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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Sahru Romadloni
History Education Program, University of 17 August 1945, Banyuwangi
Education Social Sciences Other

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FORMATIVE STAKEHOLDER EVALUATION OF A USING–INDONESIAN BILINGUAL LEARNING MANAGEMENT SYSTEM INTEGRATING DIGITAL STORYTELLING FOR GENERATION ALPHA Dana Yudha Kristiawan; Abd. Rahman; Imroatul Husna Afriani; Sahru Romadloni
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9653

Abstract

This study reports a formative qualitative evaluation within the development of a Using–Indonesian bilingual learning management system (LMS) integrating digital storytelling and a personalised-learning orientation to support local-language preservation among Generation Alpha. The wider project was organised through the analysis, design, development, implementation, and evaluation (ADDIE) framework in Banyuwangi, Indonesia, with Kemiren as its principal cultural setting. The evidence comprised four written focus group discussion, involving teachers, native using speakers, Indigenous-community representatives, and students. A descriptive qualitative content analysis connected recorded responses with priorities for resource refinement. The students record described initial engagement with stories, images, audio, and using vocabulary, alongside minor difficulties with devices and access to features. Teachers identified corrections to grammar, terminology, vocabulary, translations, and visual presentation. Native speakers emphasised natural language use, consistent pronunciation and writing, and shared guidance for content developers. Indigenous-community feedback highlighted documentation needs, cultural context, and boundaries around sacred knowledge. These findings support a participatory approach to linguistic correction, cultural review, and interface refinement. Personalisation remains a design orientation rather than an independently tested adaptive mechanism. The study identifies development priorities but does not establish language-proficiency gains, improved usability after revision, or sustained changes in language use. Further evaluation should document implemented features, repeated learner use, and language-learning outcomes
Co-Authors Abd. Rahman Dana Yudha Kristiawan Imroatul Husna Afriani