Penerapan Pembelajaran Berdiferensiasi dengan Berbantuan Media Canva untuk Meningkatkan Sikap Peduli dan Hasil Belajar IPAS Murid Kelas VI SDN Sogaten

Frida Dwiana Rahmawati, Sudarmiani ., Ibadullah Malawi

Abstract


This study aimed to describe the implementation of differentiated instruction assisted by Canva and to analyze improvements in students’ caring attitudes and IPAS learning outcomes through classroom action research conducted in two cycles. This research employed classroom action research (CAR) using the Kemmis and McTaggart model consisting of planning, action, observation, and reflection in each cycle. The research subjects were 25 Grade VI students. Data on caring attitudes were collected using observation sheets, whereas learning-outcome data were obtained through knowledge tests and performance assessments of Canvabased products. Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while quantitative data were analyzed using descriptive statistics including mean scores and mastery percentages. The findings indicate that differentiated instruction assisted by Canva effectively improved both caring attitudes and IPAS learning outcomes. The mean learning outcomes increased from 61.24 in the pre-cycle to 69.80 in Cycle I and 88.20 in Cycle II, while classical mastery rose from 0% to 24% and finally 96%. Caring attitudes also improved from predominantly below average in the pre-cycle to mostly above average in Cycle II. These results demonstrate that differentiated instruction assisted by Canva is effective for enhancing caring attitudes and IPAS learning outcomes in primary-school students

Full Text:

PDF

References


Arikunto, S. (2021). Penelitian tindakan kelas: Edisi revisi. Bumi Aksara.

Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31–54.

Effendi, M. M., Aprilia, V. A., & Rosyadi, A. A. P. (2024). Pembelajran Matematika Berbasis PJBL dalam Kurikulum Pesantren: Media Kolaborasi dan Komunikasi Matematis. Zahra Publisher.

Fauziah, Z., Shofiyuddin, A., & Rofiana, H. (2022). Implementasi media pembelajaran interaktif berbasis aplikasi Canva pada mata pelajaran sejarah kebudayaan Islam. Madinah: Jurnal Studi Islam, 9(1), 7–19.

Fazriyah, N., Yulianti, A., & Saraswati, A. (2023). Pengaruh penggunaan media pembelajaran canva terhadap hasil belajar peserta didik di Sekolah Dasar. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(3), 104–111.

Frangki, B. (2024). Pengaruh motivasi dan lingkungan belajar terhadap prestasi siswa. Penerbit P4I.

Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. In Learning and instruction (Vol. 43, hal. 1–4). Elsevier.

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education (Online), 41(3), 39–54.

Husnaini, M., Sarmiati, E., & Harimurti, S. M. (2024). Pembelajaran sosial emosional: Tinjauan filsafat humanisme terhadap kebahagiaan dalam pembelajaran. Journal of Education Research, 5(2), 1026–1036.

Kurniawan, A. A., Rahmawati, N. D., & Dian, K. (2024). Pengaruh media pembelajaran interaktif Canva terhadap hasil belajar IPAS pada peserta didik kelas IV sekolah dasar. Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP), 4(2), 179–187.

Maraharani, S. D., & Susanti, L. R. R. (2025). ANALISIS KEBUTUHAN PENGEMBANGAN MEDIA GAME EDUKASI BERBANTUAN CANVA PADA MATA PELAJARAN IPAS UNTUK SEKOLAH DASAR. SOCIAL: Jurnal Inovasi Pendidikan IPS, 5(1), 275–283.

Nandawati, A., Suprijono, A., & Segara, N. B. (2025). Penanaman Sikap Gotong Royong melalui Pembelajaran IPS pada Siswa Kelas VIII di SMPN 1 Karangrejo Kabupaten Magetan. Jurnal Dialektika Pendidikan IPS, 5(1), 225–234.

Prihantoro, A., & Hidayat, F. (2019). Melakukan penelitian tindakan kelas. Ulumuddin: Jurnal Ilmu-Ilmu Keislaman, 9(1), 49–60.

Rachmawati, D., & Sutikno, P. Y. (2024). Pembelajaran Berdiferensiasi Berbasis Technological Pedagogical and Content Knowledge (TPACK) Meningkatkan Hasil Belajar IPAS Kelas IV. Jurnal Ilmiah Pendidikan dan Pembelajaran, 8(2), 288–297.

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in psychology, 10, 2366.

Subban, P., & Round, P. (2015). Differentiated instruction at work. Reinforcing the art of classroom observation through the creation of a checklist for beginning and pre-service teachers. Australian Journal of Teacher Education (Online), 40(5), 117–131.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd.

Wulandari, P. A. M., & Anggraini, N. (2025). Pembelajaran Berdeferensiasi dalam Mata Pelajaran Bahasa Indonesia. CARONG: Jurnal Pendidikan, Sosial dan Humaniora, 2(3), 108–116.

Zulfiati, H. M., Cahyandaru, P., & Agustina, T. W. (2023). Pengembangan media audio visual berbasis aplikasi canva pada pembelajaran tematik di sekolah dasar. Trihayu: Jurnal Pendidikan Ke-SD-An, 9(3), 251–263.


Refbacks

  • There are currently no refbacks.