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All Journal REFLEKSI EDUKATIKA Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Community Service Learning Holistika : Jurnal Ilmiah PGSD Jurnal Pendidikan Transformatif Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Siska Kusumawardani
Universitas Muhammadiyah Jakarta
Humanities Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PEMANFAATAN APLIKASI CANVA SEBAGAI MEDIA PEMBELAJARAN DI KELAS V SDI DARUL MUTTAQIEN Zahra Tri Amarwati; Siska Kusumawardani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.33115

Abstract

The use of the Canva application by fifth-grade teachers is a visual learning innovation that makes it easier for students to understand the material. This effort aims to create an active, critical, collaborative, and creative learning process. However, there are still students who are less active during learning, becoming a challenge in optimizing digital media. This study aims to describe the use of the Canva application as a learning medium in fifth-grade SDI Darul Muttaqien. The study used a descriptive qualitative method with fifth-grade teachers and students as subjects. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results show that the Canva application makes a positive contribution to learning, supporting creativity, learning motivation, and student collaboration. The Canva application also supports the implementation of the Merdeka Belajar (P5) program with the theme "Technology Engineering". Inhibiting factors include limited access and students' digital competencies, while supporting factors include adequate infrastructure and skilled teachers. Student responses are divided into three categories: very positive, quite positive, and less positive. It is recommended that teachers undergo ongoing training, implement differentiated learning, and schools improve digital literacy and provide supporting facilities.
Co-Authors Ajeng Larasati Al Bahij, Azmi Apri Utami Parta Santi Apri Utami Parti Santi Astriani, Linda Dienna Rachma Agniena Dwi Lenggo Pratiwi Faturakhman Embun Nusantara Gunawan Santoso Imam Muhtadin Imawati, Sri Jayawarsa, A.A. Ketut Junita Nurfazriah Putri Lutfi Mamun Murod Misriandi, Misriandi Nanda Nur Aulia Nela Puspitasari Rahma, Anissa Rd. Heri Solehudin setiyaningsih, dewi WINATA, WIDIA Zahra Tri Amarwati