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All Journal Indonesian Journal of Education Methods Development
Niko Fediyanto
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo
Education

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Canva Based Visual Media Cultivates Cognitive Mastery In Elementary Science Education: Media Visual Berbasis Canva Menumbuhkan Penguasaan Kognitif Pada Pendidikan Sains Dasar Salma Rohmadani; Niko Fediyanto
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1127

Abstract

General Background: The twenty-first-century digital transformation necessitates the integration of engaging, student-centered technological tools into primary education. Specific Background: According to Piagetian developmental theory, fifth-grade learners are in the concrete operational stage, requiring dynamic visual support to grasp complex scientific subjects like the solar system. Knowledge Gap: Although graphic design platforms are widely utilized in higher education, empirical studies quantitatively analyzing their direct pedagogical utility for supporting cognitive developmental stages in elementary classrooms remain severely limited. Aims: This quasi-experimental research investigates the application of Canva-based instructional materials on the cognitive capabilities of fifth-grade students during solar system lessons at SDN Candi 1. Results: Utilizing a one-group pretest-posttest design with 92 participants, the statistical analysis revealed a significant mean score progression from 67.9 to 82.4, accompanied by a shift in high-category cognitive mastery from 15 percent to 67 percent. Novelty: This study distinctly maps the integration of digital graphic platforms to concrete operational cognitive indicators within Bloom's taxonomy, transforming conventional elementary science instruction into an interactive visual experience. Implications: Deploying this digital visual methodology provides primary educators with a highly engaging pedagogical framework to modernize instruction, stimulate academic curiosity, and fulfill the student-centered mandates of the Merdeka Curriculum. Highlights: Graphic design platforms successfully translate abstract astronomical concepts into concrete interactive learning experiences. Digital instructional tools significantly raise student assessment scores across multiple Bloom taxonomy indicators. Active learner participation and conceptual comprehension rise notably following the implementation of modern classroom technologies. Keywords: Digital Pedagogy, Graphic Design Platforms, Solar System Instruction, Piagetian Development, Bloom Taxonomy
Digital Graphic Platforms Advance Cognitive Mastery In Elementary Solar System Education: Platform Grafis Digital Memajukan Penguasaan Kognitif Pada Pendidikan Tata Surya Dasar Shintia Dwi Puspita Sari; Niko Fediyanto
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1128

Abstract

General Background: The twenty-first-century educational landscape necessitates integrating dynamic technological tools to support student-centered instruction within modern classrooms. Specific Background: According to Piagetian developmental theory, fifth-grade learners exist in the concrete operational stage, requiring strong visual stimulation to successfully comprehend complex scientific subjects like the solar system. Knowledge Gap: Although digital design platforms are widely recognized in higher education, empirical quantitative studies investigating their direct pedagogical utility for advancing cognitive development stages in elementary science classrooms remain severely limited. Aims: This quasi-experimental research investigates the application of Canva-based instructional materials on the cognitive capabilities of fifth-grade students during solar system lessons at SDN Candi 1. Results: Utilizing a one-group pretest-posttest design involving 92 participants, statistical analysis revealed a significant mean score progression from 67.9 to 82.4, alongside a dramatic shift in high-category cognitive mastery from 15 percent to 67 percent. Novelty: This study distinctly maps the integration of graphic design applications to concrete operational cognitive indicators within Bloom's taxonomy, transforming conventional elementary science instruction into a highly interactive visual experience. Implications: Deploying this digital visual methodology provides primary educators with an engaging pedagogical framework to modernize instruction, stimulate academic curiosity, and fulfill the student-centered mandates of the Merdeka Curriculum. Highlights: Graphic design platforms successfully translate abstract astronomical concepts into concrete interactive learning experiences. Digital instructional tools significantly raise student assessment scores across multiple Bloom taxonomy indicators. Active learner participation and conceptual comprehension rise notably following the implementation of modern classroom technologies. Keywords: Digital Pedagogy, Graphic Design Platforms, Solar System Instruction, Piagetian Development, Bloom Taxonomy
Picture Word Cards Strengthen Beginning Reading Skills In First Grade Classrooms: Kartu Kata Bergambar Memperkuat Keterampilan Membaca Permulaan Di Ruang Kelas Dasar Pina Agustina; Niko Fediyanto
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1176

Abstract

General Background Beginning literacy is a fundamental capability that first-grade elementary school students must master. Specific Background In Indonesian language learning, classroom observations reveal diverse student capabilities in recognizing alphabets and pronouncing simple syllables. Knowledge Gap Despite recognizing basic alphabets, many young learners still struggle to differentiate specific letter sounds, such as "ba" and "be," and lack the confidence to read aloud in front of their peers without engaging visual aids. Aims This implementation aims to develop the early literacy capabilities and self-assurance of first-grade students at UPTD SD Negeri Catur Swako by integrating visual learning media within a Problem-Based Learning framework. Results Following the implementation of guided discussions and card-matching activities, students successfully connected images with corresponding text, leading to increased enthusiasm and active participation. Most learners successfully recognized and accurately pronounced syllables starting with the letter "b," while overcoming their initial hesitation to speak in front of the classroom. Novelty The integration of targeted visual media within a structured Problem-Based Learning model provides a concrete, interactive approach to simultaneously address specific phonetic confusion and low self-confidence in early childhood education. Implications Educators should utilize visually engaging materials accompanied by intensive individual mentoring to accommodate diverse learning paces and create a joyful, concrete educational environment for young learners. Highlights: Young learners frequently struggle to differentiate phonetic sounds and lack confidence when pronouncing basic syllables aloud. Visual media successfully connects physical objects with alphabetic combinations to facilitate early literacy progression. The Problem-Based Learning framework combined with individualized mentoring significantly boosts student enthusiasm and active participation. Keywords: Early Literacy, Visual Learning Media, Problem Based Learning, Syllable Recognition, Indonesian Language
Co-Authors Pina Agustina Salma Rohmadani Shintia Dwi Puspita Sari