PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK DENGAN MEDIA CANVA UNTUK MENINGKATKAN PEMAHAMAN KONSEP IPAS SISWA KELAS V DI SD NEGERI 1 RENDANG
DOI:
https://doi.org/10.23969/jp.v11i03.62651Keywords:
IPAS Conceptual Understanding, Project-Based Learning (PjBL), Canva Media, Chromebooks, Classroom Action ResearchAbstract
This study was motivated by the low conceptual understanding of Natural and Social Sciences (IPAS) among fifth-grade students at SD Negeri 1 Rendang in Chapter 5 "How We Live and Grow". Pre-test data showed a classical mastery rate of only 27.58%, with a class average of 62.41, caused by conventional learning and one-way teacher presentations using Canva. This Classroom Action Research (CAR) using the Kemmis & McTaggart model aimed to improve students' conceptual understanding by integrating Project-Based Learning (PjBL) and placing Canva directly in students' hands as a knowledge construction tool. Conducted over two cycles in the 2025/2026 academic year, the study involved 29 fifth-grade students. Data were collected through formative tests and documentation of student projects, then analyzed quantitatively and qualitatively. The success criterion was set at ≥80% of students scoring ≥75. Results showed significant improvement: classical mastery increased from 27.58% (8 students) in the pre-cycle to 44.83% (13 students, average 69.14) in Cycle I. Following modifications in Cycle II focusing on design time management and presentation efficiency classical mastery reached 82.76% (24 students, average 78.79), exceeding the success indicator. In conclusion, implementing PjBL with student-led Canva use via Chromebooks effectively enhances elementary students' conceptual understanding in IPAS
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