<![CDATA[Senior high school students often experience difficulties at the prewriting stage of short story writing, particularly in developing focused themes, meaningful conflict, and coherent plot organization. These difficulties are important because underdeveloped ideas can limit narrative progression, weaken conflict development, and result in poorly connected events in the final short story. This study aimed to develop a SCAMPER-based ideation model for short story writing and examine its validity, practicality, and effectiveness. A research and development approach using the 4D model (define, design, develop, and disseminate) was implemented in the odd semester of 2025 at SMA Muhammadiyah 11 Padangsidimpuan with 37 students (Grade X = 11, Grade XI = 10, Grade XII = 16). The developed package consisted of SCAMPER cards, a one-page SCAMPER Sprint worksheet, an ideation rubric, a short story rubric, and a peer-feedback sheet. Product validity ranged from high to very high, with combined mean scores of 3.29 for the SCAMPER cards, 3.36 for the worksheet, 3.50 for the ideation rubric, 3.08 for the short story rubric, and 3.30 for the peer-feedback sheet. Practicality mean scores were 3.31 for students and 3.50 for teachers. Students’ ideation scores increased from the pretest (M = 8.19, SD = 1.31) to the posttest (M = 12.46, SD = 1.28), with a mean gain of 4.27, t(36) = 14.15, p < .001, and Cohen’s dz = 2.33. The mean final short story score was 17.89 (SD = 1.68), with strong inter-rater agreement for the total score (r = 0.83). Within the context of this study, the findings indicate that the developed package was valid and practical and was accompanied by significant improvement in students’ ideation performance. Its main contribution is a structured prewriting routine that integrates idea generation, idea selection, conflict development, plot planning, peer feedback, and assessment before students draft a complete short story.]]>
