This study aims to produce digital-based storytelling teaching materials of natural science that can facilitate the students to be able to explore the object of science learning deeply and to improve their metacognitive ability. This research is development research. The samples used are four teachers and 40 junior high school students. The technique of gathering data employed a testing method, documentation study, and questionnaire. Validation is done to determine the feasibility of teaching materials. The research result of the improvement of students’ metacognitive ability is measured by using the testing method in the form of pretest and posttest. Pretest and posttest data were analyzed by N-gain and t-test of significance. The result of the research shows that the average percentage of validation result of media expert and material expert is 97,70% and 95,16%. According to experts, all developed products are very feasible to use. The results of metacognitive enhancement (N-gain) for levels 1 to 5 respectively were 0.36; 0.56; 0.49; 0.45 and 0.39. The results of significance test showed that the t-count 7.65 and t-table of 2.03 which that the mean improvement of the metacognitive ability of students is significant. Based on the results of this study, it can be concluded that the teaching materials based on digital storytelling are feasible to be used to improve students’ metacognitive ability.

This article aimed to discussing the use of Digital Storytelling in enhancing students’ concept mastery. This study employed a literature review, while the researchers obtained the data from a variety of sources which were reduced afterward. The research results revealed that there were four implementation stages of the activities in Digital Storytelling-based learning with Natural Environment Exploration approach. The lesson activities assisted the students to comprehend the concepts since the learning emphasized on scientific facts. Therefore, these activities could help the learners having diverse visions, studying various concepts, and linking them directly to the real life which made the learning contextual. It concluded that the Digital Storytelling-based learning with Natural Environment Exploration approach could improve the students’ concept mastery on the Classification topic.

Implementation of learning should provides opportunities for students to be able to develop metacognition ability. This study aimed to analyze the influence of Science Digital Storytelling media towards metacognition abilities of students. The study design used is Nonequivalent-Groups pretest-posttest control group. Samples selection are done by random sampling. This study had found that the metacognitive ability of students which consists of five levels of metacognition ability increases. N-gain is at the low category of the control class and was the experimental class. Relations Science Digital Storytelling calculations have been done and the r value obtained is 0, 85 which means that there is a strong relationship between Science Digital Storytelling to metacognition abilities of learners. The test results of the influence of media Science Digital Storytelling is obtained that sig-2 tailed 0.00 <0.05, it can be concluded that the media Science Digital Storytelling has a significant impact on metacognition ability.