RESEARCH METHODS This study adopts a systematic scientific approach to examine how disciplinary content in elementary Civic Education can be transformed into an effective technology-enhanced instructional design. In line with the scope of the Assyfa Learning Journal (ALJ), the study positions QR-integrated interactive posters not merely as instructional media, but as an evidence-based learning innovation that integrates subject-matter content, instructional design, digital technology, and measurable learning outcomes. The methodological framework is structured to investigate the development, implementation, usability, and instructional effectiveness of the media in primary school settings (Afriani et al., 2025; Badriyah et al., 2025). 2.1 Research Design This research employs the Research and Development (R&D) methodology using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), which provides a systematic framework for developing and evaluating instructional innovations (Afriani et al., 2025; Nurkhodri & Dafit, 2022). In this study, the ADDIE stages are used to translate Civic Education content into a technology-enhanced learning experience through QR-integrated interactive posters. The design is depicted in the following visual process: Figure 1: R&D Instructional Design Flowchart Figure 1 illustrates the iterative nature of the development process, in which each phase informs the next to ensure that the resulting media is pedagogically appropriate, technically usable, and empirically evaluated (Badriyah et al., 2025). Rather than functioning as a descriptive media-development report, the R&D process provides a systematic basis for examining how disciplinary content can be transformed through instructional design and technology-enhanced learning (Mynaryathy & Wijayanti, 2023; Muneer et al., 2024). 2.2 Data Collection Following the research design, data collection is structured to capture evidence of instructional effectiveness, usability, engagement, and implementation. The data collection strategy is governed by the following research questions and analytical types, allowing quantitative and qualitative evidence to be triangulated: Table 1: Research Questions and Analytical Framework Research Question Type of Analysis Data Source How effective is the interactive poster in improving conceptual understanding? Quantitative (N-Gain) Pre-test & Post-test scores How do students perceive the usability and engagement of the QR-poster? Qualitative/Descriptive Survey Questionnaires Does the media facilitate active learning and teacher management? Qualitative/Observational Field Notes & Observation Sheets The collection process employs a multi-instrument strategy. First, a needs analysis is conducted through interviews and classroom observation to identify instructional constraints and learning needs (Rojas et al., 2017). Second, expert judgment is obtained using structured evaluation sheets to refine the accuracy of the content and the quality of the instructional-media design (Ainah et al., 2022). Finally, student engagement and learning-performance data are collected during implementation through digital quizzes and direct observation protocols (Suryanto & Dewi, 2023; Kartika Sari & Nabilla Qonita, 2024). 2.3 Data Analysis The analysis combines quantitative evidence of learning outcomes with descriptive and qualitative evidence of usability and engagement. Quantitative data are analyzed using the N-Gain Score to determine the normalized improvement in students' conceptual understanding: . This procedure is used to evaluate the measurable learning outcomes associated with the implementation of the instructional innovation (Anzelina et al., 2023; I Ketut Ngurah et al., 2025). Qualitative data from questionnaires and field observations are analyzed through thematic content analysis to identify patterns in student motivation, classroom engagement, and teacher perception (Badriyah et al., 2025). 2.4 Research Instrument The research instruments are designed to capture cognitive, affective, and psychomotor dimensions of student learning. These instruments enable the study to evaluate not only whether the media is usable, but also how the technology-enhanced instructional design is associated with measurable student outcomes. Table 2: Instrument Specifications and Subject Distribution Instrument Butir Soal/Items Subjek Location Pre-test/Post-test (Cognitive) 20 Valid Items Grade 3 Students Classroom Usability Survey (Practicality) 15 Likert Items Students/Teachers Classroom Expert Judgment Sheet 10 Qualitative Items Material/Media Experts Academic Office Observation Sheet (Engagement) 10 Criteria Grade 3 Students Classroom The instruments were subjected to validation procedures. The cognitive test items were tested on a separate group to determine validity through Pearson Product Moment correlations and reliability through the KR-20 formula (Utamiani & Parmiti, 2022). These procedures support the use of the instruments for recording student performance consistently. 2.5 Validity and Reliability Validity and reliability assessment is used to strengthen the credibility of the instructional-outcome measurements. Validity is confirmed through expert judgment, in which specialists in history and instructional technology review the accuracy of the content and its pedagogical alignment (Ainah et al., 2022; Sinaga et al., 2022). Reliability is established through empirical consistency testing, with a KR-20 coefficient of 0.78 (Utamiani & Parmiti, 2022). 2.6 Research Subjects and Location The study is conducted at Sukomulyo Elementary School and specifically targets Grade 3 students. The location was selected through purposive sampling because of the identified technological gap and the need for an instructional innovation that could connect curricular content with accessible digital learning experiences (Chandra et al., 2023). Figure 2: Research Subject Demographics and Engagement Model Figure 2 highlights the student profile as digital natives who possess basic gawai-operation skills but have not yet been systematically supported in using those skills for history learning (Mariana et al., 2021; Bahtiar & Surjono, 2020). Positioning the intervention within this socio-technological context provides evidence of how instructional design can connect existing learner characteristics, disciplinary content, and accessible educational technology in elementary classrooms (Mynaryathy & Wijayanti, 2023). RESULTS RESEARCH This section presents the empirical findings from the development and implementation of QR-integrated interactive poster media. The results are organized to show how the instructional design responds to identified classroom needs, how the product performs under expert validation, and how its implementation is associated with measurable learning outcomes and student engagement. 3.1 Needs Analysis: Instructional and Engagement Needs The initial phase showed that the existing instructional approach did not fully support the learning characteristics of third-grade students aged 8–9. Analysis of classroom documents and teacher interviews identified an engagement gap between the predominance of lecture/text-based instruction and students' preference for more visual and interactive learning experiences. Table 3: Comparative Analysis of Traditional vs. Proposed Media Implementation Dimension Traditional Method (Lecture/Text) Proposed Media (QR-Poster) Engagement Level Superficial/Passive High/Active Exploration Cognitive Stimuli Verbal/Monotonous Multimodal (Audio/Visual/Interactive) Student Autonomy Minimal High (Self-paced exploration) Internalization Rote Memorization Concept Synthesis/Reflection The findings indicate that 85% of the students demonstrated a preference for visual-interactive learning, yet only 10% were being adequately served by the existing static wall charts and textbooks. These findings provide the instructional basis for developing a QR-integrated poster that combines physical learning resources with digital access points. 3.2 Development and Validation Findings The R&D process resulted in a validated prototype (Prototype III) that underwent expert review. The validation results indicate that the media achieved high pedagogical suitability for elementary-level Civic Education and that both content accuracy and media usability were considered appropriate for implementation. Table 4: Validation Results by Expert Category Validation Indicator Score (Percentage) Qualification Material/Content Accuracy 86% Very Suitable Media Design/Usability 84% Very Suitable Documentary evidence from the validation process showed that technical feedback required the QR codes to be resized to improve compatibility with lower-spec student devices. This revision demonstrates how the development process incorporated usability considerations into the instructional design. 3.3 Quantitative Learning Outcomes Pre-test and post-test assessments showed an improvement in students' conceptual understanding following the implementation of the QR-integrated interactive poster. Figure 3: Comparative Class Performance (Pre-test vs. Post-test) The calculated N-Gain score of 0.68 provides quantitative evidence of improved learning outcomes after the instructional intervention. In the context of this study, the QR-integrated poster supports the presentation of Pancasila figures through a combination of physical and digital learning resources, helping students engage with historical content through multimodal instructional experiences. 3.4 Qualitative Dimensions: Engagement and Affective Growth The implementation also showed changes in student engagement, with the media functioning not only as a source of information but also as a structured entry point for emotional and psychomotor participation in learning. Transcript Snippet (Student-Teacher Interaction): Teacher: "Why did you choose this figure?" Student: "I scanned the code and watched the animation about his sacrifice. I want to be like him because he cared for our unity." (Interaction during the implementation phase, 2026). This interaction illustrates how the digital component of the instructional design supported both access to historical information and affective engagement with the values represented by Pancasila figures. 3.5 Synthesis of Artifactual and Observational Findings Beyond test scores, analysis of student-produced artifacts, including interactive quiz results and worksheets, indicates that the media provided multiple pathways for students to interact with the learning content. Table 3: Multi-Dimensional Learning Impact Learning Dimension Evidence Observed Analysis Cognitive 40% increase in concept accuracy Successful link between figure and value Affective High enthusiasm/Student interest Deepened emotional connection Psychomotor Skilled device manipulation Enhanced digital literacy The findings indicate that the instructional innovation connects disciplinary content with practical classroom implementation through a combination of instructional design, multimodal learning experiences, and accessible digital technology. The QR-integrated poster therefore functions as a technology-enhanced instructional resource whose contribution is reflected in cognitive, affective, and psychomotor learning evidence. DISCUSSION The implementation of QR-integrated interactive posters demonstrates how elementary Civic Education content can be transformed through technology-enhanced instructional design. The findings indicate that the challenge faced by students in learning abstract national-history content was closely related to how the material was represented and accessed during instruction. By linking historical narratives with multimodal digital resources suitable for students aged 8–9, the intervention provided an instructional structure that supported active engagement and self-paced exploration. In this sense, the contribution of the study lies not simply in introducing QR technology, but in showing how disciplinary knowledge can be reorganized into a more accessible learning experience through evidence-based instructional design. The rapid transition from passive, lecture-dependent participation to more active exploration suggests that engagement was associated with the alignment among content, learning activities, and digital access. The Pancasila-figure theme and the interactive feedback provided through the QR-linked learning activities gave students an opportunity to connect factual content with meaningful classroom experiences. This finding supports the view that the effectiveness of educational technology depends on its pedagogical function rather than on the presence of technology alone. Within the scope of instructional science, the QR component therefore serves as an access mechanism embedded within a broader learning design rather than as a decorative technological feature. The affective dimension of the findings also shows that the instructional design supported more than conceptual recall. Through interactive quizzes, multimodal content, and guided reflection, students were encouraged to engage with the values represented in the learning material while monitoring their own understanding. The concepts of Rahmah (mercy/compassion) and Muraqabah (self-awareness and accountability) can be interpreted in this context as pedagogical orientations that encourage supportive learning, reflection, and responsibility. These elements complement the cognitive outcomes by showing how the instructional design can connect Civic Education content with students' affective involvement. The practical contribution of the study is the evidence that a relatively accessible physical-digital learning resource can be developed, validated, revised, and evaluated through a systematic instructional-design process. The combination of expert validation, usability evidence, classroom observation, and pre-test/post-test measurement moves the study beyond a perception-only report and provides multiple forms of evidence regarding instructional quality and learning outcomes. The findings therefore contribute to discussions on instructional design, technology-enhanced learning, and competency-oriented learning by illustrating how elementary historical content can be delivered through an integrated physical-digital learning environment. CONCLUSION 5.1 Conclusion 1. Instructional Effectiveness: The implementation of QR-integrated interactive posters was associated with improved conceptual understanding in Civic Education. Empirical results show that the average class score increased from 54.20 to 85.60, with an N-Gain score of 0.68, indicating meaningful improvement in learning outcomes. 2. Pedagogical Transformation: The integration of QR-enabled digital content shifted the learning environment from predominantly passive, lecture-based instruction toward a more student-centered learning experience. Students were able to explore historical content through multimodal resources and at a more self-directed pace. 3. Inclusivity and Engagement: The media provided visual, auditory, and kinesthetic access points that supported diverse ways of interacting with the learning content. This instructional design was associated with higher student engagement and broader participation during implementation. 4. Character Internalization: Beyond cognitive gains, the interactive quizzes and reflective features supported affective engagement with national values. Students demonstrated not only knowledge of historical figures but also an emotional connection with the values represented in the instructional content. 5.2 Suggestions To further strengthen Civic Education instruction, educators may consider developing integrated technology-enhanced learning designs that connect disciplinary content, accessible digital resources, and measurable learning outcomes. Future research may investigate more immersive technologies, such as Augmented Reality (AR) or Virtual Reality (VR), to examine whether they can extend the historical-learning experience and student engagement observed in this study. School administrations may also strengthen digital infrastructure and provide professional development for teachers in instructional design and educational technology. Subsequent studies could expand the implementation to a broader and more demographically diverse population to examine the scalability and adaptability of the QR-integrated instructional model across different socio-educational contexts.