THE POTENTIAL OF MICROLEARNING VIDEOS IN TEACHING SHORT STORY WRITING BASED ON MULTICULTURAL AND DEEP LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS

Abstract

This study aims to analyze students’ perceptions, difficulties, and learning needs in short story writing instruction, as well as to explore the potential of integrating microlearning videos with a deep learning approach based on multicultural values. This research employed a quantitative survey method involving 148 eighth-grade students from five junior high schools in Jakarta. Data were collected using a structured questionnaire and analyzed through descriptive statistics. The findings indicate that students have positive perceptions toward short story writing, with the majority considering it both interesting and important. Students also demonstrate high readiness to use microlearning videos in learning. However, they face significant challenges in narrative development, particularly in composing natural dialogue, developing conflict, and expressing ideas effectively, as well as in linguistic aspects such as vocabulary and writing mechanics. In terms of learning needs, students show a strong preference for concise, engaging, and multimodal instructional media, especially microlearning videos, which align with their relatively short attention spans. Furthermore, the results reveal that although technological infrastructure is available, its utilization in teaching remains limited and still dominated by conventional methods. These findings highlight the need for more innovative and student-centered instructional designs. Therefore, integrating microlearning videos with a deep learning approach that incorporates multicultural values has strong potential to enhance students’ writing skills, engagement, and meaningful learning experiences. This study contributes to the development of technology-based and pedagogically grounded learning models that are relevant to 21st-century education, particularly in improving short story writing instruction.