Drama Learning In High School: digital Performance

Abstract

This study analyzes the digital performance in drama learning at Universitas Singaperbangsa Karawang during 2021-2022. Using interpretive qualitative methods, it explores lecturers’ and students’ experiences integrating digital technology into teaching and learning. James Paul Gee’s ‘interaction space’ theory explains how digital environments create interactive spaces. The results show that using digital media like YouTube and Spotify boosts students’ motivation, creativity, and digital drama production skills. Digital performance allows students to express ideas creatively through audiovisual performances and radio dramas, both online and offline. Despite challenges like limited internet access and outdated devices, students learn to manage roles in digital performances, enriching their learning experience. In conclusion, digital performance enhances drama learning quality. Integrating digital technology expands access and flexibility, encouraging 21st-century skills like digital literacy, collaboration, and critical thinking. This research recommends improving technological infrastructure and digital literacy training to support pedagogical innovation in higher education.