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At-Tajdid: Jurnal Ilmu Tarbiyah
Published by Institut Studi Islam Muhammadiyah Pacitan
ISSN : 20899165     EISSN : 2477295X     DOI : https://doi.org/10.52640/tajdid.v11i1.252
Core Subject : Religion, Education,
Religion Education Other
At Tajdid: Jurnal Ilmu Tarbiyah is a scientific journal in Islamic Education under Institut Studi Islam Muhammadyah Pacitan, Indonesia. This journal is focused on education development, especially Islamic Education through the publication of articles and research reports. The scopes of the journals are Theory of Education; Curriculum of Education; History of Education; Management of Education; and Anthropology of Education.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 1 Documents
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Search results for , issue "Vol. 11 No. 1 (2022): January 2022" : 1 Documents clear
Digital Story Telling as a Catalyst for Metacognition: New Frontiers in Critical Literacy for the Digital Age Faqih, Novian
At-Tajdid: Jurnal Ilmu Tarbiyah Vol. 11 No. 1 (2022): January 2022
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/tajdid.v13i2.345

Abstract

This mixed-methods study explores how digital storytelling (DST) fosters metacognition and influences college students' views on critical literacy in the digital age. Sixty students from Institut Studi Islam Muhammadiyah Pacitan, Indonesia, participated in a DST-based activity designed to promote literary analysis. Surveys and interviews before and after the intervention examined changes in students' metacognitive awareness and perspectives on DST's role in enhancing critical literacy. Findings showed notable improvements in students’ metacognitive processes and understanding of critical literacy following DST engagement. Quantitative results indicated increased recognition of DST’s ability to support personalized learning (mean scores rose from 3.6 to 4.12) and critical thinking skills (mean scores rose from 3.05 to 3.85). Qualitative data revealed that DST interaction encouraged deeper metacognitive reflection, making students more aware of their thought processes during analysis. Students also broadened their views of critical literacy to include DST literacy, emphasizing the importance of evaluating and effectively using digital tools. Privacy concerns decreased, but students retained an awareness of ethical issues linked to DST-based learning. This study highlights DST’s potential as a tool for promoting metacognition and redefining critical literacy. It calls for integrating DST into curricula and teacher training to enhance reflective learning and digital literacy.

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