<![CDATA[This study aims to describe the implementation of digital storytelling in group guidance and to explore the development of social interaction among young children following the activity. This study employed a descriptive qualitative approach and was conducted with Group B children at PAUD Al Mujahidin, Pandanga Village, South Morotai District, Morotai Islands Regency. The research informant was the classroom teacher. Data were collected through observation, interviews, and documentation. Interviews were conducted before and after the activity to obtain information about children's initial social interaction and their responses following the digital storytelling activity. Observation was used to examine children's social interaction during the activity, while documentation supported the research process. Data were analyzed descriptively through data reduction, data display, and conclusion drawing, supported by technique triangulation. The findings indicated that children's initial social interaction abilities varied. Some children were already active in communication and joint play, while others were quiet, waited to be invited, preferred certain peers, and required guidance in cooperation, sharing, and turn-taking. Following the digital storytelling activity, the teacher observed children's interest in stories presented through images and sounds. Several previously quiet children began responding when invited to communicate. During the puzzle activity, children demonstrated emerging cooperation, sharing, turn-taking, and helping behaviors. The findings suggest that digital storytelling has potential as a supporting medium in group guidance to stimulate social interaction in early childhood, particularly when stories are connected to children's real-life experiences and followed by collaborative activities]]>
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