DEVELOPMENT AND IMPLEMENTATION OF CANVA-BASED INTERACTIVE DIGITAL LEARNING MEDIA IN ELEMENTARY SCHOOL IPAS LEARNING
Abstract
This study aims to develop and implement Canva-based interactive digital learning media to facilitate Science and Social Studies (IPAS) learning on environmental conservation topics for elementary school students. Employing a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved 24 sixth-grade students at SDN Jemur Wonosari I/417 Surabaya. Expert validation showed high feasibility, with average scores of 4.70/5.00 (94.0%) from material experts and 4.60/5.00 (92.0%) from media experts. Practicality assessments yielded 91.2% from teacher responses and 89.4% from student responses, categorizing the media as very practical. Implementation evaluation using a one-group pretest-posttest design showed an increase in mean cognitive scores from 70.82 (±8.64) to 91.88 (±5.42), resulting in an average normalized gain (N-gain) of 0.72 (high category). A paired-sample t-test confirmed a statistically significant improvement (t(23) = 13.84, p < 0.001). While these preliminary findings indicate potential effectiveness in enhancing conceptual understanding, results should be interpreted within the context of a single-group pre-experimental design.
Penelitian ini bertujuan untuk mengembangkan dan mengimplementasikan media pembelajaran digital interaktif berbasis Canva pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) materi pelestarian lingkungan hidup bagi siswa sekolah dasar. Menggunakan metode Research and Development (R&D) dengan kerangka ADDIE (Analysis, Design, Development, Implementation, Evaluation), penelitian ini melibatkan 24 siswa kelas VI SDN Jemur Wonosari I/417 Surabaya. Uji kelayakan oleh validator ahli menunjukkan skor 4,70/5,00 (94,0%) untuk materi dan 4,60/5,00 (92,0%) untuk media (kategori sangat valid). Uji kepraktisan memperoleh persentase 91,2% dari guru dan 89,4% dari respons siswa (kategori sangat praktis). Evaluasi implementasi melalui desain one-group pretest-posttest menunjukkan peningkatan rata-rata skor hasil belajar kognitif dari 70,82 (±8,64) menjadi 91,88 (±5,42), dengan perolehan average normalized gain (N-gain) sebesar 0,72 (kategori tinggi). Uji-t sampel berpasangan menunjukkan peningkatan yang signifikan secara statistik (t(23) = 13,84; p < 0,001). Meskipun demikian, temuan ini mencerminkan potensi efektivitas awal yang perlu ditafsirkan secara proporsional sesuai batasan desain eksperimen satu kelompok tanpa kontrol.
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DOI: https://doi.org/10.17509/e.v25i3.106077
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