Development of Canva-Based Interactive Learning Media for Teaching Pancasila to Elementary School Students
DOI:
https://doi.org/10.64420/ijitl.v3i1.462Keywords:
Canva, Learning Media, Teaching Pancasila, Elementary School StudentsAbstract
Background: Pancasila education in elementary schools plays a vital role in instilling foundational national values from an early age. Despite its importance, classroom implementation frequently relies on conventional lecture methods and printed textbooks. Objective: This study aimed to develop Canva-based interactive learning media for teaching Pancasila to fourth-grade students and to evaluate its feasibility and effectiveness in improving students’ engagement and understanding. Method: The study employed a Research and Development (R&D) design using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation phases. Data were collected through classroom observations, teacher interviews, student questionnaires, and a literature review. The participants were fourth-grade students at SD Negeri Kleco 1 Surakarta. The developed media was evaluated through feasibility testing and learning outcome assessment. Result: The feasibility assessment yielded an average score of 85%, categorised as excellent feasibility. The implementation results demonstrated an increase in students’ interest in learning and conceptual understanding after using Canva-based interactive media. These findings indicate that the developed media meet quality standards and effectively support Pancasila learning in elementary education. Conclusion: The Canva-based interactive learning media is both feasible and effective for enhancing students’ engagement and comprehension in Pancasila education. Its integration into classroom practice can support more interactive and meaningful learning experiences. Contribution: This study provides empirical evidence that digital interactive media can strengthen student participation and improve understanding of abstract civic values. It also offers a practical reference for educators seeking to integrate accessible technology into elementary school instruction.
References
Alalwan, N. (2022). Actual use of social media for engagement to enhance students' learning. Education and Information Technologies, 27(7), 9767-9789. https://doi.org/10.1007/s10639-022-11014-7
Asri, A., Badaruddin, B., & Idris, M. (2025). Relational and cognitive dynamics in collaborative learning: lessons from Pancasila integration in Indonesia. In Frontiers in Education (Vol. 10, p. 1572715). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1572715
Buitrago, M., & Chiappe, A. (2019). Representation of knowledge in digital educational environments: A systematic review of literature. Australasian Journal of Educational Technology, 35(4). https://doi.org/10.14742/ajet.4041
Chung, C. J., Hwang, G. J., & Lai, C. L. (2019). A review of experimental mobile learning research in 2010–2016 based on the activity theory framework. Computers & education, 129, 1-13. https://doi.org/10.1016/j.compedu.2018.10.010
Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652-663. https://doi.org/10.1016/j.chb.2014.12.048
Handayani, R., Muslihin, H. Y., & Hidayat, S. (2025). A Needs Analysis for the Development of a Canva-Based E-Module to Foster Critical Thinking Skills Among Elementary School Students. Journal of Innovation and Research in Primary Education, 4(3), 512-520. https://doi.org/10.56916/jirpe.v4i3.1372
Hidayati, D., & Slamet, J. (2025). Interactive multimedia via LMS on a reading comprehension course: Enhancing engagement and learning outcomes in Islamic higher education. Journal of Studies in the English Language, 20(1), 95-122. https://doi.org/10.64731/jsel.v20i1.277426
Kenzie, M., Mahardika, H. R., Nughroho, M. F. H., & Pratama, M. F. (2024). Use Of Canva Application In Learning Pancasila And Citizenship Education. Bulletin of Engineering Science, Technology and Industry, 2(4), 103-105. https://bestijournal.org/index.php/go/article/view/73
Le, A. N. N., Nguyen, V. N., Nguyen, M. T. X., & Bo, L. K. (2024). Exploring the use of ChatGPT as a tool for developing eportfolios in ESL classrooms. IoT, AI, and ICT for Educational Applications: Technologies to Enable Education for All, 51-76. https://doi.org/10.1007/978-3-031-50139-5_3
Lesmana, T., Bestari, P., Fitriasari, S., & Afriansyah, A. (2025). Application of The Contextual Teaching Learning Model in Pancasila Education Subject Using Virtual Reality Technology. Journal of Civic Education, 8(1), 57-68. https://doi.org/10.24036/jce.v8i1.1135
Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43-55. https://doi.org/10.1016/j.compedu.2019.01.013
Lu, B., & Hanim, R. N. (2024). Enhancing Learning Experiences through Interactive Visual Communication Design in Online Education. Eurasian Journal of Educational Research (EJER), (109). https://ejer.com.tr/manuscript/index.php/journal/article/view/1593/386
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e16348
Quintana, M. G. B., & Fernández, S. M. (2015). A pedagogical model to develop teaching skills. The collaborative learning experience in the Immersive Virtual World TYMMI. Computers in Human Behavior, 51, 594-603. https://doi.org/10.1016/j.chb.2015.03.016
Rosyad, A. M., & Mahamood, S. F. (2025). A Systematic Literature Review of Pancasila Education in Higher Education: Trends, Pedagogical Innovations, and Learner Competencies. International Journal of Science Education and Cultural Studies, 4(2), 28-46. https://doi.org/10.58291/ijsecs.v4i2.459
Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2023). Successful learning with whiteboard animations–A question of their procedural character or narrative embedding?. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13229
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
Staneviciene, E., & Žekienė, G. (2025). The Use of Multimedia in the Teaching and Learning Process of Higher Education: A Systematic Review. Sustainability, 17(19), 8859. https://doi.org/10.3390/su17198859
Untari, R., Kamdi, W., Dardiri, A., Hadi, S., & Nurhadi, D. (2020). The development and application of interactive multimedia in project-based learning to enhance students' achievement for 2D animation making. International Journal of Emerging Technologies in Learning (iJET), 15(16), 17-30. https://doi.org/10.3991/ijet.v15i16.16521
Wu, J., Jiang, H., Long, L., & Zhang, X. (2024). Effects of AR mathematical picture books on primary school students' geometric thinking, cognitive load and flow experience. Education and Information Technologies, 29(18), 24627-24652. https://doi.org/10.1007/s10639-024-12768-y
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhammad Iqbal Rifai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
