<![CDATA[Third-grade students still face various difficulties in writing simple story texts, particularly in generating and developing ideas, organizing sequences of events, selecting appropriate vocabulary, and applying spelling and punctuation correctly. This study aims to describe the process of using QR Code-based Story Dice media, students’ ability to write simple story texts, and their responses to the use of the media. This study employed a qualitative descriptive method with an exploratory approach. The participants were 12 third-grade students at SD Negeri Kenep 03 during the 2026/2027 academic year. Data were collected through writing assignments, observations, interviews, questionnaires, and document analysis. The data were analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing and verification. The findings show that the use of the media was implemented through four stages: identifying the stimulus and story elements, organizing the story structure, developing an outline, and developing the outline into a simple story text. Based on the descriptive classification of the writing scores, 7 students were categorized as capable, 4 students as fairly capable, and 1 student as less capable. Students responded positively to the media, particularly to the dice-throwing activity and animated videos. The media helped students generate initial ideas, while developing ideas into coherent texts and using the QR Code still required teacher guidance. Therefore, QR Code-based Story Dice can serve as a supporting medium for interactive and contextual writing instruction.]]>
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