Penerapan Model Project Based Learning Berbasis Digital Storytelling pada Pembelajaran Bahasa Indonesia Keterampilan Berbicara Siswa Kelas V Madrasah Ibtidaiyah Salubua Kabupaten Luwu

Sukmawati Sukmawati; Abdul  Pirol; Sukmawaty  Sukmawaty

doi:10.58230/jh59ct04

Authors

Sukmawati Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Palopo, Palopo, Indonesia
Abdul Pirol Program Studi Bimbingan Konseling Islam, Fakultas Ushuluddin, Adab, dan Dakwah, Universitas Islam Negeri Palopo, Palopo, Indonesia
Sukmawaty Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Palopo, Palopo, Indonesia

DOI:

https://doi.org/10.58230/jh59ct04

Keywords:

Project-Based Learning; Digital Storytelling; Speaking Skills; Elementary Education.

Abstract

This study aims to describe the implementation of Project-Based Learning (PjBL) integrated with Digital Storytelling in Indonesian language instruction and identify the factors influencing its implementation in supporting fifth-grade students' speaking skills. The study addresses students' limited confidence, participation, and ability to express ideas orally.

This study employed a descriptive qualitative approach involving 20 fifth-grade students (9 boys and 11 girls) and one classroom teacher at MI Salubua, Luwu Regency. Data were collected through observations, interviews, and documentation. Data analysis followed Miles and Huberman's interactive model, comprising data collection, data reduction, data display, and conclusion drawing and verification.

The findings revealed that PjBL integrated with Digital Storytelling was implemented through guiding questions, project planning, group assignments, scriptwriting, rehearsals, video recording, editing, presentations, and evaluation. Students generally demonstrated enthusiasm and active participation, although some remained hesitant and nervous during oral presentations. Teachers assessed students' pronunciation, intonation, speaking pace, and confidence through their video projects. The implementation was influenced by internal factors, including digital literacy and self-confidence, and external factors, such as device availability, internet connectivity, time management, and task distribution.

Integrating PjBL with Digital Storytelling provides opportunities to develop students' speaking skills through collaborative projects, digital media production, and oral communication practice. Its effective implementation requires continuous teacher guidance, equitable participation, and adequate technological support.

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