Claim Missing Document
Check
Articles

Found 2 Documents
Search

Enhancing student writing motivation through canva-based instruction in hotel accommodation class Fauziyyah Mufida Suni; Wulandari Ella
Journal of Education, Social & Communication Studies Vol. 3 No. 2 (2026): May 2026
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v3i2.158

Abstract

Mastering writing skills is important for vocational school students, yet they are low in motivation due to monotonous learning media. This study measures the potential of Canva as a learning medium to enhance writing motivation among vocational high school students. The research employs a Pretest-Posttest Control-Group Design with 70 students in grade 10 enrolled in hotel accommodation at SMKN 1 Kalasan. Participants were cluster-randomised into a treatment and a control group. Data were collected using pre- and post-test questionnaires. The questionnaire demonstrated strong validity and high reliability. Quantitative data were analysed using descriptive statistics and One-Way Analysis of Covariance (ANCOVA), resulting in significant treatment effects (p < .05) when utilizing Canva. The experiment group's learning with Canva consistently shows higher motivation and engagement. Canva-based instruction effectively enhanced students' writing motivation in a vocational ESP setting. Integrating Canva into English language writing instruction effectively increases students’ motivation to learn. These research findings supported the utilisation of interactive and visually rich media in the classroom. The integration of Canva can foster students’ motivation, engagement, and the development of writing skills. Students should use Canva for their learning materials, as it is one of the learning facilities provided by the Ministry of Education.
Classroom Evaluation of Deep Learning: Effects on Reading Comprehension among Seventh Graders in Indonesia Rozanah Katrina Herda; Margana Margana; Binar Winantaka; Jeffri Dian Andika; Syafruddin Syafruddin; Fauziyyah Mufida Suni; Mutiara Angelina Octavia Subekti; Bazilah Raihan Mat Shawal
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22149

Abstract

In Indonesian instructional design, the principles of mindful, meaningful, and joyful learning have guided efforts to create engaging learning experiences in a deep learning nuance. Building on this foundation, deep learning has been increasingly recognized for its potential to strengthen students’ comprehension skills. This study assesses the effectiveness of a deep learning approach in enhancing reading comprehension among seventh-grade students in Indonesia and examines students’ perspectives on learning. Employing a quasi-experimental one-group pretest–posttest design, the study was conducted at a state junior high school with 32 students and included quantitative data from pretests and posttests, followed by qualitative data from semi-structured interviews with students and teachers. The quantitative results showed a significant improvement in reading comprehension, indicating that the deep learning approach effectively enhanced students’ reading performance. Qualitative findings supported this outcome, revealing increased student confidence and participation. These findings suggest that structured deep learning activities, combined with a supportive environment, foster greater student engagement and reading comprehension.