Unity 3D-Assisted Differentiated Problem-Based Learning versus Canva-Assisted Direct Instruction: Comparing Students' Learning Outcomes and Critical Thinking Skills

  • Amnisyar Amnisyar Universitas PGRI Semarang, Semarang, Indonesia https://orcid.org/0009-0007-2573-9492
  • Achmad Buchori Universitas PGRI Semarang, Semarang, Indonesia
  • Joko Sulisanto Universitas PGRI Semarang, Semarang, Indonesia
DOI: https://doi.org/10.24239/pdg.Vol15.Iss2.1486
Keywords: Differentiated instruction, Problem-Based Learning, Unity3D; Direct Instruction, learning outcomes, critical thinking skills.

Abstract

This study aims to analyze the differences in learning outcomes and critical thinking skills between students receiving Unity3D-assisted, PBL-based differentiated instruction and those receiving Canva-assisted Direct Instruction (DI) in the fourth-grade Natural and Social Sciences (IPAS) subject, specifically regarding the topic of plant anatomy. The study employs a quantitative comparative approach and a quasi-experimental method using a posttest-only control group design. It was conducted at SD Negeri Blang Benara, Bener Meriah Regency, with a sample of 30 fourth-grade students comprising 15 in the experimental group and 15 in the comparison group selected via a saturated sampling technique. Data collection instruments consisted of a multiple-choice test for learning outcomes and an essay test for critical thinking skills. Data analysis utilized descriptive and inferential statistics via Multivariate Analysis of Variance (MANOVA) following the fulfillment of normality and homogeneity prerequisite tests. The results indicate a significant simultaneous difference between the two groups. Partial analysis revealed significant differences in both learning outcomes (F = 43.737; Sig. = 0.000) and critical thinking skills (F = 46.840; Sig. = 0.000). The group receiving Unity3D-assisted, PBL-based differentiated instruction demonstrated higher posttest scores compared to the group receiving Canva-assisted DI. These findings indicate that, within the context of this study, Unity3D-assisted, PBL-based differentiated instruction yields superior posttest results in both learning outcomes and critical thinking skills compared to Canva-assisted Direct Instruction.

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Published
2026-10-16
How to Cite
Amnisyar, A., Buchori, A., & Sulisanto, J. (2026). Unity 3D-Assisted Differentiated Problem-Based Learning versus Canva-Assisted Direct Instruction: Comparing Students’ Learning Outcomes and Critical Thinking Skills. Paedagogia: Jurnal Pendidikan, 15(2), 379-398. https://doi.org/10.24239/pdg.Vol15.Iss2.1486
Issue
Vol 15 No 2 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
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Articles

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