<![CDATA[This research aims to comprehensively analyze the implementation and effectiveness of interactive story videos in improving literacy skills among elementary school students, with a specific focus on the context of SD Gugus VI, Karangasem District, Bali. Indonesia currently faces a significant literacy crisis, characterized by a stagnant or declining trend in PISA scores and results from National Education Reports. This study employs a qualitative descriptive approach combined with a systematic literature review of empirical case studies, specifically examining the implementation in Karangasem, Bali, alongside comparative data from Arjasa-Sukowono, Malang, and Aceh Tengah. The theoretical framework is grounded in Richard Mayer's Cognitive Theory of Multimedia Learning, specifically the dual-coding and limited capacity assumptions, as well as Kress and Van Leeuwen's Multimodal Literacy theory. Findings indicate that interactive videos significantly enhance students' engagement, conceptual understanding, and motivation. In Karangasem, this is supported by local initiatives such as literacy-numeracy competitions aimed at accelerating educational quality. Specifically, the integration of innovative features such as barcodes, interactive pauses (pause-and-question), and localized cultural content bridges the gap between abstract text and concrete visualization. Quantitative data waves synthesized in this study show that students using interactive media achieve significantly higher post-test scores (averaging 82.75) compared to traditional methods (71.20), with a moderate N-Gain score of 0.44. Expert validation consistently rates these digital tools above 95% in terms of pedagogical and design quality. The study concludes that digital interactive storytelling is a strategic necessity in Kurikulum Merdeka to foster 21st-century skills relevant to the challenges of an open-information era.]]>
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