<![CDATA[This research was driven by the inadequate narrative writing skills observed among fifth-grade students at SD Negeri 2 Planggu. The primary challenges these students faced included developing ideas into cohesive paragraphs, organizing logical storylines, and applying proper spelling and punctuation. These issues largely stemmed from conventional, teacher centered instructional approaches that failed to support a step by step writing process. To address this, the study implemented a digital learning media intervention specifically, combining audiovisual content from YouTube with the collaborative workspace of Google Docs aimed at enhancing students’ narrative writing abilities during the 2025/2026 academic year. The chosen methodology was Classroom Action Research (CAR), carried out systematically over two consecutive cycles with 10 participating students. Data collection relied on performance assessments, direct observation of classroom dynamics, and documentation. The findings revealed a substantial enhancement in writing proficiency. During the pre-action stage, the average student score stagnated at 66.7, with a low classical completeness rate of just 20% (only 2 out of 10 students met the target). After introducing the digital intervention in Cycle I, the average score rose to 70.4, and the completeness rate jumped to 70%. By refining the instructional strategy in Cycle II particularly through the optimization of peer modeling within the digital environment the class average further increased to 77.9, successfully securing a 90% classical completeness rate. Ultimately, the results confirm that integrating YouTube and Google Docs serves as a highly effective catalyst, transforming the often monotonous task of writing into an interactive, collaborative, and deeply meaningful learning experience for the students.  ]]>
