURNAL

JURNAL 1

A. Identitas Jurnal

Judul Artikel Digital Storytelling: A District Initiative for

Academic Literacy Improvement
Author Viet Vu, Mark Warschauer, Soobin Yim
Jurnal Journal of Adolescent & Adult Literacy
Tahun 2019
Volume -
DOI doi: 10.1002/jaal.962

B. Isi Jurnal

Kutipan Kode

DST is a critical form of multimodal composition, Pengertian DST

which integrates multiple semiotic modes, such as DST(Digital Story Telli ng) adalah
text, speech, visuals, and sound, into both writing 1. pembelajaran
processes and products. (Kress, 2003; Robin, 2. Teks
2016). 3. Ucapan
4. Visual
5. Suara
6. Tulisan

The practice of digital storytelling (DST) has Manfaat DST :

attracted much attention in education because of the 1. Meningkatkan motivasi
effective ways in which it motivates and engages 2. Menguatkan suara dan jaringan
students, amplifies their voices and networks, and 3. Literasi menulis dan membaca
simultaneously develops both traditional literacies 4. Komunikasi digital
of reading and writing and new literacies of digital
production and communication (Cummins, Hu,
Markus, & Montero, 2015; Smeda, Dakich, &
Sharda, 2014).

DST, including increased concentration, Manfaat DST

motivation, 1. Konsentrasi
collaboration, and knowledge presentation (Robin, 2. Motivasi
2016) 3. Presentasi
4. Pengetahuan

DST to its students through continued professional Hal yang mendukung DST
development, teacher support, and community 1. Guru
engagement via annual film festivals. 2. Masyarakat

Even though the potential of DST is not limited by Ciri-ciri :

subject matter, content, or curricular objective, the 1. Tidak dibatasi oleh subjek
applicability is stronger for those content areas that materi, konten, atau tujuan
involve argumentation, explanation, andnarrative. kurikuler
2. Argumentasi, penjelasan, dan
cerita

In addition to personal narratives, students may Cara membuat DST :

create digital stories based on novels that they have 1. Dengan membaca (a)
read (Ohler, 2013) or in lieu of a written essay to 2. Essai (b)
demonstrate
their understanding of a text (Ballast, Stephens,
& Radcliffe, 2008).
 JURNAL 2
A. Identitas Jurnal

Judul Digital story design activities used for teaching

programming effect on learning of
programming concepts, programming self-
efficacy, and participation and analysis of
student experiences
Author Hatice Yildiz Durak
Jurnal Journal Comput Assist Learn.
Tahun 2018
Volume 1-13
DOI DOI: 10.1111/jcal.12281

B. Isi Jurnal

Kutipan Kode

Digital story approach is well suited for solving Manfaat DST :

the challenges of programming teaching. That Memfasilitasi untuk belajar
digital stories facilitate the learning of students.
Active participation should be provided in order Faktor Pendorong DST
to learn the programming processes 1. Partisipan

Programming processes include different thinking Proses pemograman

skills and knowledge areas. 1. Keterampilan berpikir
2. Pengetahuan

As a matter of fact, according to the Tujuan pendidikan abad 21(DST)

understanding of education framework of the 21st a. Membentuk produk tertentu,
century, it is expected that students should be b. Mempresentasikan produk,
able to form a specific product, c. Mengekspresikan diri secara
present the product, express themselves kreatif, dan
creatively, and present their d. Mempresentasikannya
knowledge in a productive manner pengetahuan secara produktif
 JURNAL 3
A. Identitas Jurnal

Judul Digital Storytelling and Memory

Institutions: A Case Study Using Activity
Theory
Author Brian Detlor
Jurnal Assist
Tahun 2016
Volume 14-18
DOI doi: 10.1002/jaal.962

B, Isi Jurnal

Kutipan Kode

Academies (2015) rallies memory DST adalah manifestasi

institutions to exercise their capacity as
leaders through digital initiatives, and
digital storytelling is one manifestation of
this call
To enrich and support these stories, a Faktor pendukung :
variety of library resources (e.g., foto,
photographs, geo-coded digital maps, peta digital berkode geografis,
archival material) are used. bahan arsip

To better understand the factors that affect Teknik DST :

the implementation of digital storytelling Wawancara
initiatives such as LYCSYS, a case study Dokumen projek
investigation was conducted. Data sources Partisipan
that were analyzed included: i) interview)
ii) LYCSYS project documents, and iii)
participant observations
 JURNAL 4
A. Identitas Jurnal

Judul Exploring How Video Digital Storytelling

Builds Relationship Experiences
Author Rebecca Pera, Viliga G
Jurnal Journal Psychology & Marketing
Tahun 2016
Volume 1142-1150
DOI DOI: 10.1002/mar.20951

B. Isi Jurnal

Kutipan Kode

Digital Storytelling is always a social Ciri-ciri DST

phenomenon with a narrator and a listener 1. Narator
involved. 2. Pendengar
Conceptual marketing models on Prinsip DST
experience marketing have proposed that 1. Model konseptual
emotional attachments are a cornerstone 2. Pengalaman
to achieve pleasurable experiences.
Stories can help build awareness, Manfaat cerita
comprehension, empathy, recognition, a. Membangun kesadaran,
recall, and provide meaning to the brand. b. Pemahaman,
c. Empati,
d. Mengingat
e. Makna
The story production should contain: Syarat cerita
(1) the plot, Terdiri dari : plot, penokohan, klimaks,
(2) Thecharacters playing a role in the dan hasil
plot.
(3) The climax
(4) the outcome,
 JURNAL 5
A. Identitas Jurnal

Judul Teachers’ views on implementing

storytelling as a way to motivate inquiry
learning in high-school chemistry teaching
Author Ran Peleg, Malka Yayon, Dvora
Katchevich, Rachel Mamlok-Naaman,
David Fortus, Ingo Eilksand Avi Hofstein
Jurnal Journal of The Royal Society of Chemistry
Tahun 2017
Volume 304-309
DOI DOI: 10.1039/c6rp00215c

B. Isi Jurnal

Kutipan Kode

Research findings suggest that drama and Manfaat DST

storytelling activities Pemahaman lebih
might not necessarily improve factual
recall (Metcalfe et al., 1984;
Ødegaard, 2003) but can lead to a deeper
understanding of the
topic learned (Braund, 1999; Arieli, 2007).

TEMI seeks to engage students in Fenomena ilmiah :

scientific inquiry by presenting mysterious storytelling
scientific phenomena to the learners using
different elements of drama-based
pedagogies, such as drama, storytelling or
mime.
TEMI seeks to engage students in Fungsi Storytelling :
scientific inquiry by presentinThe TEMI Penerapan inquiry learning
Project (2015) introduces and operates Progam pengembangan berkelanjutan
inquiry learning around mysteries
enriched by using elements of
showmanship, such as storytelling, drama,
or mime. Since these are uncommon
pedagogies for teaching science, TEMI
made showmanship a part of the
continuous professional development
(CPD) program offered by the TEMI
project in the participating countries.g
mysterious scientific phenomena to the
learners using different elements of
drama-based pedagogies, such as drama,
storytelling or mime.
He identified two modes of thought and Bentuk storytelling :
discourse: a paradigmatic, logical mode Paradigma
(a formal method of linking ideas through Narativ
logic) and a narrative mode (the more
familiar form of a story
 JURNAL 6
A. Identitas Jurnal

Judul How digital storytelling is used in mental

health: A scoping review
Author Nadia De Vecchi, Amanda Kenny,
Virginia Dickson-Swift1 and Susan Kidd
Jurnal International Journal of Mental Health
Nursing
Tahun 2016
Volume 183–193
DOI doi: 10.1111/inm.12206

B. Isi Jurnal

Kutipan Kode

Digital storytelling is a creative arts Proses seni kreatif

process that is used to
capture personal stories, using images and
sound in a three
to five minute digital clip (Lambert 2010).

Authors argue that the art of storytelling Pengalaman pribadi dan pengalaman
and the stories that are produced engage orang lain.
listeners in the personal experiences of
others (Gidman 2013; Haigh & Hardy
2011)
 JURNAL 7
A. Identitas Jurnal

Judul Using a digital storytelling assignment to

teach public health Advocacy
Author De Castro,
Jurnal Journal of Health Nurs.
Tahun 2017
Volume 1-8
DOI DOI: 10.1111/phn.12371

B. Isi Jurnal

Kutipan Kode

While the art of storytelling, across many Sarana pengembangan budaya

cultures and for a variety of purposes,is peningkatan anekdot
not new, the advent and accessibility of berkomuniasi,
digital technologies has led to enhanced narasi,
forms of communicating anecdotes, pesan dari materi yang akan disampaikan
narratives, and messages.
 JURNAL 8
A. Identitas Jurnal

Judul Digital Storytelling : An Active Learning Tool for

Improving Students Languages Skill
Author Nassim
Jurnal International Journal of Teaching, Education and
Learning
Tahun 2018
DOI DOIhttps://dx.doi.org/10.20319/pijtel.2018.21.1429
Volume Volume 2 Issue 1, pp.14 – 29

B. Isi Jurnal

Kutipan Kode

It is also an instructional strategy to DST adalah perkembangan digital

develop digitalWang & Zhan, 2010).
It is a powerful multimedia technology DST adalah bentuk kerjasama, kolaborasi,
which provides rich opportunity for kepemimpinan, dan manajemen diri
collaboration, personal reflection and
technical accuracy in converting
traditional stories to digital.
From ages story telling method has been a Bercerita adalah alat pedagogis yang baik
good pedagogical tool to inculcate values, untuk menanamkan nilai-nilai, cinta, dan
love and respect towards others’ culture rasa toleransi.
 JURNAL 9
A. Identitas Jurnal

Judul “Impossible Is Nothing”: Expressing

Difficult Knowledge Through Digital
Storytelling
Author Lauren Johnson, Maureen Kendrick
Jurnal Journal of Adolescent & Adult Literacy
Tahun 2016
Volume Vol. 60 No. 6 pp. 667–675
DOI DOI: 10.1111/phn.12371

B. Isi Jurnal

Kutipan Kode

Teachers will become the front line for Guru, kompleks pendidikan
addressing the complex educational needs
of children
Our study features a digital storytelling DST dilakukan dengan metode visual,
project conducted in a school district’s audial, linguistik
transition program, in which adolescent
refugee and immigrant English learners
(ELs) were invited to share aspects of
their identities and social worlds through a
range of modes (e.g.,visual, audial,
linguistic).
 JURNAL 10
A. Identitas Jurnal
Judul
Author
Jurnal
Tahun
Volume
DOI
B. Isi Jurnal
Kutipan
Today’s students or those who were born
after 21st century especially they which
called "digital natives" are generation of
learning that process information
differently with parents or their teachers
when they were in their age.
The concept of "pencil and notebook /
laptop" considers rather odd to them than
the concept of "computer and the web”
E-learning is one of the media that is
prepared to anticipate changes on
students’ patterns and learning styles
which associated with the development of
information and communication
technology
Enhancing Students Listening Through
Storytelling
Syafrizal, Hasanuddin Chaer, Sutrisno
Sadji Evenddy
European Journal of English Language
Teaching
2015
47-56
doi10.5281/zenodo.439125
Kode
Pada abad 21 proses pengolahan
informasi berbeda dengan pendidikan
dengan orangtua atau gurunya dimasa
lalu.
Buku tulis dan pensil berubah menjadi
computer dan web
E-learning adalah media untuk mengatasi
perkembangan dalam diri siswa, dan
perkembangan teknologi
Therefore, preparing the material that will Mempersiapkan media yang
be presented to students in e-learning dipresentasikan tidak hanya mengubah
portal does not like to move the material dari text-book ke dalam format
from the textbook into a mere format web(menyalin buku)
It requires creativity from the lecturers to Dibutuhkan kreativitas guru.
prepare the material that can attract
students’ interest and according to
students’ learning style who tend to be
different, and especially those that can
utilize technology to the fullest
 JURNAL 11
A. Identitas Jurnal

Judul Digital Storytelling as a Creative Teaching

Method in Promoting Secondary School
Students’ Writing Skills
Author Norah Md Noor
Jurnal iJIM
Tahun 2019
Volume Vol. 13, No. 7
DOI doi.org/10.3991/ijim.v13i07.10798

B. Isi Jurnal

Kutipan Kode

The exposure to technology is highly Dst adalah bentuk pembelajaran

necessary for the current generation to pemanfaatan teknologi (website)
prepare them for the future ahead. Digital
storytelling is one of the tools available in
the market for learning.
The finding shows that there is an DST meningkatkan kinerja peserta didik.
improvement in students’ performance
after four treatments of using the Digital
Storytelling tools.
More and more educators have a tendency Mengubah dari text-book dalam layar
to shift their teaching style from the komputer
familiar medium of the textbook to the
medium of the computer screen.
 JURNAL 12
A. Identitas Jurnal

Judul
The Effect of Using Digital Storytelling
on Students’ Reading
Comprehension and Listening
Comprehension
Author Muhammad Fajri Hamdy
Jurnal Journal Of English and Arabic
Tahun December 2017,
Volume Vol. 8, No.2
DOI DOIE-ISSN 2407-1005

B. Isi Jurnal

Kutipan Kode

Digital storytelling is the modern version DST adalah pegembangan metode

of the traditional art of storytelling which bercerita sederhana.
uses digital media
It is well known that the learners receive Belajar dapat melalui proses membaca
information as well as instructions through dan mendengarkan
reading and listening
 JURNAL 13
A. Identitas Jurnal

Judul Silence, voice, and “other languages”:

Digital storytelling as a site for resistance
and restoration in a South African higher
education classroom
Author Kristian D. Stewart and Eunice Ivala
Jurnal British Journal of Educational Technology
Tahun 2017
Volume 1-8
DOI doi:10.1111/bjet.12540

B. Isi Jurnal

Kutipan Kode

Digital storytelling to creating a liberating DST memberikan kebebasan bagi siswa

classroom space where students could untuk mengeksplor dirinya.
redefine themselves outside of historicized
representations
Within a digital storytelling praxis, Dalam praksis bercerita digital,
the story circle component has proven to komponen lingkaran cerita telah terbukti
be an effective means to engage students menjadi sarana yang efektif untuk
in both a reflective and critical melibatkan siswa dalam keterlibatan
engagement of their own writing practices, reflektif dan kritis
highlighting the synergy between the
spoken word, process-based writing, and
digital formats for composing.
Digital storytelling has long been used as DST telah lama digunakan baik sebagai
both a social pedagogy and a genre of pedagogi sosial dan genre penulisan
multimodal writing that emphasizes multimoda yang menekankan suara siswa.
student voice.
Digital stories often illustrate DST biasanya mengilustrasikan
autobiographical accounts of personal autobiografi
experiences.
 JURNAL 14
A. Identitas Jurnal

Judul Story-Making as Methodology: Disrupting

Dominant Stories through Multimedia
Storytelling
Author Carla Rice and Ingrid Mundel
Jurnal Canadian Sociological Association
Tahun 2018
Volume 211-218
DOI doi10.5281/zenodo.439125

B. Isi Jurnal

Kutipan Kode

In this essay, we discuss multimedia story- Pembuatan cerita multimedia yang

making methodologies developed through dikembangkan melalui
investigates the power of the arts, menyelidiki kekuatan seni,
especially story, to positively influence
decision makers in diverse sectors.
We analyze our ongoing efforts to rework Untuk memperbaiki metodologi bercerita:
our storytelling methodology, spotlighting menyoroti tindakan revisi yang dilakukan
acts of revising carried out by facilitators oleh fasilitator.
and researchers as they/we redefine
methodological terms for each storytelling
context,.
 JURNAL 15
A. Identitas Jurnal

Judul Being human today: A digital storytelling

pedagogy for transcontinental border
crossing
Author Kristian Stewart and Daniela Gachago
Jurnal British Journal of Educational Technology
Tahun 2016
Volume Vol 47 No 3 2016 528–542
DOI doi:10.1111/bjet.12450

B. Isi Jurnal

Kutipan Kode

A first step towards this understanding is Untuk menigkatkan pemahaman dapat

to challenge assumptions and beliefs about melalui tugas kelas.
“self” and “other” through classroom
assignments that encourage conversations
across difference
Personal storytelling allows diverse Bercerita dapat meningkatkan
learners to unearth lived experiences in the pengalaman di kelas dan menmahami
classroom and promotes an understanding perbedaan.
of difference.
Digital storytelling is a multimodal DST adalah pedagogik multimodal yang
pedagogy that encourages creative mendorong ekspresi kreatif dan
expression and self-representation. representasi diri.
Digital storytelling is a social pedagogy DST adalah pedagogi sosial yang
that enables differently positioned students memungkinkan siswa diposisikan berbeda
to learn from and with each other. untuk belajar dari dan dengan metode
yang sama.

Digital storytelling can be used to DST dapat digunakan untuk memfasilitasi

facilitate an engagement across keterlibatan siswa yang berbeda.
borders/continents
with differently positioned students.
 KODE GABUNGAN

Paragraf Kutipan Kode No

Kode
1 Today’s students or those who were Pada abad 21 proses 10A
born after 21st century especially they pengolahan informasi berbeda
which called "digital natives" are dengan pendidikan dengan
generation of learning that process orangtua atau gurunya dimasa
information differently with parents or lalu.
their teachers when they were in their
age.
The concept of "pencil and notebook / Buku tulis dan pensil berubah 10A2
laptop" considers rather odd to them menjadi computer dan web
than the concept of "computer and the
web”
E-learning is one of the media that is E-learning adalah media untuk 10A3
prepared to anticipate changes on mengatasi perkembangan dalam
students’ patterns and learning styles diri siswa, dan perkembangan
which associated with the development teknologi
of information and communication
technology
Therefore, preparing the material that Mempersiapkan media yang 10A4
will be presented to students in e- dipresentasikan tidak hanya
learning portal does not like to move mengubah dari text-book ke
the material from the textbook into a dalam format web(menyalin
mere format buku)
It is also an instructional strategy to DST adalah perkembangan 8A
develop digitalWang & Zhan, 2010). digital
The exposure to technology is highly Dst adalah bentuk pembelajaran 11A
necessary for the current generation to pemanfaatan teknologi
prepare them for the future ahead. (website)
Digital storytelling is one of the tools
available in the market for learning.
More and more educators have a Mengubah dari text-book dalam 11A2
 tendency to shift their teaching style layar komputer
from the familiar medium of the
textbook to the medium of the
computer screen.
2 DST is a critical form of multimodal Pengertian DST 1B
composition, which integrates multiple DST(Digital Story Telli ng)
semiotic modes, such as text, speech, adalah
visuals, and sound, into both writing 7. pembelajaran
processes and products. (Kress, 2003; 8. Teks
Robin, 2016). 9. Ucapan
10. Visual
11. Suara
12. Tulisan

Academies (2015) rallies memory DST adalah manifestasi 3B

institutions to exercise their capacity as
leaders through digital initiatives, and
digital storytelling is one manifestation
of this call
Digital storytelling is a creative arts Proses seni kreatif 6B
process that is used to
capture personal stories, using images
and sound in a three
to five minute digital clip (Lambert
2010).

Digital Storytelling is always a social Ciri-ciri DST 4B

phenomenon with a narrator and a 3. Narator
listener involved. 4. Pendengar
Conceptual marketing models on Prinsip DST 4B2
experience marketing have proposed 3. Model konseptual
that emotional attachments are a 4. Pengalaman
cornerstone to achieve pleasurable
 experiences.
TEMI seeks to engage students in Fenomena ilmiah : 5B
scientific inquiry by presenting storytelling
mysterious
scientific phenomena to the learners
using different elements of drama-
based pedagogies, such as drama,
storytelling or mime.
Authors argue that the art of Sumber : 6B2
storytelling and the stories that are Pengalaman pribadi dan
produced engage listeners in the pengalaman orang lain.
personal experiences of others
(Gidman 2013; Haigh & Hardy 2011)

Our study features a digital storytelling DST dilakukan dengan metode 9B

project conducted in a school district’s visual, audial, linguistik
transition program, in which adolescent
refugee and immigrant English learners
(ELs) were invited to share aspects of
their identities and social worlds
through a range of modes (e.g.,visual,
audial, linguistic).
It is well known that the learners Belajar dapat melalui proses 12B
receive information as well as membaca dan mendengarkan
instructions through reading and
listening
3 The practice of digital storytelling Manfaat DST : 1C
(DST) has attracted much attention in 5. Meningkatkan motivasi
education because of the effective 6. Menguatkan suara dan
ways in which it motivates and jaringan
engages students, amplifies their voices 7. Literasi menulis dan
and networks, and simultaneously membaca
develops both traditional literacies of 8. Komunikasi digital
reading and writing and new literacies
of digital production and
communication (Cummins, Hu,
Markus, & Montero, 2015; Smeda,
Dakich, & Sharda, 2014).
Manfaat DST
DST, including increased 5. Konsentrasi
concentration, motivation, 6. Motivasi
collaboration, and knowledge 7. Presentasi
presentation (Robin, 8. Pengetahuan
2016)

Digital story approach is well suited Manfaat DST : 2C

for solving the challenges of Memfasilitasi untuk belajar
programming teaching. That digital
stories facilitate the learning of
students.
Stories can help build awareness, Manfaat cerita 4C
comprehension, empathy, recognition, f. Membangun kesadaran,
recall, and provide meaning to the g. Pemahaman,
brand. h. Empati,
i. Mengingat
j. Makna
Research findings suggest that drama Manfaat DST 5C
and storytelling activities Pemahaman lebih
might not necessarily improve factual
recall (Metcalfe et al., 1984;
Ødegaard, 2003) but can lead to a
deeper understanding of the
topic learned (Braund, 1999; Arieli,
2007).
 While the art of storytelling, across Manfaat 7C
many cultures and for a variety of Sarana pengembangan budaya
purposes,is not new, the advent and peningkatan anekdot
accessibility of digital technologies has berkomuniasi,
led to enhanced forms of narasi,
communicating anecdotes, narratives, pesan dari materi yang akan
and messages. disampaikan
The finding shows that there is an DST meningkatkan kinerja 11C
improvement in students’ performance peserta didik.
after four treatments of using the
Digital Storytelling tools.
Digital storytelling to creating a DST memberikan kebebasan 13C
liberating classroom space where bagi siswa untuk mengeksplor
students could redefine themselves dirinya.
outside of historicized representations
A first step towards this understanding Untuk menigkatkan 15C
is to challenge assumptions and beliefs pemahaman dapat melalui tugas
about “self” and “other” through kelas.
classroom assignments that encourage
conversations across difference
Personal storytelling allows diverse Bercerita dapat meningkatkan 15C2
learners to unearth lived experiences in pengalaman di kelas dan
the menmahami perbedaan.
classroom and promotes an
understanding of difference.
Digital storytelling can be used to DST dapat digunakan untuk 15C3
facilitate an engagement across memfasilitasi keterlibatan siswa
borders/continents yang berbeda.
with differently positioned students.
4 DST to its students through continued Hal yang mendukung DST 1D
professional 3. Guru
development, teacher support, and 4. Masyarakat
community engagement via annual
 film festivals.
Active participation should be Faktor Pendorong DST 2D
provided in order to learn the 2. Partisipan
programming processes

To enrich and support these stories, a Faktor pendukung : 3D

variety of library resources (e.g., foto,
photographs, geo-coded digital maps, peta digital berkode geografis,
archival material) are used. bahan arsip

Teachers will become the front line for Guru, kompleks pendidikan 9D
addressing the complex educational
needs of children
5 Programming processes include Proses pemograman 2E1
different thinking skills and knowledge 3. Keterampilan berpikir
areas. 4. Pengetahuan

As a matter of fact, according to the Tujuan pendidikan abad 2E2

understanding of education framework 21(DST)
of the 21st century, it is expected that e. Membentuk produk
students should be able to form a tertentu,
specific product, f. Mempresentasikan
present the product, express themselves produk,
creatively, and present their g. Mengekspresikan diri
knowledge in a productive manner secara kreatif, dan
h. Mempresentasikannya
pengetahuan secara
produktif

6 In addition to personal narratives, Cara membuat DST : 1F

students may create digital stories 3. Dengan membaca (a)
based on novels that they have 4. Essai (b)
read (Ohler, 2013) or in lieu of a
written essay to demonstrate
their understanding of a text (Ballast,
Stephens,
& Radcliffe, 2008).

The story production should contain: Syarat cerita 4F

(1) the plot, Terdiri dari : plot, penokohan,
(2) Thecharacters playing a role in the klimaks, dan hasil
plot.
(3) The climax
(4) the outcome,

TEMI seeks to engage students in Fungsi Storytelling : 5F

scientific inquiry by presentinThe Penerapan inquiry learning
TEMI Project (2015) introduces and Progam pengembangan
operates inquiry learning around berkelanjutan
mysteries enriched by using elements
of showmanship, such as storytelling,
drama, or mime. Since these are
uncommon
pedagogies for teaching science, TEMI
made showmanship a part of the
continuous professional development
(CPD) program offered by the TEMI
project in the participating countries.g
mysterious scientific phenomena to the
learners using different elements of
drama-based pedagogies, such as
drama, storytelling or mime.
Digital storytelling is the modern DST adalah pegembangan 12F
version of the traditional art of metode bercerita sederhana.
storytelling which uses digital media
 In this essay, we discuss multimedia Pembuatan cerita multimedia 14F
story-making methodologies developed yang dikembangkan melalui
through menyelidiki kekuatan seni,
investigates the power of the arts,
especially story, to positively influence
decision makers in diverse sectors.
7 Even though the potential of DST is Ciri-ciri : 1G
not limited by subject matter, content, 3. Tidak dibatasi oleh
or curricular objective, the applicability subjek materi, konten,
is stronger for those content areas that atau tujuan kurikuler
involve argumentation, explanation, 4. Argumentasi,
andnarrative. penjelasan, dan cerita

To better understand the factors that Teknik DST : 3G

affect the implementation of digital Wawancara
storytelling initiatives such as Dokumen projek
LYCSYS, a case study investigation Partisipan
was conducted. Data sources that were
analyzed included: i) interview) ii)
LYCSYS project documents, and iii)
participant observations
It is a powerful multimedia technology DST adalah bentuk kerjasama, 8G
which provides rich opportunity for kolaborasi, kepemimpinan, dan
collaboration, personal reflection and manajemen diri
technical accuracy in converting
traditional stories to digital.
From ages story telling method has Bercerita adalah alat pedagogis 8G2
been a good pedagogical tool to yang baik untuk menanamkan
inculcate values, love and respect nilai-nilai, cinta, dan rasa
towards others’ culture toleransi.
Digital stories often illustrate DST biasanya mengilustrasikan 13G
autobiographical accounts of personal autobiografi
experiences.
We analyze our ongoing efforts to Untuk memperbaiki metodologi 14G
rework our storytelling methodology, bercerita:
spotlighting acts of revising carried out menyoroti tindakan revisi yang
by facilitators and researchers as dilakukan oleh fasilitator.
they/we redefine methodological terms
for each storytelling context,.