Enhancing Elementary Education through Technology-Based Learning Media: A Constructivist Problem-Based Learning Approach

Penulis

  • Muhammad Arief Budiman National Yunlin University of Science and Technology, Taiwan
  • Anita Milla Lede SD Katolik Santo Yoseph 3 Kupang, Indonesia
  • Ming Chang Wu National Yunlin University of Science and Technology, Taiwan
  • Ikha Listyarini Universitas PGRI Semarang, Indonesia

DOI:

https://doi.org/10.65818/pandu.v1i2.199

Kata Kunci:

Constructivist learning, Digital literacy, Problem-Based Learning, Student engagement, Technology integration

Abstrak

Background: The integration of digital technology in elementary education has become increasingly important in fostering active, student-centered learning aligned with constructivist and Problem-Based Learning principles. However, empirical evidence regarding the holistic integration of multiple digital platforms within elementary classrooms remains limited.

Aims: This study aimed to explore how an elementary school teacher integrates Quizizz, YouTube, and Canva to support constructivist Problem-Based Learning and to examine the pedagogical impacts and challenges arising from such implementation.

Methods: A qualitative design was employed through an in-depth semi-structured interview with one purposively selected elementary school teacher experienced in technology-enhanced instruction. Data were analyzed thematically to identify patterns related to digital integration, student engagement, inquiry processes, creativity, and implementation challenges. Trustworthiness was ensured through member checking and literature triangulation.

Result: The findings revealed that Quizizz facilitated interactive formative assessment and reflective problem-solving; YouTube supported inquiry through authentic, real-world visual contexts; and Canva fostered creativity, critical thinking, and collaborative knowledge construction. The integration of these platforms enhanced student motivation, participation, and higher-order thinking. Although challenges such as unequal device access and varying digital literacy emerged, strategic scaffolding, group collaboration, and blended learning approaches effectively mitigated these barriers.

Conclusion: The study demonstrates that purposeful integration of technology within a constructivist Problem-Based Learning framework can transform elementary classrooms into inquiry-driven, collaborative learning environments that promote creativity, digital competence, and meaningful knowledge construction.

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Unduhan

Diterbitkan

2025-10-17

Terbitan

Vol 1 No 2 (2025): PANDU: Jurnal Pengabdian kepada Masyarakat

Bagian

Community Service Article

Lisensi

Hak Cipta (c) 2025 PANDU: Jurnal Pengabdian kepada Masyarakat

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Artikel ini berlisensi Creative Commons Attribution 4.0 International License.