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Journal of Learning on History and Social SciencesJournal of Learning on History and Social SciencesThis article examines the effectiveness of the narrative method in developing storytelling skills among students of the Early Childhood Teacher Education (PG PAUD) Study Program at Muhammadiyah University of Sidoarjo. This research uses a qualitative approach with a case study design, focusing on students experiences in writing fables. The stages include theme selection, story exploration, reflection, and writing. Significant improvements were observed in story structure, plot, characters, and moral messages, as well as in students confidence and imagination in storytelling. The study highlights the importance of integrating the narrative method into the education curriculum, equipping future educators with communication skills to face challenges in dynamic educational environments.
The narrative method significantly enhances storytelling skills among Early Childhood Teacher Education students, demonstrating improvements in story structure, plot, characters, and moral messages.Integrating this method into the PAUD curriculum is essential for developing future educators communication skills.However, the studys limited sample size and focus on fables necessitate further research with broader populations and diverse narrative forms.
Penelitian lebih lanjut perlu dilakukan untuk mengeksplorasi efektivitas metode naratif dalam konteks yang lebih luas, termasuk penggunaan berbagai bentuk narasi seperti cerita rakyat atau cerita modern, untuk meningkatkan keterampilan bercerita di kalangan mahasiswa pendidikan guru. Selain itu, studi komparatif dapat dilakukan untuk membandingkan dampak metode naratif dengan pendekatan pembelajaran tradisional dalam pengembangan keterampilan bercerita, dengan melibatkan partisipan dari berbagai institusi pendidikan. Terakhir, penelitian kualitatif mendalam dapat dilakukan untuk memahami secara lebih rinci pengalaman dan persepsi mahasiswa terkait penerapan metode naratif, serta bagaimana metode ini memengaruhi keyakinan dan praktik pedagogis mereka dalam konteks pendidikan anak usia dini, sehingga dapat menghasilkan rekomendasi yang lebih komprehensif untuk pengembangan kurikulum dan pelatihan guru.
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