Visual Scaffolding Meets Cooperative Learning: Enhancing Narrative Writing Skills in Islamic Elementary Education
DOI:
https://doi.org/10.37812/zahra.v7i2.2511Keywords:
Narrative Writing Skills; Serial Picture Media; STAD Cooperative Learning; Visual Scaffolding; Islamic Elementary Education.Abstract
Narrative writing remains a significant challenge for Islamic elementary school students, particularly in generating ideas, organizing events, and constructing coherent texts. This study aims to examine the improvement of students' narrative writing skills through the integration of serial picture media and the Student Teams Achievement Divisions (STAD) cooperative learning model. Employing Classroom Action Research (CAR), the study involved 23 students in an Islamic elementary school in Sidoarjo Regency, Indonesia. The research was conducted across three cycles consisting of planning, action, observation, and reflection. Data were collected through writing tests, classroom observations, and documentation and analyzed using descriptive analysis. The findings revealed a progressive increase in learning mastery from 30% in the pre-cycle to 56% in Cycle I, 78% in Cycle II, and 91% in Cycle III. Students demonstrated improvements in idea generation, narrative organization, and writing coherence through visual stimulation and collaborative interaction. Theoretically, these findings highlight the complementary relationship between visual scaffolding and cooperative learning, suggesting that integrating cognitive and social learning processes can strengthen narrative writing development in Islamic elementary education.
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