Flipping the Page: Engaging Elementary Literacy with Interactive Storybooks

Introduction and Research Aim

Literacy development in Indonesian elementary school students presents persistent challenges. This research aimed to develop interactive storybooks to facilitate and support literacy activities within elementary school settings.

Methodology

The study employed a research and development methodology, following the Successive Approximation Model. Data collection involved interviews, documentation, expert judgment, and questionnaires administered to teachers and students at an elementary school in Bali. Qualitative analysis was applied to interview and documentation data using interactive data analysis models, while expert judgment was analyzed via an inter-rater agreement model. Questionnaire results underwent descriptive analysis, categorized using theoretical ideal reference assessments.

Key Findings

The research revealed that students strongly preferred flipbooks featuring vibrant illustrations, animal characters, smartphone compatibility, and interactive quizzes. Expert evaluations confirmed the age-appropriateness of the content and its effectiveness in improving students' narrative comprehension. Student feedback indicated high acceptance and enthusiasm for the developed interactive flipbooks.

Limitations and Future Research

A significant limitation of this study is the absence of an evaluation regarding the direct impact of these interactive storybooks on students' literacy skills. Therefore, the authors recommend conducting future experimental studies to rigorously validate the effectiveness of these flipbooks in enhancing elementary school students' literacy.