Developing an interactive canva website with an economic laboratory for junior high social studies

Abstract

Purpose: to develop an interactive canva website-based learning media for the economic activities topic in junior high school social studies and to evaluate its validity and practicality.

Method: this study employed a research and development (R&D) approach using the ADDIE model, comprising five stages: analysis, design, development, implementation, and evaluation. The study involved 53 seventh-grade students for the needs analysis, 32 students for product implementation, two expert validators, one practitioner teacher, and five social studies teachers participating in a focus group discussion (FGD). Data were collected through observations, questionnaires, FGD, and documentation, and analyzed using descriptive quantitative and qualitative techniques to evaluate the validity and practicality of the developed learning media.

Findings: the interactive canva website-based learning media, integrated with an economic laboratory, was very valid (95.04%) and very practical, as reflected in the practitioner teacher's assessment (94.43%) and students' responses (88.86%). These findings demonstrate that the developed media is feasible for teaching economic activities in junior high school social studies.

Implications: the developed media can serve as an effective digital learning resource to support interactive, student-centered social studies learning.

Originality: lies in integrating an economic laboratory, featuring simulation and educational games, into a canva website-based learning media for junior high school social studies.