<![CDATA[The cultivation of ecological concepts, especially food webs, is an essential part of learning Natural and Social Sciences (NSP) at the elementary school level that demands a contextual, visual, and fun learning approach. However, the results of preliminary observations at SD Negeri 2 Jirak showed that grade V students had difficulty in understanding the interrelationships between living things in the ecosystem due to low cognitive engagement and limited interactive visual learning media. This research uses a descriptive quantitative approach with a needs survey design as the initial stage of the Alessi & Trolip development model, namely in the planning stage. The research subjects included fifth grade students and teachers at SD Negeri 2 Jirak. Data collection techniques were carried out through a validated closed questionnaire, complemented by semi-structured interviews to strengthen quantitative data. The results showed that 72% of students had a visual learning style preference, and 81% showed high interest in using Canva-based videos. In addition, 74% of students felt that the video media helped improve concept understanding, while 70% actively asked questions after watching the video. Interviews revealed that animated media with attractive appearance, clear sound, and contextual content increased student focus and engagement. Teachers rated the Canva-based media as easily accessible and supported students' visual understanding of abstract material such as food webs. These findings suggest that the development of contextual and visual animated video media is needed and has the potential to improve the quality of IPAS learning in primary schools. These results provide a conceptual basis for designing media that are adaptive to student needs and pedagogical challenges in the digital era. ABSTRAKPenanaman konsep ekologi, khususnya jaring-jaring makanan, merupakan bagian esensial dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di tingkat sekolah dasar yang menuntut pendekatan pembelajaran yang kontekstual, visual, dan menyenangkan. Namun, hasil observasi awal di SD Negeri 2 Jirak menunjukkan bahwa siswa kelas V mengalami kesulitan dalam memahami keterkaitan antar makhluk hidup dalam ekosistem akibat rendahnya keterlibatan kognitif dan terbatasnya media pembelajaran visual yang interaktif. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan desain survei kebutuhan sebagai tahapan awal dari model pengembangan alessi & trolip yakni dalam tahap perencanaan. Subjek penelitian meliputi siswa dan guru kelas V di SD Negeri 2 Jirak. Teknik pengumpulan data dilakukan melalui angket tertutup yang telah divalidasi, dilengkapi wawancara semi-terstruktur untuk memperkuat data kuantitatif. Hasil penelitian menunjukkan bahwa 72% siswa memiliki preferensi gaya belajar visual, dan 81% menunjukkan ketertarikan tinggi terhadap penggunaan video berbasis Canva. Selain itu, 74% siswa merasa media video membantu meningkatkan pemahaman konsep, sedangkan 70% aktif bertanya setelah menonton video. Wawancara mengungkap bahwa media animasi dengan tampilan menarik, suara jelas, dan konten kontekstual meningkatkan fokus serta keterlibatan siswa. Guru menilai media berbasis Canva mudah diakses dan mendukung pemahaman visual siswa terhadap materi abstrak seperti jaring-jaring makanan. Temuan ini menunjukkan bahwa pengembangan media video animasi kontekstual dan visual sangat dibutuhkan serta potensial meningkatkan kualitas pembelajaran IPAS di sekolah dasar. Hasil ini menjadi dasar konseptual dalam merancang media yang adaptif terhadap kebutuhan siswa dan tantangan pedagogis di era digital.]]>
