PENERAPAN STORYTELLING MULTIBAHASA MENINGKATKAN PEMAHAMAN BUDAYA GLOBAL SISWA SEKOLAH DASAR

Abstrak

Perkembangan globalisasi dan kemajuan teknologi digital menuntut penguatan kompetensi global sejak sekolah dasar, khususnya dalam membangun pemahaman budaya global dan sikap apresiatif terhadap keberagaman. Kerangka kompetensi global yang ditegaskan oleh Organisation for Economic Co-operation and Development serta konsep Global Citizenship Education (GCED) dari UNESCO menekankan pentingnya kesadaran interkultural, empati, dan partisipasi aktif dalam masyarakat global. Namun, implementasinya di sekolah dasar masih cenderung bersifat konseptual dan belum sepenuhnya terintegrasi dalam praktik pembelajaran yang inovatif dan kontekstual. Penelitian ini bertujuan untuk menganalisis efektivitas penerapan storytelling multibahasa dalam meningkatkan pemahaman budaya global siswa sekolah dasar, mengidentifikasi peningkatan partisipasi siswa, serta menganalisis perkembangan sikap apresiatif terhadap keberagaman budaya. Penelitian ini menggunakan metode studi literatur dengan pendekatan kualitatif melalui teknik analisis isi (content analysis) terhadap berbagai sumber ilmiah yang relevan. Hasil kajian menunjukkan bahwa storytelling multibahasa efektif dalam meningkatkan pemahaman budaya global siswa pada aspek kognitif, afektif, dan sosial, termasuk peningkatan partisipasi aktif, keterampilan komunikasi lintas budaya, serta tumbuhnya empati dan toleransi. Dengan demikian, storytelling multibahasa dapat disimpulkan sebagai strategi pembelajaran yang relevan dan kontekstual dalam mendukung pengembangan kompetensi global siswa sekolah dasar.

The rapid development of globalization and digital technology advancement requires the strengthening of global competence starting at the elementary school level, particularly in fostering global cultural understanding and appreciative attitudes toward diversity. The global competence framework emphasized by the Organisation for Economic Co-operation and Development and the concept of Global Citizenship Education (GCED) promoted by UNESCO highlight the importance of intercultural awareness, empathy, and active participation in a global society. However, its implementation in elementary schools remains largely conceptual and has not been fully integrated into innovative and contextual teaching practices. This study aims to analyze the effectiveness of implementing multilingual storytelling in improving elementary school students' global cultural understanding, to identify changes in student participation, and to examine the development of appreciative attitudes toward cultural diversity. This research employs a literature review method using a qualitative approach through content analysis of relevant scholarly sources. The findings indicate that multilingual storytelling is effective in enhancing students' global cultural understanding across cognitive, affective, and social dimensions, including increased active participation, intercultural communication skills, as well as the growth of empathy and tolerance. Therefore, multilingual storytelling can be concluded as a relevant and contextual instructional strategy to support the development of global competence among elementary school students.