DIGITAL STORYTELLING AND IDENTITY CONSTRUCTION: DEVELOPING ISLAMIC-THEMED MULTIMEDIA FOR EARLY CHILDHOOD ENGLISH EDUCATION

Dian Nadira

Abstract


The increasing integration of digital technology into educational contexts has reshaped instructional practices, particularly in early childhood education where learners are highly responsive to multimodal stimuli. Among these innovations, digital storytelling has gained global recognition for its capacity to enhance language acquisition, learner engagement, and socio-cultural development. In multicultural and religiously grounded educational environments, digital storytelling also functions as a powerful medium for identity construction, enabling young learners to negotiate meaning while affirming cultural and religious values. This study investigates the design, implementation, and pedagogical impact of Islamic-themed multimedia digital storytelling in early childhood English education. Specifically, it examines how English language learning objectives can be harmoniously integrated with Islamic moral values to support both linguistic development and religious identity formation. Employing a design-based research approach, the study involved the systematic creation of multimedia English learning stories embedded with Islamic narratives appropriate for young learners. Data were collected through classroom observations, semi-structured teacher interviews, and pre- and post-assessments of learners’ language performance. The findings reveal that Islamic-themed digital storytelling significantly enhances English vocabulary acquisition, listening comprehension, and learner motivation. Moreover, the integration of familiar religious themes supports positive identity construction by reinforcing moral values, cultural familiarity, and emotional engagement. This study contributes to the growing body of research on culturally responsive and faith-based pedagogy, offering practical insights for educators seeking to integrate religious identity within global English education frameworks without compromising linguistic rigor.


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References


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DOI: https://doi.org/10.3059/insis.v0i0.29288

DOI (PDF): https://doi.org/10.3059/insis.v0i0.29288.g14933

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