<![CDATA[Elementary school students often experience difficulties in speaking in front of the class due to learning processes that have not fully provided meaningful learning experiences and have limited student active involvement during classroom activities. This study aims to analyze the meaning of learning experiences, explore students’ feelings, and identify students’ involvement in the “One Day Storytelling Movement” activity. This research employed a qualitative approach with a descriptive phenomenological design. The research subjects were selected through purposive sampling involving elementary school students who participated in the “One Day Storytelling Movement” activity. Data were collected through observation, in-depth interviews, and documentation using observation guidelines and interview protocols as research instruments. The data were analyzed using phenomenological analysis techniques through the stages of data reduction, theme categorization, interpretation of experiential meanings, and conclusion drawing. The results revealed that the “One Day Storytelling Movement” was able to create meaningful learning experiences by strengthening students’ cognitive, emotional, and social aspects. Students demonstrated positive responses, including feelings of enjoyment, enthusiasm, confidence, and active involvement in the learning process through behavioral, emotional, and cognitive engagement. The study concludes that experience-based storytelling activities can serve as an effective learning strategy to enhance students’ active participation and communication skills. The implication of this study emphasizes the importance of systematically integrating storytelling activities into elementary education as an effort to create an interactive, supportive learning environment that promotes students’ holistic development.]]>
