<![CDATA[The utilization of technology in elementary IPAS (Integrated Science and Social Studies) learning remains suboptimal, resulting in low student engagement and learning outcomes. Conventional teacher-centered instruction often makes historical content difficult for students to understand meaningfully due to its abstract nature. This study aims to analyze the design, evaluate the feasibility, and examine the effectiveness of a discovery learning based instructional video on historical heritage objects to improve elementary students’ IPAS learning outcomes. This research employed a development design using the ADDIE model and involved 24 fourth-grade students along with expert validators. Data were collected through validation questionnaires and multiple-choice tests, while data analysis techniques included descriptive quantitative analysis and inferential statistics. The findings indicate that the developed instructional video demonstrates excellent quality in terms of content, instructional design, and media aspects, and is highly practical for classroom implementation. Conceptually, the discovery learning–based video facilitates active student engagement, supports independent concept discovery, and enhances meaningful understanding of historical learning materials. These results suggest that integrating discovery learning–based instructional videos contributes significantly to creating more contextual, interactive, and student-centered IPAS learning, and therefore can be recommended as an innovative digital learning medium in elementary education.]]>
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