Ketersediaan bahan ajar interaktif pada mata kuliah Kalkulus Diferensial yang terbatas menuntut hadirnya inovasi bahan ajar dalam rangka mendukung capaian hasil belajar mahasiswa. Penelitian ini bertujuan untuk mengembangkan bahan ajar interaktif berbasis Canva yang valid, praktis, serta menunjukkan bukti awal keefektifan dalam mendukung peningkatan hasil belajar mahasiswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, Disseminate). Subjek penelitian terdiri dari 21 mahasiswa Program Studi Pendidikan Matematika IAIN Langsa tahun akademik 2025/2026. Tahap Define mencakup analisis kebutuhan dan kesulitan mahasiswa dalam materi Kalkulus Diferensial. Tahap Design meliputi penyusunan peta konsep, storyboard, serta perencanaan integrasi elemen gamifikasi (game, kuis, dan tugas digital). Tahap Develop menghasilkan produk bahan ajar yang memenuhi kriteria sangat valid pada aspek materi (87,5%), media/desain (92%), dan bahasa (88%), serta sangat praktis berdasarkan respon dosen pengampu (93%) dan respon mahasiswa (86,8%). Selain itu, uji efektivitas melalui pretest dan posttest menunjukkan peningkatan hasil belajar mahasiswa secara signifikan berdasarkan rerata N-gain 0,548 (kategori sedang), uji paired sample t-test (t = 9,217; p < 0,001), dan Cohen’s d = 2,38 (efek sangat besar). Tahap Disseminate dilakukan melalui penyebarluasan bahan ajar secara terbatas kepada dosen pengampu mata kuliah dan pengunggahan media ke platform digital agar dapat diakses mahasiswa. Penelitian ini menyimpulkan bahwa bahan ajar interaktif berbasis Canva valid, praktis, serta menunjukkan bukti awal keefektifan dalam mendukung peningkatan hasil belajar mahasiswa pada mata kuliah Kalkulus Diferensial. The limited availability of interactive teaching materials in Differential Calculus courses demands the development of innovative teaching materials to support student learning outcomes. This study aimed to develop Canva-based interactive teaching materials that are valid, practical, as well as showed preliminary evidence of effectiveness in improving students' learning outcomes. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The subjects were 21 students from the Mathematics Education Study Program at IAIN Langsa in the 2025/2026 academic year. The Define stage involved analyzing students' needs and learning difficulties in Differential Calculus. The Design stage included creating concept maps and storyboards, as well as planning the integration of gamification elements (games, quizzes, and digital assignments). The Develop stage produced teaching materials that met very valid criteria across content (87.5%), media/design (92%), and language (88%) aspects, and were categorized as highly practical based on lecturer (93%) and student (86.8%) responses. Furthermore, effectiveness testing through pretest and posttest demonstrated a significant improvement in student learning outcomes based on an average N-gain of 0.548 (moderate category), paired sample t-test results (t = 9.217; p < .001), and a Cohen’s d effect size of 2.38 (very large effect). The Disseminate stage was carried out through limited distribution to course lecturers and uploading the media to a digital platform for broader student access. This study concludes that the developed Canva-based interactive teaching materials are valid, practical, and as well as showed preliminary evidence of effectiveness in improving students' learning outcomes in Differential Calculus.