<![CDATA[Learning to write procedural texts in elementary schools still faces obstacles, particularly related to students' ability to sequence steps, use command language, and low self-confidence when presenting written results. This study aims to examine the process, feasibility, effectiveness, and obstacles faced in developing teaching materials using the Canva-assisted ADI model to improve procedural text writing skills and self-confidence. The method used is Research and Development with the stages of needs analysis, design, development, validation, limited trials, and extensive trials. The results showed that the product was assessed as adequate to very adequate by material, language, and media experts, with suggestions for minor improvements. The trial showed a significant increase in procedural text writing skills, as evidenced by an increase in pretest-posttest scores and a moderate N-Gain value. Student and teacher responses were also positive because the teaching materials were considered visual, interactive, and helpful in the argumentation process. Overall, the Canva-assisted ADI teaching materials proved effective and suitable for use in improving the quality of teaching and writing procedural texts and strengthening student self-confidence.]]>
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