Storytelling ability is an important aspect of early childhood language development that needs to be fostered through engaging and age-appropriate learning activities. However, the storytelling skills of children aged 4–5 years at RA Muslimat NU 23 were still limited, as indicated by difficulties in organizing stories sequentially, limited vocabulary, and low self-confidence when speaking in front of the class. This study aimed to describe the initial condition of children's storytelling ability, the implementation of Kamishibai media, and the improvement of storytelling skills after the intervention. The study employed a Classroom Action Research (CAR) design involving 19 children in Group A of RA Muslimat NU 23, Malang. Data were collected through observations, interviews, and documentation and were analyzed using qualitative and quantitative descriptive techniques. The findings revealed that the implementation of Kamishibai media improved children's storytelling ability, as reflected in their ability to retell stories in a logical sequence, speak more fluently, use a wider range of vocabulary, express emotions appropriately, demonstrate story comprehension, and show greater self-confidence. Therefore, Kamishibai can be considered an effective learning medium for enhancing storytelling skills in early childhood education.

Amallia, dkk. (2025). Learning through screens: A literature review on the role of visual and digital media in early childhood education. Journal of Early Childhood Education Literature, 3(1), 45–58.

Arikunto, S. (2021). Penelitian tindakan kelas: Teori, prinsip, dan aplikasinya. Bumi Aksara.

Dhieni, N. (2006). Metode pengembangan bahasa anak usia dini. Universitas Terbuka.

Joice, dkk. (2025). Perkembangan kemampuan berbahasa produktif anak usia dini melalui metode bercerita. Jurnal Pendidikan Islam Anak Usia Dini, 4(2), 112–125.

Kartikasari, D. (2025). Peran storytelling pada kemampuan berbicara anak usia dini. Jurnal PAUD Agapedia, 9(1), 15–27.

Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 046/H/KR/2025 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka.

Mabuchi, H. (2005). The pedagogical principles of kamishibai as a framing device in early childhood education. Quarterly Journal of Japan Play-Theater, 12(3), 89–102.

McGowan, T. (2010). The kamishibai classroom: Engaging multiple literacies through the art of "paper theater". Libraries Unlimited.

Muqodas, dkk. (2025). Media multisensori kamishibai modifikasi dalam menstimulasi bahasa reseptif dan ekspresif anak usia 4–5 tahun. Jurnal Inovasi Pembelajaran PAUD, 7(1), 34–47.

Nurgiyantoro, B. (2011). Penilaian pembelajaran bahasa berbasis kompetensi. BPFE.

Setiawan, E., Sajawandi, L., Dewi, M. S., & Sulyandari, A. K. (2022). Bermain & permainan anak usia dini. CV. Literasi Nusantara Abadi.

Simatupang, S., Sholichah, M., & Simanjuntak, L. (2025). Improving early literacy through kamishibai storytelling: Action research in an Indonesian kindergarten. International Journal of Early Childhood Literacy, 13(2), 201–215.

Tamrin, dkk. (2011). Hubungan perkembangan kognitif dengan kemampuan naratif lisan anak usia dini. Jurnal Psikologi Perkembangan Anak, 8(3), 142–155.

Utomo, P. (2020). Scaffolding dalam pembelajaran bahasa anak usia dini. Edukasia.

Vermeir, K., & Kelchtermans, G. (2020). Interpretative negotiation: How young children co-construct meaning through storytelling. Early Years: An International Research Journal, 40(3), 312–326.