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All Journal Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Radiyah Radiyah
Sekolah Tinggi Ilmu Al Quran Kepulauan Riau, Indonesia
Religion Humanities Education Other

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Pengembangan Media Pembelajaran Berbasis Canva Untuk Meningkatkan Kreativitas Guru Pendidikan Agama Islam Abdul Hanif; Bobby Irawan; Silvina Sri Ariyani; Radiyah Radiyah; Rio Agus Susanto; Muhammad Narendra; Adriansah Dani; Sabrun Jamil
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 4 No. 1 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v4i1.869

Abstract

This study aimed to develop Canva-based learning media through a teacher training program and examine its effectiveness in improving the creativity and digital competence of Islamic Religious Education teachers at SDIT Darussalam 02 Batam. A quantitative descriptive approach employing a one-group pretest–posttest design was used involving 30 teachers who participated in a six-hour intensive training program. Data were collected using a five-point Likert-scale questionnaire covering six competency indicators and analyzed descriptively using percentage improvement. The findings revealed substantial improvements across all indicators, including hardware proficiency (57.4% to 73.4%), frequency of Canva utilization (50.0% to 87.2%), ability to select appropriate templates (55.6% to 84.8%), creativity in utilizing Canva features (37.2% to 76.2%), exploration of new features (47.2% to 84.8%), and diversity of instructional media produced (37.4% to 72.8%). These findings indicate that practice-oriented Canva training effectively enhances teachers' digital competence and creativity in designing engaging and interactive learning media. The study contributes empirical evidence regarding the effectiveness of technology-based professional development for teachers. Its practical implication is that Canva training can serve as a sustainable model for strengthening teachers' digital pedagogical competencies, supporting digital transformation in schools, and improving the quality of teaching and learning process
Co-Authors Abdul Hanif Adriansah Dani Bobby Irawan Muhammad Narendra Rio Agus Susanto Sabrun Jamil Silvina Sri Ariyani