<![CDATA[This study was motivated by students’ low interest in learning, as evidenced by their lack of attention, engagement, and enthusiasm during the learning process. This study aims to: (1) describe the implementation of Canva-based differentiated learning, (2) analyze the implementation of Canva-based differentiated learning in fostering students’ interest in learning, and (3) identify supporting and inhibiting factors in its implementation. This study employs a qualitative approach using a case study design. The research was conducted at SDN Sebaung III in Probolinggo Regency. The research informants consisted of the school principal, fifth-grade teachers, and fifth-grade students. Data collection techniques included observation, semi-structured interviews, and documentation. The results of the study indicate that: (1) the implementation of Canva-based differentiated learning was carried out through content differentiation, process differentiation, product differentiation, and learning environment differentiation. Canva was used as a learning medium that presented images, videos, animations, and engaging visual displays tailored to students’ learning needs; (2) the implementation of Canva-based differentiated learning was able to foster students’ interest in learning, as evidenced by increased feelings of enjoyment, engagement, interest, and attention during the learning process; and (3) supporting factors included the availability of school facilities, support from the principal, teacher creativity, as well as Canva’s engaging and interactive features. Meanwhile, inhibiting factors include time constraints, internet and power outages, and teachers’ proficiency in using digital technology.]]>
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