Integrating Interactive Canva Media with Game-Based Learning to Enhance Elementary Students’ Engagement and Social Studies Learning Outcomes

Abstract

Social Studies learning in elementary schools still faces challenges related to low student engagement and limited use of innovative instructional media. This study aimed to improve student engagement and learning outcomes in Social Studies among fifth-grade students at SDN 27 Penja through the implementation of interactive Canva learning media integrated with the Game-Based Learning model. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 13 fifth-grade students. Data were collected through student activity observations, learning achievement tests, and documentation, and were analyzed using descriptive quantitative analysis. The results revealed that the integration of interactive Canva media and Game-Based Learning effectively improved student engagement and learning outcomes. Student engagement increased from 67.5% in Cycle I to 80% in Cycle II. Students’ learning mastery also improved from 30.77% in the pre-action stage to 46.15% in Cycle I and reached 92.31% in Cycle II, with an average score of 78.8. These findings indicate that combining interactive digital media with game-based instructional strategies can provide an innovative approach to developing active, engaging, and meaningful Social Studies learning experiences in elementary schools.