Improving Social Studies Learning Outcomes Through Interactive Digital Canva Based on Problem-Based Learning for Students with Learning Difficulties in Regular Junior High Schools

Abstract

The complex and text-heavy nature of Social Studies (IPS) material often causes students with specific learning difficulties to experience cognitive barriers in understanding abstract concepts. This situation directly impacts their low conceptual understanding and achievement levels in regular schools. This study aims to describe, analyze, and empirically test improvements in Social Studies learning outcomes among students with specific learning difficulties through the application of a Problem-Based Learning (PBL) model integrated with interactive digital Canva media. Through this visual-based adaptive intervention, students are expected to achieve optimal learning outcomes and foster an equitable ecosystem of inclusion. The research method used was collaborative Classroom Action Research (CAR) that adopted the spiral model proposed by Kemmis and McTaggart. The research procedures were carried out continuously through three main stages: the pre-cycle, Cycle I, and Cycle II, with each cycle comprising planning, implementation of actions, observation, and reflection. The primary subjects of the study were three seventh-grade students at SMP Negeri 3 Malinau Utara who were identified as having specific learning disabilities. Data collection was conducted comprehensively through cognitive achievement tests (pre-tests and post-tests), observation sheets for teacher and student activities, and documentation. The data obtained were then analyzed using qualitative descriptive techniques to interpret the learning process and quantitative descriptive techniques to measure the percentage of learning achievement across cycles. The results of the study showed a significant and progressive trend of improvement in social studies learning outcomes for students with learning difficulties. In the pre-cycle stage, the target students’ classical learning achievement rate was very low, reaching only 65%. After an intervention using an interactive digital Canva platform based on the PBL model in Cycle I, the achievement rate increased to 66.25%. Through refinements in Cycle II—including a simpler modification of Canva’s navigation and the optimization of group scaffolding—student learning achievement soared to 75%. This achievement successfully met and exceeded the established success indicators. Thus, the integration of interactive, digital, PBL-based Canva has proven effective in improving the social studies learning outcomes of students who have learning difficulties in regular schools.