INNOVATION OF ANIMATED MEDIA ASSISTED BY THE CANVA APPLICATION AS A CATALYST FOR IMPROVING SCIENCE LEARNING OUTCOMES

Abstract

This study examines the effectiveness of Canva-assisted animated audio-visual media in improving elementary school students’ science learning outcomes on the topic of force. The novelty of this research lies in the integration of animated instructional videos created through the Canva application as an innovative medium for elementary science learning. The study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The participants consisted of 40 fourth-grade students at SD Kristen Nuruwe, divided into an experimental class and a control class. Data were collected through learning achievement tests and observation sheets, then analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, and independent samples t-test. The findings revealed that the post-test significance value (Sig. 2-tailed) was .710, which was higher than the significance level of .05. This indicates that there was no statistically significant difference between the learning outcomes of students in the experimental class and those in the control class. However, the experimental class demonstrated a greater increase in average learning outcomes and showed higher student participation during the learning process. These findings suggest that Canva-assisted animated media contributed positively to the learning experience, although the effect was not statistically significant. In conclusion, technology-based instructional media alone cannot guarantee improved learning outcomes. Their effectiveness depends on instructional design, teaching strategies, student engagement, and the overall learning environment. Therefore, Canva‑assisted animated media has the potential to become an innovative alternative for elementary science learning when supported by appropriate pedagogical implementation.

Keywords: audio-visual media, animated video, Canva application, science learning outcomes, elementary school learning

Ethics and Conflict of Interest

The authors declare that they have adhered to ethical principles throughout the research process. The authors declare that this study is original, has not been previously published or submitted for evaluation elsewhere, and that all authors have approved the final version of the study. The research was conducted in accordance with ethical principles, and there are no conflicts of interest among the authors.

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