Digital Storytelling for Integrated IPAS Learning: Systematic Review Of Primary Teacher Curriculum Implementation
DOI:
https://doi.org/10.52060/mp.v11i1.4082Abstract
This study aims to synthesize empirical evidence on digital storytelling (DST) implementation in integrated IPAS learning at primary schools. This systematic review followed PRISMA 2020 guidelines, searching six databases (Scopus, Web of Science, ERIC, Google Scholar, Sinta, Garuda) for literature published between 2015–2025. From 1,847 initial records, 28 studies met inclusion criteria. Results revealed three DST implementation models: teacher-led narrative (39.3%), student-centered production (50%), and collaborative co-creation (28.6%). DST effectively improved academic achievement (83%), critical thinking (83%), and student engagement (85%). However, major challenges included limited device access (50%), unstable internet connectivity (42.9%), and time constraints (60.7%). School leadership support and teacher professional development emerged as key enabling factors. It is concluded that DST is a viable pedagogical strategy for IPAS implementation under Kurikulum Merdeka, but requires adequate infrastructure and targeted teacher training.
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Keywords:
Digital Storytelling, IPAS, Primary School, Kurikulum Merdeka
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2026-06-02
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