Pembelajaran Generatif Berbasis Story Jumper untuk Meningkatkan Berpikir Kreatif Siswa Sekolah Dasar: Tinjauan Sistematis
DOI:
https://doi.org/10.37985/jer.v7i3.4022Keywords:
Berpikir Kreatif Pembelajaran Generatif Digital Storytelling Regulasi Diri dalam Belajar Story JumperAbstract
Pembelajaran di sekolah dasar masih cenderung teacher-centered sehingga potensi teknologi digital untuk menumbuhkan berpikir kreatif belum dimanfaatkan optimal. Kajian ini bertujuan mensintesis literatur teoretis dan empiris mengenai integrasi generative learning dan digital storytelling berbasis StoryJumper untuk meningkatkan kemampuan berpikir kreatif siswa sekolah dasar. Desain integrative literature review diterapkan dengan penelusuran pada Scopus, Web of Science, Taylor & Francis, SpringerLink, ScienceDirect, dan Google Scholar (2015–2025); 30 artikel diseleksi menggunakan prinsip PRISMA dan dianalisis melalui thematic synthesis. Sintesis mengungkap tiga pola yaitu aktivitas generatif mendorong pemrosesan kognitif mendalam yang mendukung kelancaran, fleksibilitas, orisinalitas, dan elaborasi; storyJumper menyediakan lingkungan multimodal yang selaras dengan prinsip generative learning; serta self-regulated learning memoderasi efektivitas tugas kreatif terbuka. Kajian ini menetapkan kerangka konseptual untuk memandu studi eksperimental selanjutnya di kelas nyata.
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