Integrating Interactive Storytelling into Early Childhood Education: A Pedagogical Framework Within Indonesia’s Merdeka Curriculum
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Abstract
The Indonesia’s Merdeka Curriculum offers a new paradigm in the learning process. Principle of the differentiation, its approach to providing learning freedom for students and flexibility for educators in designing learning activities. Learning should be carried out in an interactive, inspiring, enjoyable, and challenging. Interactive storytelling is one of the first approaches to teaching and learning in early childhood education. It combining elements of narrative, visuals, and child interaction. This study aims to describe the concept, benefits, and implementation strategies of interactive storytelling. Using a qualitative descriptive approach, data were collected through literature studies, teacher interviews, and documentation. The findings show that interactive storytelling can stimulate the imagination of early childhood, improve socialization, experience, and concentration. In addition, interactive storytelling can also increase the motivation and curiosity of early childhood, as well as their social-emotional abilities. Early childhood teachers use interactive storytelling to create engaging learning settings for students. Therefore, the implementation of interactive storytelling serves as an effective pedagogical strategy to create meaningful, enjoyable, character, and learning experiences that align with the Pancasila Student Profile in Indonesia’s Merdeka Curriculum.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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