The Effect of AI-Based Deep Learning on Narrative Writing Skills for Elementary School Students
DOI:
https://doi.org/10.62951/icgel.v2i2.186Keywords:
AI, Deep Learning, Grammar, Imagination, Writing SkillsAbstract
Narrative writing skills are crucial for the literacy development of elementary school students. However, many students face challenges in writing narrative essays due to limited vocabulary, grammar understanding, and imagination. Traditional teaching methods often fail to address these issues. This study explores the impact of AI-based Deep Learning on narrative writing skills. Using a quantitative approach with an experimental design, the research employed a pretest-posttest design with a nonrandomized control group. The study involved 65 students from SD 4 Sidomulyo, including 30 students from class IV A and 35 from class IV B. A nonprobability sampling technique with saturated sampling was used. Data was collected through tests, and content validity was applied for validation. Hypothesis testing with the Independent Samples t-test yielded a significance value of 0.001 (p < 0.05) and a calculated t-value of 3.472, which is greater than the t-table value of 2.0024. These results indicate that AI-based Deep Learning significantly affects narrative writing skills in elementary school students. Keywords: AI-Based Deep Learning, Narrative Writing Skills.
References
Abbas, I. (2025). Theory and practice of artificial intelligence. International Journal of Innovative Science and Research Technology, 10(3), 769–775. https://eprint.ijisrt.org/id/eprint/141/1/IJISRT25MAR506.pdf
Abdel-Reheem Amin, E. (2020). A review of research into Google Apps in the process of English language learning and teaching. Arab World English Journal, 11(1), 399–418. https://doi.org/10.24093/awej/vol11no1.27
Abdulmunem, R. A. (2023). Artificial intelligence in education in comparative research on diversity in virtual learning: Eastern vs Western perspectives. IGI Global Scientific Publishing, 2(11), 15. https://doi.org/10.4018/978-1-6684-3595-3.ch012
Al-Fitrie, A. L., Solihatin, E., & Kustandi, C. (2023). Pengembangan bahan ajar digital dengan pendekatan collaborative learning menggunakan Padlet untuk meningkatkan writing skills siswa. Jurnal Paedagogy, 10(4), 1045. https://doi.org/10.33394/jp.v10i4.9060
Bruner, J. (2009). The narrative construction of reality. Critical Inquiry.
Cotos, E. (2014). Genre-based automated writing evaluation. Language Learning & Technology, 18(1), 99–120. https://doi.org/10.1057/9781137333377_1
Eka, I.-N., Budianto, P.-H., Rahmi, S.-M.-S., Safrina, L., Rabbi, A., Rendy, A., Wulan, A.-I., Mariyeta, D.-E.-L., Ayu, B.-C., Wardhani, N.-R., Zelia, V., & Warda, Y. (2023). Narasi, literasi, dan bahasa dalam peningkatan kompetensi. www.akademiapustaka.com
Fitria, T. N. (2024). Creative writing skills in English: Developing student’s potential and creativity. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(1), 1–17. https://doi.org/10.37304/ebony.v4i1.10908
Graham, S., & Perin, D. (2017). A meta-analysis of the effectiveness of teaching writing to students with learning disabilities. Exceptional Children, 73(3), 293–311.
Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis. Review of Educational Research, 86(4), 119–125.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign, 34(56), 765.
Kaplan, A., & Haenlein, M. (2019). Siri, Siri, in my hand: Who’s the fairest in the hand? On the interpretations, illustrations, and implications of artificial intelligence. Business Horizons, 62(1), 15–25. https://doi.org/10.1016/j.bushor.2018.08.004
LeCun, Y., Bengio, Y., & Hinton, G. (2015). Deep learning. Nature, 521(755), 436–444. https://doi.org/10.1038/nature14539
Li, M., Dursun, A., & Yu, S. (2021). AI-supported writing and students’ literacy development. Educational Technology Research and Development, 69(4), 2011–2030.
Lina Markauskaite, R., Marrone, O., Poquet, S., Knight, S., Martinez-Maldonado, R., Howard, S., Tondeur, J., De Laat, M., & Shum, G. S. (2022). Menelaah kembali keterkaitan antara kecerdasan buatan dan pembelajaran manusia: Kemampuan apa yang dibutuhkan peserta didik untuk dunia dengan AI? Komputer dan Pendidikan: Kecerdasan Buatan, 3, 100056. https://doi.org/10.1016/j.caeai.2022.100056
Liu, M. (2021). Enhancing writing skills through digital media: A review of literature. Journal of Educational Technology Development and Exchange, 14(1), 1–12. https://doi.org/10.18785/jetde.1401.01
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. (2016). Intelligence unleashed: An argument for AI in education. University College London. https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf
Michael Fullan, J. M. E. (2018). Deep learning: Engage the world, change the world. Corwin Press. https://www.corwin.com/books/deep-learning-255374
Nelson, S., & Park, E. (2019). Keterampilan berpikir kritis dan menulis naratif melalui buku teks digital di Australia [Critical thinking and narrative writing skills through digital textbooks in Australia]. Jurnal Internasional Teknologi Pendidikan, 13(10), 789–798.
Okoye, K., Hussein, H., Arrona-Palacios, A., Quintero, H. N., Omar, L., Ortega, P., Sanchez, A. L., Ortiz, E. A., Escamilla, J., & Hosseini, S. (2023). Impact of digital technologies upon teaching and learning in higher education in Latin America: An outlook on the reach, barriers, and bottlenecks. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11214-1
Otto, S., Körner, F., Marschke, B. A., Merten, M. J., Brandt, S., Sotiriou, S., & Bogner, F. X. (2020). Deeper learning as integrated knowledge and fascination for science. International Journal of Science Education, 42(5). https://doi.org/10.1080/09500693.2020.1730476
Putra, (2018). Pengenalan konsep pembelajaran mesin dan deep learning. Tokyo Institute of Technology, 2(1), 15.
Rahman, F. F. (2022). The correlation between students’ writing skills and speaking skills. International Journal of English Education and Linguistics (IJoEEL), 4(1), 31–39. https://doi.org/10.33650/ijoeel.v4i1.3977
Rasinski, T., Homan, S., & Biggs, M. (2017). Mengajarkan penulisan naratif: Meningkatkan keterampilan komposisi melalui sumber daya multimedia [Teaching narrative writing: Improving composition skills through multimedia resources]. Educational Psychology Review, 1(3), 29–49.
Rukminingsih, A., Adnan, G., & Adnan, M. (2020). Metode penelitian pendidikan.
Sugiyono, P. D. (2013). Metode penelitian.
Suprayogi, S., Pranoto, B. E., Budiman, A., Maulana, B., & Swastika, G. B. (2021). Pengembangan keterampilan menulis siswa SMAN 1 Semaka melalui web sekolah. Madaniya, 2(3), 283–294. https://doi.org/10.53696/27214834.92
Suwandi, P. R., & S. (2024). Inovasi pendidikan dengan menggunakan model deep learning di Indonesia. Jurnal Pendidikan Kewarganegaraan dan Politik, 2(22), 69–77. https://doi.org/10.61476/186hvh28
Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Journal of Educational Computing Research, 38(2), 167–199.
Wijayanti, A. Y., Zulaeha, I., Mardikantoro, H. B., & Pristiwati, R. (2025). The influence of digital textbooks on narrative writing skills of primary school teacher education students. Journal of Language Teaching and Research, 16(3), 924–931. https://doi.org/10.17507/jltr.1603.22
Yu Zhao, A. M. P. L., & M. C. S. G. (2021). Artificial intelligence in writing instruction: Opportunities and challenges. Computers & Education, 12(168), 104212. https://doi.org/10.1016/j.compedu.2021.104212
Zhang, L. (2021). The effectiveness of digital writing tools in enhancing students’ writing skills: A meta-analysis. Computers & Education, 128(12), 138–150.
Zuheir Khlaif, M., Sanmugam, M., & J. I. (2023). Comparative research on diversity in virtual learning: Eastern vs. Western perspectives. IGI Global Scientific Publishing, 2(10), 322. https://doi.org/10.4018/978-1-6684-3595-3
