Pengembangan media interaktif detective stories berbasis canva untuk meningkatkan pemahaman konsep teks naratif siswa sekolah dasar

Dian Rismayanti; Wikanengsih; Rizal Fauzi

doi:10.22460/collase.v9i5.33438

Authors

Dian Rismayanti IKIP Siliwangi
Wikanengsih IKIP Siliwangi
Rizal Fauzi IKIP Siliwangi

DOI:

https://doi.org/10.22460/collase.v9i5.33438

Keywords:

Detective Stories, Canva, Pemahaman Teks Naratif

Abstract

Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek penelitian adalah siswa kelas V SDN Paojansari. Pengumpulan data dilakukan melalui tes, wawancara, angket, dan lembar validasi ahli. Efektivitas media dianalisis menggunakan uji normalitas, paired sample t-test, dan analisis N-Gain. Hasil penelitian menunjukkan bahwa pengembangan media pembelajaran interaktif Detective Stories berbasis Canva telah berhasil dilaksanakan menggunakan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Media yang dikembangkan disesuaikan dengan karakter siswa kelas V sekolah dasar serta materi teks naratif sehingga dapat digunakan dalam proses pembelajaran. Berdasarkan hasil validasi, media yang dikembangkan memperoleh penilaian layak dari ahli media dan ahli materi. Selain itu, hasil angket respons siswa juga menunjukkan bahwa media memperoleh tanggapan yang sangat baik, sehingga dapat digunakan sebagai media pembelajaran di kelas. Hasil uji efektivitas menunjukkan bahwa data berdistribusi normal dengan nilai signifikansi Shapiro-Wilk sebesar 0,1132 pada pretest dan 0,170 pada posttest. Selanjutnya, hasil paired sample t-test memperoleh nilai signifikansi sebesar 0,000 (p < 0,05), yang menunjukkan adanya perbedaan yang signifikan antara hasil pretest dan posttest siswa setelah menggunakan media Detective Stories berbasis Canva. Analisis N-Gain juga menunjukkan nilai rata-rata sebesar 0,6024 yang termasuk dalam kategori sedang. Hasil tersebut menunjukkan bahwa media Detective Stories berbasis Canva efektif dalam meningkatkan pemahaman konsep teks naratif pada siswa kelas V sekolah dasar.

References

Aghisni, Widia Nur Jannah, & Dewi Yulianawati. (2025). Exploring Students’ Reading Comprehension through Cooperative Learning-based Digital Interactive Media. Dinamika Jurnal Ilmiah Pendidikan Dasar, 17(2), 9–20. https://doi.org/10.30595/dinamika.v17i2.27231

Apriana, M., Akhir, M., & Adam, A. (2025). Development of Educational Game Based on Canva Application on Reading Comprehension Skills of Fifth Grade Elementary School Students. Academia Open, 10(1). https://doi.org/10.21070/acopen.10.2025.10959

Apriva Hidayana, R., & Lianingsih, N. (2025). Contextual Learning as a Means to Improve Elementary School Students’ Mathematical Literacy Skills. International Journal of Ethno-Sciences and Education Research, 5(2), 46–50.

Aulia, A. S., & Mulyani, P. K. (2026). The Effectiveness of a Bilingual Digital Pop-Up Book in Improving Elementary School Students’ Reading Comprehension of Narrative Texts (Fairy Tales) Efektivitas Pop-Up Book Digital Bilingual dalam meningkatkan Kemampuan Membaca Pemahaman Teks Narasi (Dongeng) pada Siswa Sekolah Dasar. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 7(2), 263–276. https://doi.org/10.54371/ainj.v7i1.1383

Dewanti, S. S., Rahmawati, & Sumardi. (2025). Problem-Based Learning with Manipulative Media: Enhancing Elementary Students’ Conceptual Understanding in Area and Volume. Jurnal Ilmiah Sekolah Dasar, 8(3), 487–499. https://doi.org/10.23887/jisd.v8i3.80221

Faizah, N., Iswara, P. D., & Sopandi, W. (2026). Assessing Critical Reading Skills of Fifth-Grade Elementary Students in Narrative Text Comprehension. Journal of Innovation and Research in Primary Education, 5(1), 1288–1299. https://doi.org/10.56916/jirpe.v5i1.3311

Hasmalia, H., Munirah, M., & Adam, A. (2025). Canva-Based Educational Game Media to Improve Fifth Grade Reading Skills. Indonesian Journal of Innovation Studies, 26(4). https://doi.org/10.21070/ijins.v26i4.1608

Hisam Safa’at 1, A., Firdaus, R., & Herpratiwi, &. (2024). Media Pembelajaran Interaktif Berbasis Canva untuk Meningkatkan Pemahaman Konsep Siswa Sekolah Dasar Article Info (Vol. 4, Number 4). https://ejournal.upi.edu/index.php/didaktika

Hu, W. (2024). Use of Schema Theory in the Teaching of English Reading Comprehension in Senior High School. International Journal of Social Sciences and Public Administration, 3(3), 320–325. https://doi.org/10.62051/ijsspa.v3n3.40

Le, H. Van, & Nguyen, L. Q. (2024). Promoting L2 learners’ critical thinking skills: the role of social constructivism in reading class. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1241973

Munawaroh, F., Ariyanto, A., & Tajab, Muh. (2026). Problem-Based Learning to Improve Elementary School Students’ Understanding of Mathematical Concepts. JIE (Journal of Islamic Education), 10(2), 874–900. https://doi.org/10.35723/jie.v10i2.739

Nabilla Muchmaina, Chandra Chandra, & Salmaini Safitri Syam. (2025). Analisis Pembelajaran Siswa Kelas III dalam Membaca Intensif Teks Naratif di Sekolah Dasar. Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa Dan Budaya, 3(2), 140–153. https://doi.org/10.61132/semantik.v3i2.1631

Ningsi, N., & Hartono, H. (2025). Developing Interactive Learning Media to Enhance Elementary School Students’ Learning Motivation. EDUCARE: Journal of Primary Education, 6(1), 81–96. https://doi.org/10.35719/educare.v6i1.291

Nuro’ifah, S., Istiq’faroh, N., Subrata, H., & Purwoko, B. (2025). Profile of Students’ Ability to Understand the Intrinsic Elements of Elementary School Class V Stories in the Independent Curriculum. Journal of Innovation and Research in Primary Education, 4(3), 875–882. https://doi.org/10.56916/jirpe.v4i3.1460

Rusman, R., Bahri, A., & Arif, T. A. (2026). Development Of Canva-Based Big Book Media On The Aspect Of Reading Comprehension Skills Of Grade III Elementary School Student. Academia Open, 11(1). https://doi.org/10.21070/acopen.11.2026.13781

Shinta, A., Siha1, F., Purnomo2, A. J., & Fauziati3, E. (n.d.). A REVIEW OF SCHEMA THEORY IN STUDENTS’ READING COMPREHENSION. Jurnal Pendidikan Generasi Nusantara (JPGenus), 3(1). Retrieved https://samudrapublisher.com/index.php/jpgenus

Skulmowski, A., & Xu, K. M. (2022). Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load. In Educational Psychology Review (Vol. 34, Number 1, pp. 171–196). Springer. https://doi.org/10.1007/s10648-021-09624-7

Smith, G., Amirudin Ichda, M., Alfan, M., & Kuncoro, T. (2023). Literacy Studies: Implementation of Problem-based Learning Models to Improve Critical Thinking Skills in Elementary School Students. KnE Social Sciences. https://doi.org/10.18502/kss.v8i10.13449

Surbakti, R., Umboh, S. E., Pong, M., & Dara, S. (2024). Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms. International Journal of Educational Narratives, 2(6), 483–493. https://doi.org/10.70177/ijen.v2i6.1659

Utami, M., Martha, A., & Ismira, I. (2025). Digital Comic Media Design Using Canva to Improve Elementary School Students’ Reading Comprehension Skills. Indonesian Journal of Innovation Studies, 26(3). https://doi.org/10.21070/ijins.v26i3.1460

Vale, I., & Barbosa, A. (2023). Active learning strategies for an effective mathematics teaching and learning. European Journal of Science and Mathematics Education, 11(3), 573–588. https://doi.org/10.30935/scimath/13135

Wenying, Z. (2022). The use of schema theory in the teaching of English reading comprehension. International Journal of Social Science and Education Research Studies, 2(3), 66-69.