Improving Students’ Critical Thinking Skills through Digital Storytelling on Narrative Text
Abstract
This study investigates whether or not students' critical thinking skills can be improved through the use of digital storytelling. It was a pre-experimental design in which one group was tested twice, once before treatment was given and once after treatment had been administered. The instrument consisted of a test that included both multiple-choice questions and an essay test in order to evaluate the students' capacity for critical thinking after they had been exposed to narrative texts. Twenty students from a language class at one of the Islamic senior high schools in Bali, Indonesia, were the ones who took part in the study. In order to evaluate the growth of the students, the data were put through a paired sample t-test for analysis. The findings demonstrated that using digital storytelling to tell a story can strengthen students' ability to think critically. It was established that the mean score on the pre-test was 63.85, and the mean score on the post-test was 84.85, which indicates that there was an increase in performance. In addition, the significance value was 0.000, which was a number that was lower than 0.05. It meant that students' analytical and deductive reasoning abilities improved. It is strongly recommended, for the purposes of future research, to carry out studies using a significantly larger number of samples.
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References
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Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers and Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786
Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking.; Learning motivation: A year-long experimental study. Computers and Education, 59(2), 339–352. https://doi.org/10.1016/j.compedu.2011.12.012
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20(24), 1.
Botfield, J. R., Newman, C. E., Lenette, C., Albury, K., & Zwi, A. B. (2018). Using digital storytelling to promote the sexual health and well-being of migrant and refugee young people: A scoping review. Health Education Journal, 77(7), 735–748.
Carvalho, C., Fíuza, E., Conboy, J., Fonseca, J., Santos, J. S., Gama, A. P., & Salema, M. H. (2015). Critical thinking, real life problems and feedback in the sciences classroom. Journal of Turkish Science Education, 12(2), 21–31.
Chan, C. (2019a). Digital story retelling–evaluation of a story-reading workshop promoting open-mindedness in the community. Journal of Evidence-Based Social Work, 16(6), 652–668.
Chan, C. (2019b). Using digital storytelling to facilitate critical thinking disposition in youth civic engagement: A randomized control trial. Children and Youth Services Review, 107, 104522. https://doi.org/10.1016/j.childyouth.2019.104522
Chen, H. L., & Chuang, Y. C. (2021). The effects of digital storytelling games on high school students’ critical thinking skills. Journal of Computer Assisted Learning, 37(1), 265–274. https://doi.org/10.1111/jcal.12487
Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting critical thinking in an online, project-based course. Computers in Human Behavior, 119, 106705.
de Castro, A. B., & Levesque, S. (2018). Using a digital storytelling assignment to teach public health advocacy. Public Health Nursing, 35(2), 157–164.
de Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (n.d.). Digital Storytelling in Research: A Systematic.
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Measured Reasons LLC, Hermosa Beach, CA. Journal, 9.
Gaeta, M., Loia, V., Mangione, G. R., Orciuoli, F., Ritrovato, P., & Salerno, S. (2014). A methodology and an authoring tool for creating Complex Learning Objects to support interactive storytelling. Computers in Human Behavior, 31, 620–637.
George, D., & Mallery, P. (2018). Reliability analysis. In IBM SPSS Statistics 25 Step by Step (pp. 249–260). Routledge.
Gilmanshina, S., Smirnov, S., Ibatova, A., & Berechikidze, I. (2021). The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course. Thinking Skills and Creativity, 39, 100780.
Handayani, R. (2016). Students’ critical thinking skills in a classroom debate. LLT Journal: A Journal on Language and Language Teaching, 19(2), 132–140.
Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education, 13(1), 30–45.
Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology & Society, 15(4), 368–379.
Jensen Jr, R. D. (2015). The Effectiveness of the Socratic Method in Developing Critical Thinking Skills in English Language Learners. Online Submission.
Komalasari, A. (2021). Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project. PIONEER: Journal of Language and Literature, 13(1), 1. https://doi.org/10.36841/pioneer.v13i1.737
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge.
McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 4(1), 32–57.
Rahmawan, D. (2021). DOI: https://doi.org/10.36841/pioneer.v13i2.1288. 13(2), 260–270.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17–29.
Stork, M. G. (2020). Supporting Twenty-First Century Competencies Using Robots and Digital Storytelling. Journal of Formative Design in Learning, 4(1), 43–50. https://doi.org/10.1007/s41686-019-00039-w
Tanjung, K. S., & Fitri, R. (2020). Improving Students’ Speaking Ability through Story Completion Technique in Narrative Text. PIONEER: Journal of Language and Literature, 12(2), 192. https://doi.org/10.36841/pioneer.v12i2.740
Wei, Y., & Hu, J. (2018). The Impact of the Digital Learning on EFL Students’ Critical Thinking Disposition. 2018 13th International Conference on Computer Science & Education (ICCSE), 1–4.
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). Thinking Skills and Creativity, 22, 256–265.
Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers and Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786
Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking.; Learning motivation: A year-long experimental study. Computers and Education, 59(2), 339–352. https://doi.org/10.1016/j.compedu.2011.12.012
Published
2022-12-31
How to Cite
WIWIKANANDA, Sasi Kirana Sugi; SUSANTI, Arik.
Improving Students’ Critical Thinking Skills through Digital Storytelling on Narrative Text.
Pioneer: Journal of Language and Literature, [S.l.], v. 14, n. 2, p. 356 - 375, dec. 2022.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/1685>. Date accessed: 30 june 2024.
doi: https://doi.org/10.36841/pioneer.v14i2.1685.
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