Implementation of Presentation-Assisted Discovery Learning Model Using Canva Application in IPAS Learning to Improve Learning Outcomes
DOI:
10.29303/jpm.v21i3.11927Published:
2026-06-06Downloads
Abstract
Learning Natural and Social Sciences integrated with regional culture in elementary schools still faces various obstacles, resulting in low student learning outcomes in the cognitive, affective, and psychomotor domains. This problem indicates a gap between the demands of active, meaningful learning and the underdeveloped learning practices, with minimal use of digital media. Therefore, this study aims to determine improvements in fifth-grade student learning outcomes through the implementation of the Discovery Learning model supported by Canva-based presentation media. This study used a collaborative Classroom Action Research (CAR) method, implemented in two cycles, with stages of planning, implementation, observation, and reflection. The research subjects were fifth-grade elementary school students. Data collection techniques included tests, observation, and documentation. Data analysis was conducted using quantitative descriptive techniques, calculating the average learning outcome score for each cycle. The results showed improvements in all domains. The average cognitive learning outcome score increased from 64.81 in Cycle I to 91.48 in Cycle II. The affective domain increased from 66.48 to 90.00, while the psychomotor domain increased from 66.39 to 82.00. This increase occurred because the Discovery Learning model supported by Canva was able to create more interactive learning, encourage student activeness in discovering concepts, and facilitate the visualization of material in an interesting and contextual way. Thus, it can be concluded that the implementation of the Discovery Learning model, supported by Canva, is effective in improving student learning outcomes across the cognitive, affective, and psychomotor domains. The implication of this study is the need for teachers to continuously integrate innovative learning models and digital media to create more meaningful, student-tailored learning.
Keywords:
Canva Presentation Discovery Learning Elementary School Learning Outcomes Regional CultureReferences
[1] R. A. Febriyanti and I. Sulistyawati, “Penerapan Media Pop Up Book Digital pada Pembelajaran Pendidikan Pancasila Materi Bhinneka Tunggal Ika untuk Siswa Kelas IV Sekolah Dasar,” J. Pendidik. Guru Sekol. Dasar, vol. 1, no. 3, p. 10, 2024, doi: 10.47134/pgsd.v1i3.325.
[2] K. Khairunisa, Y. Nurani, and Y. Jahja, “Pengembangan Media Pop Up Book Digital untuk Menstimulasi Karakter Kebhinekaan Global Berbasis Profil Pelajar Pancasila pada Anak Usia 5-6 Tahun di TK Negeri Duren Sawit 02 Jakarta Timur,” J. Pendidik. Anak Usia Dini, vol. 1, no. 2, p. 11, 2024, doi: 10.47134/paud.v1i2.291.
[3] H. Haryadi and A. Mudzakkir, “Pengaruh Model Project Based Learning ( PJBL ) Berbantuan Media Bahan Bekas Terhadap Pemahaman Konsep Dan Literasi Matematika Siswa Sekolah Dasar berbagai kegiatan pembelajaran seperti model proyek based learning ( PJBL ). PJBL pembelajaran yang bermakna ,” vol. 12, no. 2, pp. 114–127, 2024.
[4] S. Handayati, “Pengembangan Media Pembelajaran E-Book Dengan Memanfaatkan Fitur Rumah Belajar Pada Pada Mata Pelajaran Ipa,” JIRA J. Inov. dan Ris. Akad., vol. 1, no. 4, pp. 369–384, 2020, doi: 10.47387/jira.v1i4.61.
[5] A. N. Fauziah, S. Mulyati, and M. Suswandari, “Implementasi Profil Pelajar Pancasila dalam Kurikulum Merdeka di SD Negeri Joho 01 Sukoharjo,” J. Papeda J. Publ. Pendidik. Dasar, vol. 6, no. 1, pp. 118–127, 2024, doi: 10.36232/jurnalpendidikandasar.v6i1.4681.
[6] D. Mulyati and S. T. Widodo, “Development Of Learning Media For Kebhinekaan Quartet Cards To Improve Learning Outcomes Of Pancasila Education,” J. Educ. Teaching, Learn., vol. 9, no. 2, pp. 79–88, 2024, doi: 10.26737/jetl.v9i2.5402.
[7] Kemendikbudristek, Peraturan Menteri Pendidikan, Kebudayan, Riset, dan Teknologi Nomor 032/H/KR/2024, no. 021. 2024.
[8] D. K. Putri and K. Y. Purwanti, “Pengaruh model pembelajaran problem-based learning ( PBL ) berbantuan media pop-up book terhadap kemampuan berpikir kritis siswa,” vol. 10, no. 1, pp. 56–65, 2023.
[9] F. H. Hanifah and L. Fatmawati, “Effectiveness of Multicultural Snakes and Ladder Media in Developing Attitudes of Tolerance in Social Studies Subjects of Grade IV Elementary School,” vol. 17, no. 2, 2025.
[10] M. Krisdiana and U. Jamaludin, “Pengaruh Media Flash Card Untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar,” J. Ilm. Pendidik. Citra Bakti, vol. 10, no. 2, pp. 341–354, 2023, doi: 10.38048/jipcb.v10i2.1257.
[11] I. Muhammad and D. Juandi, “Model Discovery Learning Pada Pembelajaran Matematika Sekolah Menengah Pertama : A Bibliometric Review,” vol. 11, no. 1, pp. 74–88, 2023.
[12] I. Lumbantoruan, E. B. Simanjuntak, N. Simbolon, A. Pauli, and K. Usman, “Pengembangan Media English Vocabulary Card Berbasis Canva untuk Meningkatkan Kosa Kata Bahasa Inggris di Kelas V SD Negeri 105273 Helvetia,” vol. 8, pp. 40524–40532, 2024.
[13] M. P. Dewi, Aan Putra, and Reri Seprina Anggraini, “Analisis Kesulitan Siswa dalam Menyelesaikan Soal Higher Order Thinking Skills (HOTs) pada Materi Bentuk Aljabar,” J. Ilm. Pendidik. Mat. Al Qalasadi, vol. 7, no. 2, pp. 171–179, 2023, doi: 10.32505/qalasadi.v7i2.7308.
[14] Y. S. Rambe, F. Rozi, E. Mailani, A. P. Sirait, I. Free, and U. Manurung, “Pengembangan Multimedia Interaktif Menggunakan Canva Pada Pembelajaran Ipas Kelas Iv Sdn 19 Rantau Utara,” p-ISSN : 2548-883X ||e-ISSN : 2549-1288 https://jurnal.unimed.ac.id/2012/index.php/jgkp/article/view/59420 : https://doi.org/10.24114/jgk.v8i4.59420, vol. 8, no. 4, pp. 715–726, 2024.
[15] N. Prasasty and S. Utaminingtyas, “Penerapan Model Discovery Learning Pada Pembelajaran Matematika Siswa Sekolah Dasar,” J. Ris. Pendidik. Dasar, vol. 1, no. 1, pp. 57–64, 2020, doi: 10.30595/.v1i1.7932.
[16] M. M. Chusni, S. Saputro, Suranto, and S. B. Rahardjo, “The potential of discovery learning models to empower students’ critical thinking skills,” J. Phys. Conf. Ser., vol. 1464, no. 1, 2020, doi: 10.1088/1742-6596/1464/1/012036.
[17] W. W. Setyawan and H. Amaruddin, “Pengaruh Pengelolaan Kelas Memalui Pendekatan Manajerial Terhadap Hasil Belajar Siswa Kelas III di SD NU Sleman,” Sangkalemo Elem. Sch. Teach. Educ. J., vol. 2, no. 2, pp. 41–49, 2023, doi: 10.37304/sangkalemo.v2i2.8893.
[18] L. Maryana, E. T. Andaryani, and S. Sumartiningsih, “Pengembangan Media Pop-Up Pelajaran Sbdp Materi Karya Seni Membentuk 3D Di Sd Negeri Pekauman Kulon 01,” Pendas J. Ilm. Pendidik. Dasar, vol. 09, no. September, 2024.
[19] A. N. Maulidah and A. A. Aslam, “Penggunaan Media Puzzle secara Daring terhadap Hasil Belajar IPA Kelas V SD,” Mimb. Ilmu, vol. 26, no. 2, p. 281, 2021, doi: 10.23887/mi.v26i2.37488.
[20] D. Kartini, A. Sabilla, D. Wulandari, D. A. Dewi, and Y. F. Furmasari, “Pengimplementasian Model Discovery Learning pada Pembelajaran PKn di SD,” Aulad J. Early Child., vol. 4, no. 3, pp. 64–73, 2021, doi: 10.31004/aulad.v4i3.193.
[21] E. F. Janah, “Konsep dan Implementasi TPACK pada Pembelajaran di Sekolah Dasar,” Kalam Cendekia J. Ilm. Kependidikan, vol. 10, no. 2, p. 348, 2022, doi: 10.20961/jkc.v10i2.65655.
[22] S. Yuliantoro, “Pemanfaatan Media Flashcard Berbarcode Untuk Meningkatkan Aktivitas Literasi IPA Siswa SDN Tileng Dagangan,” J. Literasi Digit., vol. 2, no. 2, pp. 96–101, 2022, doi: 10.54065/jld.2.2.2022.132.
[23] D. P. S. Putri and I. W. Wiarta, “E-Book Interaktif Berbasis Problem Based Learning Materi Sejarah Kerajaan di Nusantara pada Mata Pelajaran IPAS Kelas IV Sekolah Dasar,” J. Ilm. Pendidik. Profesi Guru, vol. 5, no. 3, pp. 502–513, 2023, doi: 10.23887/jippg.v5i3.57747.
[24] K. Gulo and N. K. Mendrofa, “Pengembangan E-Modul dalam Bentuk Flipbook Berbasis Discovery Learning Terhadap Kemampuan Metakognitif Siswa di UPTD SMP Negeri 1 Gunungsitoli,” J. Cendekia J. Pendidik. Mat., vol. 8, no. 2, pp. 1007–1020, 2024, doi: 10.31004/cendekia.v8i2.2956.
[25] A. N. Sya’adah and A. Samsudi, “Penggunaan Model Discovery Learning untuk Meningkatkan Kemampuan Pemahaman Konsep Pembagian Siswa Sekolah Dasar,” vol. 8, no. 2, pp. 2241–2250, 2022.
[26] R. Ap. Anargya, “Pengembangan e-Modul Hidrokarbon Berbasis Inquiry Based Learning untuk Meningkatkan Pemahaman Siswa SM,” vol. 25, pp. 154–165, 2025.
[27] B. F. Rahmawati, B. Badarudin, and M. S. Hadi, “Penggunaan Media Interaktif Power Point Dalam Pembelajaran Daring,” Fajar Hist. J. Ilmu Sej. dan Pendidik., vol. 4, no. 2, pp. 60–67, 2020, doi: 10.29408/fhs.v4i2.3135.
[28] N. P. Sariasih, “Model Problem Based Learning Berbantuan Media Sederhana untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD,” Indones. J. Instr., vol. 4, no. 2, pp. 66–75, 2023, doi: 10.23887/iji.v4i2.60839.
[29] N. Latifah, A. Saifuddin, and W. Widiarini, “Developing The Snake And Ladder Game As Media For Teaching Vocabulary At Ma Al Khoiriyah,” J. Ilm. Mandala Educ., vol. 9, no. 3, pp. 1717–1727, 2023, doi: 10.58258/jime.v9i3.5506.
[30] Y. E. Patras, M. Japar, Y. Rahmawati, and R. Hidayat, “Integration of Culturally Responsive Teaching Approach, Local Wisdom, and Gamification in Pancasila Education to Develop Students’ Multicultural Competence,” Educ. Process Int. J., vol. 14, 2025, doi: 10.22521/edupij.2025.14.45.
[31] I. A. Zebua, Y. Zega, Y. N. Telaumbanua, and N. Kariani, “Pengembangan Multimedia Pembelajaran Interaktif Berbasis Teknologi Augmented Reality Matematika SMK,” vol. 6, no. 2, pp. 1413–1424, 2024.
[32] D. Rakhmawati, N. Hendracipta, R. A. Pribadi, and A. Nurhasanah, “Peran Guru Dalam Mengoptimalkan Model-Model Pembelajaran Berorientasi Pada Keterampilan Abad 21,” vol. 5, no. 1, 2024.
License
Copyright (c) 2026 Dwi Nur Laela, Badarudin
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
How to Cite
