The Impact of Innovative Digital Media on Science and Social Studies Learning Outcomes in Elementary Schools

Abstract

Innovative digital learning media has emerged as a promising strategy to address persistent low engagement and learning outcomes in elementary Science and Social Studies (IPAS) instruction. However, empirical findings remain fragmented and methodologically inconsistent across studies.  This study employed a Systematic Literature Review (SLR) guided by the PRISMA framework. Articles were retrieved from Google Scholar, Garuda, and DOAJ using structured keyword combinations. From 58 initial records, 20 articles published between 2020–2026 met the inclusion criteria and were analyzed through thematic and comparative synthesis. Five categories of digital media were identified: digital flipbooks, Canva-based media, Smart Apps Creator, Google Sites, and HOTS-integrated multimedia. Ninety percent of included studies reported significant improvements in IPAS learning outcomes. Studies with higher interactivity also produced gains in students' creativity, indicating an affective–cognitive crossover effect. Digital media effectiveness is moderated by interactivity quality and pedagogical design rather than technological sophistication alone. Future research should employ multi-site experimental designs with longitudinal assessments to strengthen generalizability.