Learning News Writing for Elementary School Children Through Text-Based Learning

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Original abstract

This study investigates the implementation of Text-Based Learning (TBL) integrated with Artificial Intelligence (AI) tools in teaching news writing to elementary school students at SDIU Al Maslachah Sidoarjo, Indonesia. The study employed a qualitative descriptive research design involving 36 fifth-grade students who participated in six learning sessions over a three-month internship program. Data were collected through classroom observations, student news manuscripts, documentation, questionnaires, and publication records on Kompasiana. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The learning process was conducted through four stages: introduction to news structure, observation of school events, drafting news texts using the 5W+1H framework, and AI-assisted revision using ChatGPT, Gemini, and Grok. Findings indicate that 82.9% of students successfully identified the main elements of news writing, while 71.4% were able to produce complete news texts following the 5W+1H structure. Furthermore, 65.7% of students demonstrated improved coherence after receiving AI-assisted feedback. However, only 8.6% of students were able to independently formulate effective prompts and critically revise AI-generated content. The study concludes that TBL combined with AI can enhance elementary students’ media literacy, news-writing competence, and digital literacy skills. Nevertheless, teacher guidance remains essential to ensure critical thinking and ethical use of AI in writing activities.

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