Storytelling Material Design to Improve Digital Literacy and Critical Thinking
DOI:
https://doi.org/10.33751/jhss.v10i2.233Keywords:
critical thinking, digital literacy, storytellingAbstract
The development of digital technology and changes in post-pandemic learning patterns require learning strategies that are not only oriented towards content delivery but also towards developing students' digital literacy and critical thinking skills. Storytelling as a pedagogical approach offers great potential to bridge this need, as it is able to integrate cognitive, affective, and creative aspects within a single narrative. This study aims to explore how storytelling-based material design can improve the digital and critical literacy of language education students in higher education. The research method used is descriptive qualitative with data collection techniques through classroom observation, analysis of student narrative products, and semi-structured interviews with lecturers and students. The developed materials utilize digital platforms such as Canva, Padlet, and YouTube to support the multimodal storytelling process. Data analysis was conducted thematically to identify patterns of improving digital literacy (e.g., the ability to integrate text, visuals, and interactive media) and critical thinking skills (e.g., the ability to construct arguments, reflect on social issues, and evaluate information). The results show that storytelling encourages students to be more active in exploring ideas, constructing meaningful narratives, and developing digital skills through the use of various media. Furthermore, this approach strengthens learning motivation, builds emotional connections between lecturers and students, and creates a safe space for students to express their identities and perspectives. Storytelling has proven to be an inclusive, flexible, and sustainable strategy in supporting 21st-century learning. This study concludes that storytelling-based material design can be an effective pedagogical approach to improving students' digital and critical literacy. Recommendations include the integration of storytelling into the curriculum, training lecturers to develop digital narrative materials, and strengthening institutional policies that support story-based learning innovation. Thus, storytelling functions not only as a creative method but also as a relevant pedagogical movement to address the challenges of higher education in the digital era.
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