Development of Canva-Based Interactive Learning Videos to Enhance Students' Critical Thinking and Social Skills on Environmental Pollution Topics
DOI:
https://doi.org/10.56013/bio.v15i2.5645Keywords:
Interactive learning video, Canva, Critical thinking, Social skillsAbstract
This study aimed to develop a Canva-based interactive learning video and evaluate its effectiveness in improving students' critical thinking and social skills on the topic of environmental pollution. The study was motivated by interviews with science teachers and the results of the Madrasah Examination in MTsN 2 Jember, which revealed a significant decline in students' academic achievement, with the average score decreasing from 55.13 in 2024 to 43.64 in 2025. This research employed a Research and Development (R&D) approach adapted from the Borg and Gall model, consisting of five stages: Research and Information Collecting Research and Information Collecting, planning, Develop Preliminary Form of Product, Preliminary Field Testing, and main product revision. Media expert validation yielded scores of 95% and 88%, while subject matter expert validation resulted in scores of 91% and 90%. All validation results were categorized as acceptable without revision, indicating that the developed learning video was valid and suitable for implementation in science learning. The paired-samples t-test revealed a significant improvement in students' critical thinking skills, with the mean pre-test score increasing from 24.67 to 71.45 in the post-test. Likewise, the mean social skills score increased from 46.45 to 82.39 after the implementation of the learning video. These findings demonstrate that the Canva-based interactive learning video is effective in enhancing students' critical thinking and social skills. Therefore, the developed media can serve as an innovative alternative for science instruction, particularly in teaching environmental pollution.
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