The Effectiveness of Canva-Based Interactive Learning Media Integrated with the ARCS Instructional Design Model on Elementary Students' Learning Interest and Learning Outcomes
DOI:
10.29303/jppipa.v12i10.15870Published:
2026-10-01Downloads
Abstract
This study examined the effectiveness of Canva-based interactive learning media integrated with the ARCS (Attention, Relevance, Confidence, and Satisfaction) instructional design model in improving learning interest and learning outcomes in Natural and Social Sciences (IPAS) among elementary school students. A quantitative approach using a quasi-experimental pretest–posttest control group design was employed. The participants consisted of 34 third-grade students, including 17 students in the experimental group and 17 students in the control group. The experimental group learned using Canva-based interactive media integrated with the ARCS model, whereas the control group received instruction using conventional PowerPoint media. Data were collected using learning achievement tests and learning-interest questionnaires and analyzed using appropriate inferential statistical tests. The results showed that the experimental group achieved significantly higher learning outcomes (M = 86.17) than the control group (M = 77.79), t(32) = 5.021, p < .001. Learning interest was also significantly higher in the experimental group (M = 117.59) than in the control group (M = 101.12), t(32) = 2.884, p < .05. These findings indicate that Canva-based interactive learning media integrated with the ARCS instructional design model is effective in improving elementary students' learning interest and learning outcomes.
Keywords:
ARCS model Canva Elementary school Interactive learning media Learning interest Learning outcomesReferences
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