The particular dialect or language that a person chooses to use on any occasion is called a code


 

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Copyright © 2025 The Author 
IDEAS is licensed under CC-BY-SA 4.0 License 

 

Issued by English study program of IAIN Palopo 

IDEAS  

Journal on Language Teaching and Learning, 
Linguistics and Literature 
 

ISSN 2338-4778 (Print) 
ISSN 2548-4192 (Online) 

Volume 13, Number 2, December 2025 
pp. 6294 - 6309 

Developing Digital Storytelling Based  

on Indonesian Culture to Enhance Students’ 

Independent Learning in the Society 5.0 
Yunita Sari Adelina1, Neneng Sri Lestari2 

1,2English Education Study Program, Sekolah Tinggi Keguruan dan Ilmu Pendidikan 

 Al Maksum, Stabat 

Corresponding E-Mail: yunitasariadelina@gmail.com 

 

Received: 2025-07-15 Accepted: 2025-11-06 

DOI: 10.24256/ideas. v13i2.7519 

 

Abstract 

The purpose of this research was to develop a digital storytelling product based on 

Indonesian cultural heritage (Nusantara) to enhance students’ learning independence in the 

context of Society 5.0. This study employed a research and development (R&D) design using 

the Borg and Gall model consists of: research and information gathering, planning, initial 

product development, initial field testing, product revision, main field testing, main product 

revision, operational field testing, final product revision, and dissemination and 

implementation. The product development process included expert validation (media, 

culture, and language), practicality testing by students, and effectiveness testing using a one-

group pre-test and post-test design. The results showed that the product improved 

substantially after expert revisions, with validation scores increasing from below 60% to 

above 87%. The practicality test involving 25 students yielded an average practicality score 

of 82%, categorized as “good.” Effectiveness testing revealed a statistically significant 

improvement in students' learning independence, with a mean difference of 22.7 points (t = 

9.85, p = 0.000) between pre-test and post-test scores. 

Keywords: digital storytelling; nusantara culture; learning independence; Society 5.0 

 

Introduction 

21st century education faces a major challenge in preparing students to face 

rapid and significant changes, especially with the advent of Society 5.0, an era 

dominated by advanced technologies such as artificial intelligence (AI), big data, and 

the Internet of Things (IoT) (Mahfirotul Fitria et al., 2022; Wang et al., 2023). To 

prepare students to face this digital era, higher education in Indonesia must adapt to 

global needs and increase students' learning independence, which is the key to 

http://u.lipi.go.id/1457703302
mailto:yunitasariadelina@gmail.com


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forming a generation that is more independent, creative, and skilled in utilizing 

technology (Indrawati, 2020; Milliken & Barnes, 2022; Pinto & Leite, 2020).  

Based on the analysis of the needs carried out by the research team on 

students through a survey, 85% of students stated that they were more interested 

and easier to understand the learning material presented in the form of storytelling, 

and 82% of students wanted a learning media that allowed them to learn 

independently and flexibly. On the other hand, 78% of students are more likely to 

remember material delivered through digital media that involves visual, audio, and 

narrative elements, indicating a strong need for technology-based interactive 

learning media 

In addition to conducting a survey on the needs of learning media, the team 

also conducted a survey on students' needs for content in learning media. The survey 

results showed that 87% of students agreed that integrating Indonesian culture in 

learning would make the material more connected to their lives, and 75% of lecturers 

considered it important to incorporate local culture in English language teaching. 

The use of Nusantara culture in digital storytelling allows students to not only learn 

English in a more interesting way, but also to understand and appreciate the local 

culture. In this context, Nusantara culture-based digital storytelling offers an 

innovative approach that combines elements of technology and local culture to 

create an engaging, relevant, and interactive learning experience.  

This shows the urgent need to integrate local archipelago culture in education, 

especially in the context of English language learning so that it can create interesting 

learning resources for students. It is also relevant that the research team found, 

about 72% of college students complained about the lack of interesting and quality 

learning resources that support their learning process so that they struggle to study 

independently. This shows the need for more interactive learning media that can 

encourage students to learn independently. 

Digital storytelling, as an innovative tool in education, strongly supports this 

goal, as it allows students to learn independently and develop their abilities in a 

variety of areas, including communication skills, problem-solving, and creativity 

(Dewi et al., 2018; Di Blas, 2022; Lestari & Nirmala, 2020; Rosen et al., 2015). On the 

other hand, by integrating the culture of the archipelago in learning, this approach is 

also in line with Asta Cita's mission to preserve and introduce Indonesia's cultural 

richness to the younger generation, as well as integrate local culture in education to 

strengthen the nation's identity.  

The formulation of the problem in the research consists of: 1) how to design 

the development of digital storytelling learning media based on the culture of the 

archipelago; 2) how is the validity and practicality of digital storytelling media based 

on Indonesian culture for student learning independence; 3) how effective is the 

digital storytelling learning media based on archipelago culture on student learning 

independence; 4) How do students perceive digital storytelling learning media to 

increase learning independence. 



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Although various studies have addressed the use of digital technology in 

education and its application to support independent learning (Dewi et al., 2018; 

Milliken & Barnes, 2022), there is still a gap in effectively integrating local cultural 

elements into digital learning media. Most previous studies have focused on 

developing digital media to enhance technical or academic skills without considering 

the importance of introducing local culture in a more contextual and relevant 

learning environment for students. This research fills that gap by developing a 

culture-based digital storytelling media, aimed not only at enhancing students' 

learning independence but also at introducing and promoting Indonesia's cultural 

heritage in the Society 5.0 era 

This research aims to explore how the application of digital storytelling 

learning media based on Indonesian culture can increase students' learning 

independence in the Society 5.0 era, as well as introduce them to the richness of 

Indonesian culture. The urgency of this research lies in the urgent need to create 

more innovative and flexible learning, which can give students access to independent 

learning, while enriching their knowledge of local culture and developing digital 

skills. Thus, this research is not only relevant in the context of higher education that 

adopts technology, but also supports the achievement of President Prabowo's Asta 

Cita goal, which is to form human resources who are competent, independent, and 

ready to face global challenges 

 
Method 

This research develops digital storytelling learning media based on 

archipelago culture to Increase Student Learning Independence in the Society 5.0 

Era. The research approach used is research and development (Research & 

Development with the main model of development procedures in this study using 

the Borg & Gall model. Borg & Gall's research and development procedure consists 

of 10 stages consisting of: 1. Research and Information Gathering, 2. Planning, 3. 

Initial Product Development, 4. Initial Field Trials, 5. Product Revisions, 6. Main Field 

Trials, 7. Main Product Revisions, 8. Operational Trials, 9. Product Finalization and 

10. Dissemination and Implementation (Sugiyono, 2019) 

Figure 1. Borg and Gall Research Design 



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In this study, primary data is data collected through tests and surveys to 

students in the 3rd semester of the English Education Study Program at STKIP Al 

Maksum, Potensi Utama University and Institute of Education of Tapanuli Selatan 

which are universities located in the North Sumatra. Before the test, digital 

storytelling media will be tested for validity through Focus Group Discussion and 

one to one evaluation. After the validity test is carried out and it is stated that digital 

storytelling media is valid, the next step for digital storytelling media will be tested 

for practicality by applying it to students to see how digital storytelling media 

supports student learning independence.  

The test is given to students to measure effectiveness by containing a list of 

questions containing the culture of the archipelago that has been studied previously 

through digital storytelling media. The survey was conducted to find out students' 

perceptions of the application of digital storytelling media to support student 

learning independence and archipelago cultural literacy. Secondary data is data 

obtained from curriculum and policy documents related to English language 

learning that integrate local wisdom and technology 

Data Analysis 

In this product research and development, the evaluation process is designed 

with a structured set of steps, including: (a) assessment by content specialists, 

learning media design, and linguists through one to one evaluation and focus group 

discussions (FGDs), (b) practicality tests consisting of initial application to 

individuals to obtain initial feedback (Initial Field Testing), (c) assessment with a 

small group of users to test the effectiveness of the product more broadly (Primary 

Field Testing), and (d) large-scale evaluation to measure product performance in a 

day-to-day operational setting (Operational Field Testing) 

 

Pretest Treatment Posttest 
O1 X O2 

Design of learning media effectiveness trials O1 = pretest (before 

treatment) 

O2 = posttest (after treatment) 

X = treatment (learning used digital storytelling media) 

 

The data of the expert validation questionnaire was analyzed using the 

percentage of the score of the developed learning model. The formula used to 

calculate the percentage of expert validation questionnaires is 
 



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𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 
𝑆𝑐𝑜𝑟𝑒 𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑎𝑡𝑖𝑜𝑛 =               x 100 

𝑀𝑎𝑥𝑖𝑚𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 

 

Level of Completeness Validity Criteria 
85,01 % - 100% Valid 

 
70,01 % - 85,00 % 

 
Enough valid 

 
50,01% - 70,00% 

 
Less valid 

 
01,00% - 50,00% 

 
Invalid 

 

Table 1. Validity Score 

 

60% <x ≤ 80% Practical 

40% <x ≤ 60% Enough practical 

20% <x ≤ 40% Less practical 

0% <x ≤ 20% Not practical 

Practical score = Total score obtained practical x 100% 

Maximum score 

Results 
1.1. Initial Product Development 

The planning stage is a critical foundation in the research and development 

process. At this phase, the researcher determines the direction and framework for 

the development of a culture-based digital storytelling media designed to enhance 

students’ independent learning in higher education settings. 

This phase was informed by the preceding needs analysis and information 

gathering, which revealed the urgent need for innovative, engaging, and 

contextually relevant learning media. Specifically, it showed that students in the 

Society 5.0 era require media that integrates local cultural values with digital 

interactivity to cultivate self- regulated learning. The planning activities included 

formulating learning objectives, identifying target users (college students and 

instructors), selecting appropriate cultural content from diverse Indonesian 

traditions, and mapping the competencies related to learning independence. These 

competencies align with indicators of self- directed learning such as goal setting, 

self-monitoring, resource management, and reflective thinking. Furthermore, the 

instructional design was guided by the Borg and Gall model. The media was tailored 

for students of teacher education programs, aiming to foster behavioral outcomes 

related to autonomy and persistence in learning through conditions facilitated by 

Result Criteria 

80% <x ≤ 100% Very practical 



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digital narratives. Each story was carefully designed to represent cultural heritage 

while embedding educational values. 

The cultural content selected includes folktales, traditional rituals, and 

legends representing various ethnic groups across the archipelago. These cultural 

elements were chosen not merely as storytelling material, but as pedagogical 

vehicles to stimulate engagement, promote cultural awareness, and support the 

development of self-learning capabilities 

The initial product development phase involved transforming the planned 

ideas into a tangible prototype. This began with the creation of a storyboard that 

illustrated the narrative structure, learning objectives, visual elements, and 

interactivity design of the digital storytelling product. The storyboard served as a 

conceptual blueprint for the multimedia content. Stories such as “The Legend of 

Toba Lake”, was reconstructed into engaging animated narratives that incorporated 

voiceovers, visual symbolism, music, and learner prompts. Each story included 

reflection points and interactive questions to encourage personal engagement and 

self-assessment. From a technical standpoint, the media was developed 

using a responsive web-based platform that supports both desktop and mobile 

devices. Key features integrated into the product include: 

• A culturally themed user interface with intuitive navigation, 

• Story modules presented in chapters with embedded multimedia, 
• Reflective tasks and short quizzes to assess student understanding, 
• A self-reflection log to monitor personal learning progress. 

 

The interface design focused on aesthetics rooted in Indonesian visual 

identity— featuring traditional patterns, earthy color palettes, and contextual 

imagery—while maintaining clarity and usability. Pedagogically, the product 

adopted a constructivist approach that encourages students to build knowledge 

through exploration and reflection. Tasks embedded within the digital stories were 

designed to be open- ended and adaptable to individual learning paths. Strategies 

such as problem-based prompts, scenario simulation, and self-guided learning 

checkpoints were employed to enhance autonomy. 

Once the initial product (alpha version) was completed, it underwent 

internal validation by subject matter experts and media development professionals. 

The evaluation criteria included: 

 

• The cultural appropriateness of the content, 

• The alignment with self-regulated learning principles, 

• The technical feasibility and user accessibility. 

 



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Figure 2. Display the digital storytelling 

 

 

 

 

 

Table 2. Validity Score of Digital Storytelling 

1.2. Validity of Digital Storytelling 

Following the initial development of the digital storytelling product, a 

structured expert validation process was conducted to assess its quality from 

multiple dimensions—media design, cultural content, and language use. This 

validation was carried out in two stages, involving three subject matter experts: one 

in learning media, one in cultural studies, and one in language. The purpose of this 

validation was to identify strengths and weaknesses in the prototype, provide 

constructive feedback, and guide systematic revisions in accordance with the 

development model proposed by Borg and Gall. In the first stage of validation, the 

product was evaluated in its early prototype form.  

The learning media expert focused on the instructional design, technical 

usability, and media interactivity. At this stage, the product scored 57%, indicating 

that certain aspects required improvement. The expert noted that navigation 

between storytelling modules needed to be more intuitive, and some interactive 

features were underutilized. Moreover, the reflective activities intended to foster 

students’ self-regulated learning—were not yet well integrated into the storytelling 

flow. These insights led the developer to revise the interface layout, enhance the 

feedback components, and ensure that interactive elements were embedded more 

seamlessly into the user experience. Simultaneously, the cultural expert assessed the 

accuracy, relevance, and educational value of the cultural narratives embedded in 

the media.  

 

Score percentage  

Expert Validation First 
stage 

 
Second stage 

Expert in learning media 57%  87% 

Expert in Culture 
 

56%  
 

89% 
Expert in Language 

 

59%  
 

92% 
Criteria Less valid  Valid 



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The product received a score of 56% in this aspect. While the stories included 

traditional legends and folklore from several Indonesian regions, the expert 

observed that some narratives lacked depth and contextual specificity. In addition, 

the visual representations did not consistently reflect authentic cultural symbols. 

As a result, revisions were made by enriching the storylines with deeper regional 

context, incorporating more culturally representative imagery, and re-framing the 

messages to emphasize values such as perseverance, identity, and moral 

reflection—key elements in building learner autonomy. 

The language expert evaluated the linguistic appropriateness of the digital 

stories, particularly in terms of clarity, narrative consistency, and accessibility for 

university-level learners. With an initial score of 59%, several issues were raised, 

including inconsistencies in verb tense, awkward phrasing, and a disconnection 

between narrative flow and pedagogical prompts. Based on this feedback, the text 

was revised extensively for grammar, tone, and coherence. The narrative was also 

simplified to ensure clarity without losing depth, and the link between story content 

and learning goals was made more explicit. Following these revisions, a second stage 

of validation was conducted.  

The improved version of the product showed significant enhancement 

across all domains. The media expert assigned a revised score of 87%, citing 

improvements in layout clarity, learning activity alignment, and overall usability. 

The cultural expert gave a new score of 89%, affirming that the cultural integration 

was now more authentic and pedagogically meaningful. Meanwhile, the language 

expert reported a score of 92%, recognizing that the revised storytelling had 

become more coherent, accessible, and effective in supporting independent 

learning. 

Overall, the results of the expert validation confirm the effectiveness of the 

revision process. The product transitioned from a “less valid” status in the first stage 

to a “valid” classification in the second stage. This transformation reflects the value 

of iterative feedback in refining educational products. The validation process itself 

constitutes a crucial part of the Product Revisions (Step 5) and Main Product 

Revisions (Step 7) in the Borg and Gall model. It ensures that the digital storytelling 

media meets high standards of instructional quality, cultural relevance, and 

linguistic clarity before proceeding to broader field trials and implementation. 

The Focus Group Discussion (FGD) during the validity testing phase 

involved a panel of experts, including specialists in learning media, cultural studies, 

and language. A total of 3 experts were selected based on their extensive experience 

and knowledge in these fields. The purpose of this FGD was to evaluate the content, 

design, and educational relevance of the digital storytelling product. The FGD 

procedure was conducted in two main steps. In the first step, the experts were 

introduced to the initial prototype of the digital storytelling media, which included 

a demonstration of its features, content, and interactivity. During this phase, the 

experts were asked to provide their initial impressions and feedback on the 



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product’s design, user interface, cultural authenticity, and alignment with 

pedagogical goals. 

The second phase of the FGD focused on in-depth discussions about specific 

elements of the product. Experts were asked to assess the cultural accuracy of the 

narratives, the clarity of language used, and the effectiveness of the media in 

fostering independent learning. The discussions were structured around a set of 

evaluation criteria and open-ended questions to encourage constructive criticism. 

All sessions were audio-recorded and transcribed for further analysis. The 

feedback from the FGD was instrumental in guiding revisions to the product, 

particularly in improving its cultural content, design, and instructional quality. The 

insights provided by the experts helped refine the digital storytelling media to 

ensure that it met the standards of validity before moving on to the next stages of 

testing and development 

1.3. Operational Field Testing 

A. Practicality Digital Storytelling 

To determine the feasibility and usability of the developed digital storytelling 

product, a practicality test was conducted involving 25 student who were selected 

using purposive sampling. This phase corresponds to the eighth step in the Borg and 

Gall development model— Operational Field Testing—where the product is 

implemented in a real learning setting to observe its practical value from the users’ 

perspective. Each respondent evaluated the media using a questionnaire 

comprising 15 indicators of practicality, such as ease of access, clarity of instructions, 

user interface, media attractiveness, content relevance, and the extent to which the 

media supports independent learning. Each indicator was rated on a scale from 1 

(very poor) to 5 (very good). The collected data revealed that the total score per item 

ranged from 93 to 110, and the average score per item was approximately 4.08 on a 

5-point scale. When converted into percentage form, the average practicality score 

reached 82%, which places the product into the category of “Practical”, bordering 

on “Very Practical” according to the predetermined criteria. 

Further analysis of each indicator showed that the highest-rated item was 

Item 8 (Ease of understanding story flow) with an average score of 4.44 or 89%, 

indicating very strong agreement. Most other items scored between 3.72 and 4.36, 

reflecting a consistently positive perception across different practicality aspects. 

This indicates that the product was well-received by the users, particularly in terms 

of design attractiveness, usability, and instructional value. The "Positive Response" 

annotation at the bottom of the table affirms that students found the media 

beneficial and usable in actual learning activities. Thus, based on these results, the 

product can be categorized as “Practical”, with a strong tendency toward “Very 

Practical”, and is deemed suitable for broader implementation in classroom or 

blended learning contexts. 

 



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1.4. Final Product Revision 

Following the operational field-testing phase, in which the digital storytelling 

product was evaluated for practicality by student users, the development process 

proceeded to the ninth stage of the Borg and Gall model final product revision. This 

stage serves as a final refinement process that integrates empirical feedback, user 

suggestions, and technical adjustments to ensure the product’s readiness for 

broader implementation and effectiveness testing. During the practicality test, the 

product received highly positive responses, with an average practicality score of 

82%, categorized as "Practical" and approaching the "Very Practical" range. While 

this result reflected a generally favorable perception, several key insights and areas 

for improvement emerged from the feedback, which informed the final revision 

process. 

1. Content and Narrative Adjustments 

Based on students’ qualitative responses, certain stories within the digital 

media were further refined for clarity, engagement, and alignment with 

learning objectives. Minor revisions were made to improve cultural depth and 

storyline coherence, particularly in local legends that initially appeared too 

generalized. Narratives were also enhanced with clearer moral reflection cues 

to better support self-regulated learning. 

2. Interface and Navigation Enhancement 

Though overall design and usability were rated positively, some respondents 

suggested simplifying the menu navigation and improving transitions between 

story chapters. As a result, several interface elements were redesigned for better 

user flow. Buttons, icons, and navigation bars were adjusted to reduce confusion 

and enhance accessibility, especially on mobile devices. 

3. Linguistic Polishing 
The final revision included further language editing for grammar consistency, 

tone clarity, and concise expression. The goal was to ensure that all instructions, 

story texts, and self-assessment questions were easily comprehensible to 

students from various academic backgrounds. Special attention was given to 

maintaining a balance between narrative style and instructional clarity. 

4. Technical and Multimedia Optimization 
During the practicality testing, a few users experienced delays when loading 

multimedia elements (e.g., audio narration or embedded videos). To address 

this, media files were optimized for faster load times, and compatibility with 

lower- bandwidth connections was improved. Moreover, the timing between 

narration and visual transitions was adjusted to ensure better synchronization. 

 

 



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5. Reflective Features Enhancement 

Additional improvements were made to the product’s reflective features— 

such as self-assessment quizzes, journal prompts, and decision-making 

branches within the stories—to make them more interactive and meaningful. 

These revisions aimed to further support the development of students’ 

independence in learning, in alignment with the overarching objective of the 

product. The final product revision served as a critical step to polish and perfect 

the digital storytelling media prior to effectiveness testing. All adjustments 

made were grounded in empirical feedback and aligned with the pedagogical 

framework of self- directed learning and cultural relevance. With these 

refinements in place, the product was deemed ready to proceed to the next 

phase—Dissemination and Implementation, in which its impact on student 

learning outcomes would be systematically evaluated. 

1.5 Dissemination and Implementation 
A. Effectiveness of Digital Storytelling 

This stage aimed to empirically test whether the integration of Nusantara 

cultural narratives through digital storytelling could significantly improve students’ 

learning independence, which is a critical competency in the context of Society 5.0 

and 21st-century education. To determine the effectiveness of the product, a 

quantitative one-group pre-test and post-test design was implemented. A total of 15 

university students participated as research subjects. Each student completed a pre- 

test prior to engaging with the culture-based digital storytelling media, and a post- 

test was administered following the completion of the learning session. 

The results show a mean increase of 22.7 points between pre-test and post- 

test, demonstrating a substantial enhancement in students’ learning independence 

after using the digital storytelling product. The obtained p-value of 0.000 indicates 

a statistically significant difference at the α = 0.05 level, confirming that the 

improvement was not due to random variation. 

Furthermore, the 95% confidence interval for the mean difference ranges 

from -27.680 to -17.787, which lies entirely below zero. This further supports the 

conclusion that post-test scores were significantly higher than pre-test scores. These 

findings validate the effectiveness of the digital storytelling media, not only in 

delivering cultural knowledge but also in cultivating learners’ self-directedness, 

reflective thinking, and motivation hallmarks of independent learning. 

Based on the statistical evidence, the culture-based digital storytelling 

developed in this research is highly effective in enhancing students’ learning 

independence. The integration of Nusantara cultural elements in a digital, 

interactive format successfully bridges traditional values and modern learning 

strategies, aligning with the educational demands of the Society 5.0 era. Having 

passed the stages of expert validation, practicality testing, and now effectiveness 

testing, the product is deemed ready for broader educational implementation and 

dissemination, particularly in higher education contexts that aim to promote 



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culturally embedded, independent learning experiences 

Discussion 

The discussion of this study centers on the overall process and results of 

developing a culture-based digital storytelling product aimed at improving students’ 

learning independence in the context of modern education, particularly within the 

demands of Society 5.0. This development research followed the systematic 

procedures of the Borg and Gall model, which emphasize iterative refinement 

through expert input, field testing, and effectiveness evaluation. The initial stages of 

research revealed that students often exhibit limited learning autonomy and tend to 

rely on conventional, teacher-centered instructional models.  

This situation reflects a critical gap in current higher education practices, 

especially considering that the demands of Society 5.0 call for learners who are 

adaptive, reflective, and capable of directing their own learning. Through a needs 

analysis and literature review, it became clear that there was a strong potential 

for integrating cultural content—specifically, local Indonesian (Nusantara) 

narratives—into a digital format that could not only educate but also inspire 

students to take more responsibility in their learning process. 

Planning and product design were conducted with careful attention to 

cultural accuracy, technological accessibility, and pedagogical alignment. The digital 

storytelling product was developed using story-based multimedia content rooted in 

local traditions and folklore, combined with reflective prompts and independent 

tasks designed to encourage self-directed learning. The product aimed not only to 

transmit knowledge but also to instill cultural awareness and critical thinking, 

allowing learners to connect their educational experience with identity, values, and 

personal growth. Initial validation by media, cultural, and language experts revealed 

areas requiring improvement, particularly in terms of content clarity, interface 

usability, and alignment of learning objectives with narrative structure.  

The average validation scores during the first stage were below 60%, which 

categorized the product as less valid. However, after systematic revisions based on 

expert feedback, the second validation showed a significant increase, with scores 

reaching over 87% across all aspects. This confirmed that the revised product met 

the expected quality standards and was ready for broader field testing. The 

practicality test involved 25 student participants and focused on indicators such as 

clarity, ease of use, visual appeal, and the media’s ability to support independent 

learning. The average practicality score reached 82%, placing it in the “Good” 

category. Students responded positively to the media, reporting that it was engaging, 

easy to navigate, and effective in helping them reflect on their own learning. These 

findings support the notion that culturally grounded, learner-centered digital 

media can be highly practical for use in higher education environments. 

To evaluate its actual impact on learning outcomes, an effectiveness test was 

conducted using a pre-test and post-test design. The paired samples t-test yielded a 

significant result, with a mean score increase of 22.7 points and a p-value of 0.000. 



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These results statistically confirmed that the digital storytelling product 

significantly improved students’ learning independence. The use of narrative, 

cultural immersion, and interactive reflection proved effective in shifting students 

from passive recipients of information to active, self-regulated learners. Overall, the 

findings of this study affirm the relevance and value of combining cultural content 

with digital learning strategies to enhance student autonomy.  

In an era where learners are expected to be technologically literate yet rooted 

in cultural values, this digital storytelling product offers a meaningful response to 

both educational and societal challenges. The development process demonstrates 

that educational innovation grounded in local wisdom and strengthened by 

iterative testing can produce learning tools that are valid, practical, and effective for 

21st-century learners. 

 

Conclusion 

Based on the entire process and findings of this research and development 

study, it can be concluded that the culture-based digital storytelling product 

developed in this project is both pedagogically meaningful and technically effective 

in enhancing students’ learning independence. From the initial needs analysis to the 

final implementation phase, each stage contributed significantly to refining a media 

product that responds to the challenges of modern education in the Society 5.0 era. 

The digital storytelling media, which integrates cultural narratives from the 

Indonesian archipelago, was carefully designed to align with instructional goals and 

to foster self-directed learning behaviors among university students. The 

development process followed the Borg and Gall model, involving systematic steps 

of planning, initial development, validation by experts, field testing, and final 

revisions based on both expert and user feedback.  

This iterative process ensured that the final product was grounded in both 

theoretical frameworks and empirical evidence. Expert validation in the fields of 

learning media, culture, and language initially indicated areas for improvement, 

particularly regarding the clarity, cultural accuracy, and linguistic quality of the 

product. Through thorough revision, the validity of the product improved 

significantly, with second-stage scores exceeding 87%, demonstrating that the 

product had reached an acceptable standard for practical use. The practicality 

testing showed that students responded positively to the media, with an average 

practicality percentage of 82%. They found the product to be clear, culturally 

engaging, and effective in supporting independent learning. This indicates that the 

product is well-received in real classroom settings and is suitable for integration 

into modern teaching practices. 

The effectiveness testing provided strong statistical evidence of learning 

improvement. The paired samples t-test revealed a significant increase in students’ 

post-test scores, with a mean difference of 22.7 points and a significance value of 

0.000. This result confirms that the digital storytelling product successfully supports 



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students in developing higher levels of learning independence, critical thinking, and 

self-regulation. In conclusion, the development of this culture-based digital 

storytelling media has produced a valid, practical, and effective learning tool that 

meets the demands of higher education in the digital age. By combining traditional 

cultural values with interactive digital formats, the product not only enhances 

learning outcomes but also fosters a deeper connection between students and their 

cultural heritage. This innovation contributes meaningfully to educational 

transformation, especially in promoting autonomous learning in line with the goals 

of Society 5.0.  

The findings of this study align with previous research on the effectiveness 

of digital storytelling in enhancing students' learning independence. For instance, 

Dewi et al. (2018) found that digital storytelling significantly improved students' 

metacognitive abilities and engagement with the learning material. Similarly, our 

study demonstrated a significant increase in students’ learning independence after 

using the digital storytelling product, confirming the effectiveness of digital 

storytelling as a tool for fostering self-directed learning. However, while previous 

studies have highlighted the role of digital storytelling in improving students' 

academic skills and engagement (Lestari & Nirmala, 2020; Di Blas, 2022), this 

research extends the current literature by integrating local cultural content, 

specifically Indonesian cultural narratives, into the digital storytelling process.  

Unlike many previous studies that focused primarily on the technical and 

academic aspects of digital storytelling, this research emphasizes the integration of 

cultural heritage as a means of enhancing students' learning experiences and 

promoting cultural awareness. The integration of Nusantara culture into the digital 

stories was found to be an effective strategy for making learning more relevant and 

meaningful, as students felt a stronger connection to the material. Thus, while the 

results of this study are consistent with earlier findings on the benefits of digital 

storytelling for independent learning, it provides a novel contribution by showing 

how culturally relevant content can further enhance students' engagement and 

learning outcomes in the context of Society 5.0 

 This study makes a significant contribution to educational practice, 

particularly in integrating digital technology with local cultural heritage to enhance 

students' learning independence. By developing a culture-based digital storytelling 

media, this research not only introduces students to Indonesia's cultural heritage 

but also strengthens the self-directed learning skills that are crucial in the Society 

5.0 era. This provides new insights for educators to adopt innovative culture-based 

approaches in their curriculum.  

 

Acknowledgement 

The author expressed gratitude to Directorate of Research, Technology, and 

Community Service, Ministry of Higher Education, Science, and Technology which 

funded this research in 2025 in scheme penelitian dosen pemula . May this research 



Yunita Sari Adelina, Neneng Sri Lestari 
Developing Digital Storytelling Based on Indonesian Culture to Enhance Students’ Independent 
Learning in the Society 5.0 
 

6308 
 

 

give contribution to the EFL context, especially in developing learning media. 

 

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