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All Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology
Az Zahra, Asha Mumtazatul
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peningkatan Keterampilan Mendesain Poster Digital Menggunakan Aplikasi Canva Melalui Model Mastery Learning pada Murid Disabilitas Rungu Az Zahra, Asha Mumtazatul; Iswari, Mega; Damri, Damri; Safaruddin; Muspita, Rila
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 5 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i5.7521

Abstract

This study aimed to analyze changes in the digital poster design skills of a student with a hearing impairment through the implementation of the Mastery Learning model assisted by the Canva application. The study employed a Single-Subject Research (SSR) approach with an A-B-A design, comprising a first baseline phase (A1), an intervention phase (B), and a second baseline phase (A2). The research subject was an 11th-grade student with a hearing impairment at SLB Muhammadiyah Pauh IX Padang. Data were collected through observation and performance tests, then analyzed visually both within conditions and across conditions. In phase A1, the student's digital poster design ability stood at 33.3%. Following the intervention, the ability showed a gradual improvement during phase B, rising from 44.4% to reach 100%. After the intervention ceased, the performance level in phase A2 was 88.8%. This pattern of change indicates a difference in ability levels between the baseline and intervention phases, as well as a sustained higher level of achievement in phase A2 compared to the initial condition. These findings suggest that digital poster design skills improved during the implementation of the Canva-assisted Mastery Learning model and that a portion of this ability was retained after the intervention ended. Based on these data patterns, the Canva-assisted Mastery Learning model may be considered a viable instructional alternative to support the development of digital design skills in students with hearing impairments within the context of this study.
Co-Authors Damri Damri Mega Iswari Rila Muspita Safaruddin