Evaluating the Dongeng Tambora Keliling Mobile Storytelling Program in Supporting Children’s Reading Literacy
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Mobile storytelling programs may offer an accessible and engaging approach to supporting children’s reading literacy, particularly in community-based and nonformal education settings. This study evaluated the Dongeng Tambora Keliling mobile storytelling program in Dompu, Indonesia, using four operational components of the CSE-UCLA framework: needs assessment, program planning, formative evaluation, and summative evaluation. A quantitative descriptive program-evaluation design was employed involving 68 children selected from a population of approximately 215 participants across four program locations. Data were collected using a 16-item five-point Likert questionnaire, with four items representing each evaluation component, and were supplemented by participant observation and program documentation. The data were analyzed descriptively by converting component scores into percentages. The results showed that all four components received highly positive participant evaluations. Program planning obtained the highest score (92.22%), followed by summative evaluation (88.16%), formative evaluation (87.79%), and needs assessment (81.39%), with an overall mean of 87.39%. These findings indicate that participants perceived the program particularly favorably in terms of its planning, learning materials, visual support, implementation, and literacy-related experiences. Needs assessment, although still rated highly, emerged as the comparatively weakest component and may require more systematic identification of children’s literacy profiles and learning needs. Because the study did not include pretest-posttest measures, a comparison group, or inferential analysis, the findings should be interpreted as evidence of high perceived program effectiveness rather than causal improvement in reading literacy. The study supports the use of mobile storytelling as a promising community-based literacy initiative while highlighting the need for stronger needs assessment and future outcome-based evaluation.
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Aswasulasikin, A., Pujiani, S., Saputra, H., Masyhuri, & Husni, M. (2024). Meningkatkan minat baca siswa melalui dongeng kearifan lokal Sasak pada siswa kelas 2 SDN 1 Waringin. Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar, 10(1), 155–168. https://doi.org/10.29408/didika.v10i1.26053
Dahlan, M. R., Rizki, S. M., & Fahri, M. (2022). Dongeng sebagai sarana meningkatkan budaya literasi siswa kelas 3 Kelurahan Sindang Barang. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 6(3). https://doi.org/10.35931/am.v6i3.1042
Divayana, D. G. H., Adiarta, A., & Abadi, I. B. G. S. (2017). Development of CSE-UCLA evaluation model modified by using weighted product in order to optimize digital library services in higher education of computer in Bali. Jurnal Pendidikan Vokasi, 7(3), 275–287. https://doi.org/10.21831/jpv.v7i3.13370
Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399. https://doi.org/10.1111/cdev.13225
Elly, A., & Mursalim, M. (2022). Implementasi model paired storytelling terhadap kemampuan bercerita siswa mata pelajaran Bahasa Indonesia kelas IV SD Inpres 14 Samate Raja Ampat. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 4(2), 101–109. https://doi.org/10.36232/jurnalpendidikandasar.v4i2.2661
Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The effects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54(7), 1334–1346. https://doi.org/10.1037/dev0000512
Hasannah, R. G. U. (2019). Efektifitas metode mendongeng dalam meningkatkan kemampuan literasi dini anak prasekolah. Psikoborneo: Jurnal Ilmiah Psikologi, 7(3). https://doi.org/10.30872/psikoborneo.v7i3.4793
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290
Nuraini, F. E. F., & Reviandani, O. (2023). Penerapan pelayanan prima pada Dongeng Anak Remaja Keliling (DARLING) Dinas Perpustakaan dan Kearsipan Provinsi Jawa Timur. Journal Publicuho, 6(4), 1478–1485. https://doi.org/10.35817/publicuho.v6i4.289
Nuraisyah, S., Risandi, A., & Sri Utami, I. I. (2023). Peningkatan literasi membaca anak melalui pojok baca. Educivilia: Jurnal Pengabdian pada Masyarakat, 4(1), 81–88. https://doi.org/10.30997/ejpm.v4i1.6593
Pico, D. L., Prahl, A. H., Biel, C. H., Peterson, A. K., Biel, E. J., Woods, C., & Contesse, V. A. (2021). Interventions designed to improve narrative language in school-age children: A systematic review with meta-analyses. Language, Speech, and Hearing Services in Schools, 52(4), 1109–1126. https://doi.org/10.1044/2021_LSHSS-20-00160
Takacs, Z. K., & Bus, A. G. (2018). How pictures in picture storybooks support young children’s story comprehension: An eye-tracking experiment. Journal of Experimental Child Psychology, 174, 1–12. https://doi.org/10.1016/j.jecp.2018.04.013
Tang, M., Lau, K.-L., & Du, Y. (2026). Effects and moderators of dialogic reading on children’s reading literacy: A three-level meta-analysis on studies from 2000 to 2025. International Journal of Educational Research, 137, 102963. https://doi.org/10.1016/j.ijer.2026.102963
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