<![CDATA[General Background: Academic learning outcomes demonstrate student comprehension in science education, requiring an active and meaningful pedagogical process to succeed. Specific Background: Topics such as the Earth and the astronomical environment involve abstract, imaginary phenomena that are difficult to observe directly, often resulting in low academic achievement when taught conventionally. Knowledge Gap: Although digital platforms are increasingly prevalent, the specific application of Canva-based visual tools to materialize abstract astronomical phenomena and its direct correlation with higher-order thinking indicators (C1-C5) in junior high school science remains underexplored. Aims: This study investigates the application of interactive graphic design platforms on students’ academic learning outcomes regarding Earth and the surrounding astronomical bodies. Results: A quantitative approach utilizing a one-group pretest-posttest design with 38 seventh-grade students revealed an average score increase from 51.08 to 90.84, alongside an N-Gain score of 0.79, categorizing the progression as high. Furthermore, learning indicators showed comprehensive growth across all levels, particularly in the evaluation stage (C5), which experienced a 43% rise. Novelty: This research demonstrates that integrating specific graphic design platforms into science education not only materializes abstract phenomena but comprehensively advances both lower and higher-order thinking skills simultaneously. Implications: Utilizing this digital platform provides educators with an accessible pedagogical tool to foster active participation, reduce instructional monotony, and facilitate deep conceptual comprehension in science classrooms. Highlights: Digital graphic platforms significantly increase junior high school students' average science test scores. Visualizing abstract astronomical phenomena directly advances higher-order thinking skills, particularly the evaluation stage. Active learner participation and academic comprehension rise notably following the implementation of visual-based applications. Keywords: Science Education, Digital Learning Tool, Abstract Visualization, Student Achievement, Astronomical Phenomena]]>
