STORY-HEALING: PENINGKATAN KEMAMPUAN PENULISAN CREATIVE WRITING BERBASIS AI SEBAGAI MEDIA KATARSIS PSIKOLOGIS BAGI SISWA SEKOLAH MENENGAH ATAS

Muchammad Sofyan Firmansyah; Syaefani Arif Romadhon; Ahmad Fadil

doi:10.31764/jmm.v10i5.41613

STORY-HEALING: PENINGKATAN KEMAMPUAN PENULISAN CREATIVE WRITING BERBASIS AI SEBAGAI MEDIA KATARSIS PSIKOLOGIS BAGI SISWA SEKOLAH MENENGAH ATAS

Muchammad Sofyan Firmansyah, Syaefani Arif Romadhon, Ahmad Fadil

Abstract

Abstrak: Program Pengabdian kepada Masyarakat ini dilatarbelakangi oleh terbatasnya media katarsis emosional, tingginya foreign language writing anxiety, dan rendahnya literasi pemanfaatan Generative AI secara etis di Sekolah Menengah Atas. Kegiatan ini bertujuan meningkatkan kemampuan menulis kreatif berbahasa Inggris sekaligus menyediakan media ekspresi emosional melalui pendekatan AI-Augmented Narrative Writing. Metode yang digunakan meliputi asesmen kebutuhan, psikoedukasi, workshop, praktik interactive prompting, pendampingan penulisan, kurasi karya, serta evaluasi menggunakan instrumen DASS-21, SLWAI, dan kuesioner literasi AI sebanyak 48 pertanyaan. Mitra kegiatan adalah 35 siswa sekolah menengah atas, sedangkan 26 siswa mengikuti program hingga selesai. Hasil menunjukkan penurunan distres emosional sebesar 54,4%, penurunan kecemasan menulis bahasa asing sebesar 58,9%, dan peningkatan literasi prompting AI sebesar 122,8%. Selain itu, sebanyak 26 karya puisi dan prosa berbahasa Inggris berhasil diterbitkan dalam e-antologi ber-ISBN dan HKI sebagai luaran literasi sekolah.

Abstract: This community service program addressed the limited availability of emotional catharsis media, high foreign language writing anxiety, and inadequate ethical use of Generative AI among students at senior high school. The program aimed to improve English creative writing skills while providing a constructive medium for emotional expression through the AI-Augmented Narrative Writing approach. The implementation included needs assessment, psychoeducation, workshops, interactive prompting practice, writing mentoring, manuscript curation, and evaluation using the DASS-21, SLWAI, and AI literacy questionnaires contained 48 questions. The partner was 35 students, with 26 participants completing the entire program. The outcomes showed a 54.4% reduction in emotional distress, a 58.9% decrease in foreign language writing anxiety, and a 122.8% improvement in AI prompting literacy. In addition, 26 original English poems and short prose works were compiled and published as an ISBN-registered and copyrighted digital anthology.

Keywords

AI-Augmented Narrative Writing; Creative Writing; Emotional Catharsis; Generative AI.

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DOI: https://doi.org/10.31764/jmm.v10i5.41613