Interactive Animated Multimedia as Cognitive Scaffolding: The Process of Story-Plot Comprehension and Narrative Creativity through Project-Based Learning
Abstract
The effectiveness of animated interactive multimedia based on Project Based Learning (PjBL) in improving elementary students' story-plot comprehension and narrative creativity has been statistically established, yet the process-level mechanisms remain underexplored. This study aimed to explore how fourth-grade students comprehend story plots and engage in creative processes during Indonesian language learning using animated interactive multimedia integrated with PjBL. A qualitative case study design was employed, involving 15 students of UPT SD Negeri Panyuran 2, Palang Subdistrict. Data were collected through participatory observation across five sessions, semi-structured interviews, and documentation of student projects, then analyzed through data reduction, display, and conclusion drawing with triangulation. Findings identified four stages of plot comprehension, namely observing visualization, identifying structure, analyzing cause-effect relationships, and reconstructing the plot, as well as five stages of the creative process, namely idea generation, framework development, draft development, product refinement, and project presentation. Animated interactive multimedia functioned as cognitive scaffolding that reduced students' cognitive load, while PjBL provided a constructivist space to develop ideas collaboratively. These findings clarify the pedagogical mechanisms underlying the effectiveness of the learning.
Keywords: interactive animated multimedia; cognitive scaffolding; creative process; plot comprehension; Project Based Learning
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