Enhancing Scientific Communication and Character Values through AI-Assisted Folklore-Based Story Writing in Elementary STEM Learning

Kodrat Hi Karim (Department Primary Teacher Education, Universitas Khairun)
Suhardi Abdullah (Department Primary Teacher Education, Universitas Khairun)
Rafik Abas (Department of Indonesian Language and Literature Education, Universitas Khairun)
Taib Abdullah (Department of Indonesian Language and Literature Education, Universitas Khairun)
Darmawati Hadi (Department Primary Teacher Education, Universitas Khairun)
Jarudin Wastira (Institut Teknologi dan Bisnis Bina Sarana Global)
Mahamadaree Waeno (Faculty of Liberal Arts and Social Science, Fatoni University)

Jurnal Pendidikan MIPA
Vol 27, No 3 (2026): Jurnal Pendidikan MIPA

Scientific communication and character education are essential competencies in elementary STEM learning, yet classroom instruction often provides limited opportunities to integrate these competencies with local cultural resources and emerging technologies. This study investigated the effectiveness of AI-assisted folklore-based story writing in enhancing students' scientific communication and character values. A quasi-experimental pretest–posttest control-group design was used with 68 fifth-grade students from two elementary schools. The experimental group participated in STEM learning integrated with AI-assisted folklore-based story writing, while the control group received conventional STEM instruction. Data were collected using four instruments: (1) a Scientific Communication Assessment Rubric assessing scientific explanation, scientific vocabulary, evidence-based reasoning, organization of scientific ideas, and communication clarity; (2) a Character Observation Sheet; (3) a Folklore-Based Story Writing Rubric; and (4) a Student Perception Questionnaire. All instruments were validated by experts and demonstrated satisfactory reliability, with Cronbach's alpha coefficients ranging from 0.84 to 0.91. Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene's tests, paired- and independent-samples t-tests, normalized gain (N-gain), Cohen's d, and Pearson's correlation. The experimental group achieved significantly higher scores in scientific communication and character development than the control group (p < 0.001), with high N-gain values (0.73 and 0.69, respectively) and large effect sizes (Cohen's d = 1.48 and 1.36). Scientific communication was positively correlated with character development (r = 0.62, p < 0.001). These findings indicate that AI-assisted folklore-based story writing is an effective, culturally responsive approach for strengthening scientific communication, character values, and scientific literacy in elementary STEM education. Keywords: AI-assisted learning, folklore, scientific communication, character education, STEM learning.