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This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Doratoon animation videos on students’ conceptual understanding in Social Studies for eighth-grade students of SMP Negeri 6 Sengah Temila. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population in this study consisted of all eighth-grade students, with two classes selected as samples using a purposive sampling technique. The experimental class was taught using the PBL model assisted by Doratoon animation videos, while the control class used Canva media. The research instrument was a multiple-choice test consisting of 20 questions administered before and after the treatment to measure students’ conceptual understanding. The data analysis results showed that the average N-Gain score of the experimental class was 21.6% (low category), while the control class scored 22.6% (low category). The independent sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. Therefore, the Problem-Based Learning model assisted by Doratoon animation videos was proven to be more effective than Canva media in improving students’ conceptual understanding in Social Studies. The results of this study are expected to serve as a reference for teachers in applying innovative learning media to support more interactive and meaningful learning.

This conceptual study examines the implementation of the Project-Based Learning (PBL) model, supported by digital media tools such as Simplebooklet and Canva, in Social Studies learning for sixth-grade students at SDN 1 Bangoan. The study arises from the need for contextual, engaging, and student-centred learning as a response to the typically theoretical and less interactive nature of Social Studies instruction. Through the integration of digital media, students can engage in meaningful projects that foster critical thinking, collaboration, creativity, and digital literacy. The learning process includes stages such as problem formulation, project planning, product development, and reflection. This study presents a conceptual overview showing that implementing the PjBL model with the support of Simplebooklet and Canva can enhance student engagement and strengthen understanding of the subject matter.

This study aims to develop a Canva-based Digital Scrapbook as a learning medium for negotiation texts for tenth-grade students at SMK Negeri 1 Sogae'adu. The research uses the Research and Development (R&D) method with the Borg and Gall model, which includes ten steps: identifying problems, collecting data, designing products, validating designs, revising, product testing, revising, usage testing, final revisions, and mass production. The product trial was conducted with 6 students from class X MP 2, and the usage trial with 33 students from class X MP 1. The media was validated by three experts: material, language, and design. Material validation reached a score of 60 out of 60 (100%), language validation scored 40 out of 40 (100%), and design validation showed high feasibility. The practicality of the media, based on student questionnaires, was 91%. Effectiveness was shown by increased post-test scores, with 81% of students meeting the learning completeness criteria. The results indicate that Canva-based Digital Scrapbook media is highly feasible, practical, and effective for learning negotiation texts. This media improves student engagement, concept understanding, and interest. It supports student-centered learning and fits the needs of 21st-century students who prefer interactive, and visual, and creative approaches to understand material better.