<![CDATA[The integration of educational technology is essential for accommodating students’ cognitive preferences and enhancing conceptual understanding in elementary education. This study examined the effectiveness of interactive multimedia in improving conceptual understanding among visual learners at SDIT Attaqwa Nurul Fahmi. A quantitative quasi-experimental design with a non-equivalent control group was employed. Sixty fifth-grade students identified as visual learners using the VARK questionnaire were equally assigned to experimental and control groups. Data were collected through validated conceptual diagnostic pre- and post-tests. An independent-samples t-test revealed a significant difference in post-test scores (p < .001). N-Gain analysis showed greater improvement in the experimental group (g = 0.66; moderate–high) than in the control group (g = 0.21; low). These findings demonstrate that interactive multimedia effectively enhances conceptual understanding through visual representations and optimized information processing, supporting inclusive, differentiated, and meaningful learning in elementary education.]]>
Copyrights © 2026
