International Journal of Education and Sosiotechnology (IJES)

BRIDGING THE LITERACY GAP: THE ROLE OF MULTIMODAL DIGITAL STORYTELLING IN HIGH SCHOOL EFL READING CLASSROOM

Suciana Wijirahayu, Novi Aryani, Jumadil, Sigit Muryono, Maisaroh — Mon, 27 Jul 2026 00:00:00 +0000

This classroom action research (CAR) study investigates the efficacy of integrating digital storytelling (DST) to improve the narrative text reading comprehension of tenth-grade students at an Islamic state senior high school (MAN) in West Jakarta. Grounded in cognitive multimedia learning and action research frameworks, the study was executed across three iterative cycles consisting of planning, implementation, observation, and reflection. The participants comprised 30 students selected based on initial diagnostic assessments indicating low engagement, sub-optimal text structure identification, and weak sentence retention. Data triangulation was achieved through mixed-method instruments, including classroom observation sheets, semi-structured interviews, and quantitative pre- and post-tests. The qualitative findings revealed that while students initially exhibited passive behaviour and native-language code-mixing due to cognitive overload in Cycle I, the systematic addition of technical scaffolding via Google Classroom, WhatsApp, and interactive smart boards in Cycles II and III transformed the classroom into an active, autonomous learning environment. Quantitatively, the intervention yielded an outstanding academic progression, with the class post-test average rising dramatically from an initial baseline of 55.4 to 93.5 by the conclusion of Cycle III. The results demonstrate that digital storytelling serves as an effective pedagogical tool to bridge literacy gaps, enhance student motivation, and cultivate a conducive learning atmosphere. Consequently, this study recommends that EFL educators transition away from traditional text-heavy materials and systematically integrate multimodal storytelling to maximize student academic productivity.

FORTUN RESTO & CAFE’S COMPETITIVE STRATEGY ANALYSIS USING CSC (FORMAT-BIDES) IN THE DIGITAL ERA

Brigita Michelle, Maya Malinda — Mon, 27 Jul 2026 00:00:00 +0000

Local culinary businesses must continuously adapt to survive the fierce competitive challenges of the current digital era. This study aims to analyse the competitive strategy of Fortun Resto & Café, established in 2024, in facing these industrial challenges. The research uses a descriptive qualitative method applying the Competitive Strategy Canvas (CSC) framework through the eleven pillars of the FORMAT–BIDES approach. The analysis shows that Fortun Resto & Café has built initial competitive advantages through experiential differentiation, technological efficiency, and service innovations. However, crucial developments are still needed regarding systematic market research, structured digital marketing, and human resource management. These findings confirm that the FORMAT–BIDES framework is an effective diagnostic tool for local culinary businesses to evaluate and strengthen their overall competitive strategy.

ANALYSIS OF THEMATIC LEARNING DESIGN USING SCIENTIFIC APPROACH IN KAMPUS MENGAJAR

Ely Satiyasih Rosali, Darwis Darmawan, Esta Rendra RS — Mon, 27 Jul 2026 00:00:00 +0000

This study analyzes integrated thematic learning using a scientific approach to restore basic literacy and numeracy among lower-grade students at a Kampus Mengajar target school in Garut. Employing a qualitative descriptive approach, data were gathered through in-depth interviews with lower-grade teachers and the analysis of collaboratively developed Lesson Plans (RPPs). The results indicate that teachers do not independently compile the syllabus from the initial stage because the school curriculum system provides standard documents and binding themes. However, at the operational RPP level, teachers successfully integrated scientific approach steps adaptively, focusing on observing and trying activities tailored to the cognitive development of lower-grade children. Constraints regarding rigid integration of cross-subject Basic Competencies (KD) were resolved by teaching these materials separately outside thematic hours. Furthermore, the Kampus Mengajar program successfully accelerated the development of concrete learning media that support classroom scientific activities.