<![CDATA[The low creativity of eighth-grade students in short story writing at SMPN 2 Pangkalan was reflected in repetitive plots, limited idea development, and weak originality. Although previous studies have reported the benefits of Canva and Project-Based Learning (PjBL), few have examined their combined use to improve creative writing among Indonesian junior high school students. This study addresses this gap by investigating the effectiveness of Canva-based PjBL in this context. A two-cycle Classroom Action Research (CAR) based on the Kemmis and McTaggart model was conducted with 30 students. Creativity was assessed using Williams’ four dimensions: fluency, flexibility, originality, and elaboration. Quantitative data were descriptively analyzed, while qualitative data from observations and interviews were analyzed using the Miles, Huberman, and Saldáña model. The intervention involved visual mood boards, premise brainstorming, collaborative story writing, and a digital gallery with peer feedback included. In Cycle I, the limited presentation time reduced opportunities for discussion and feedback. This issue was resolved in Cycle II by extending the sessions and using a more structured peer review process. Students’ average creativity scores increased from 58.4 in the pre-cycle to 71.6 in Cycle I and 85.5 in Cycle II. Overall, 86.7% of students achieved the high creativity category, exceeding the 75% success criterion. These findings suggest that Canva-based PjBL is an effective and practical approach to enhancing creative writing in accordance with the Merdeka Curriculum. However, the results are limited to one class, and uneven internet access outside school may affect broader implementation.]]>
