<![CDATA[Learning Management Systems (LMS) increasingly mediate values education, yet the pedagogical alignment between multimodal interface design and civic-values learning remains underexamined. This study investigated whether a visual–linguistic instructional design grounded in the Cognitive Theory of Multimedia Learning (CTML) was associated with improved understanding of Pancasila values, how students perceived its design features, and how these perceptions related to engagement. Using a convergent mixed-methods design, a six-week Moodle-based module developed through the ADDIE model was implemented with 47 second-semester undergraduates from Science Education (n = 19) and English Education (n = 28) at Universitas Qamarul Huda Badaruddin Bagu. Data were collected through a researcher-developed Pancasila Understanding Test, LMS analytics, open-ended reflections, and semi-structured interviews with 12 participants, and analysed using paired-samples t-tests, correlation and regression, and reflexive thematic analysis. Both cohorts showed significant pretest–posttest gains (p < .001) with large within-group effect sizes (d_av ≈ 1.63 and 1.70). In contrast, the between-cohort gain difference was negligible and non-significant (d ≈ 0.07, p > .05). Time-on-task was the strongest engagement correlate of gains (r = .65), explaining 42% of gain-score variance (R² = .42). Three themes emerged: clarity and accessibility, engagement and motivation, and cognitive overload from excessive visual density. These findings provide preliminary evidence that coordinated visual–linguistic LMS design may support Pancasila learning, while highlighting the need to calibrate visual density and interpret effects cautiously given the absence of a control group and the small, single-institution sample.]]>
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