Application of Digital Storytelling Technology to Improve Problem-Solving Skills in Early Childhood

Abstract

Problem solving is a foundational competency in early childhood, yet few studies have examined how digital storytelling can be designed to develop it. This study analyzed the use of digital storytelling, delivered as e-comics in Cycle 1 and as podcasts in Cycle 2, to support problem-solving skills among children aged 5 to 6 years. Classroom Action Research based on the Kemmis and McTaggart model was conducted in two cycles of two meetings each at Lab Model UMP Kindergarten (11 children) and Aisyiyah 6 Kindergarten (16 to 18 children). Data were collected through observation, documentation, and interviews, and three indicators were scored, namely matching objects based on their function, identifying moral messages in stories, and applying basic logic through puzzle activities. At Lab Model UMP Kindergarten, completion for matching objects rose from 79% and 91% in Cycle 1 to 100% in Cycle 2, and completion for basic logic rose from 82% to between 88% and 100%, while identifying moral messages stayed between 89% and 94%. At Aisyiyah 6 Kindergarten, basic logic improved from 85% and 78% to 88% and 85%, matching objects varied between 67% and 83%, and identifying moral messages fell from 69% and 54% to 50% and 48%, below the good criterion. E-comics appeared to attract attention and engagement, whereas podcasts appeared to support imaginative thinking and logic, although children lost focus when stories were long. Digital storytelling shows promise for early problem solving when story length, guiding questions, and visual support are adjusted to children’s developmental characteristics. The absence of a control group and the overlap between media and cycles limit causal claims.