Pengaruh Pembelajaran Diferensiasi Berbasis Canva Edu Terhadap Hasil Belajar Siswa Kelas V SDN 2 Juli Kecamatan Juli Kabupaten Bireuen

Abstract

This study aimed to examine the effect of differentiated learning supported by Canva Edu and other digital platforms on the IPAS learning outcomes of fifth-grade students at SDN 2 Juli, Bireuen Regency, Aceh. The study employed a quantitative approach using a quasi-experimental Nonequivalent Control Group Design. The sample consisted of an experimental class (n = 30) that received differentiated learning supported by Google Classroom, Quizizz, and Canva Edu, and a control class (n = 23) that received conventional instruction. Canva Edu was included as part of the digital learning support used in the differentiated learning process, particularly in providing learning materials and activities in accordance with the treatment design. Data were collected using multiple-choice tests based on Bloom’s Taxonomy (C1–C4) and a student perception questionnaire. The experimental class had an average pretest score of 58.17 and an average posttest score of 83.50. The Wilcoxon Signed-Rank Test showed a significant difference between pretest and posttest scores (Z = -4.79, p < 0.001), with an effect size of r = 0.87. The average N-Gain was 0.60, categorized as moderate. The findings indicate that differentiated learning supported by Canva Edu and other digital platforms was associated with improved IPAS learning outcomes in the experimental class. The findings are limited to the sample and treatment context of this study.