<![CDATA[This study aimed to describe students’ creative skills in Canva-assisted poetry writing in Class VIII A at SMP Negeri 1 Sengah Temila, West Kalimantan, Indonesia. A descriptive qualitative design was employed, involving 30 students and their Indonesian language teacher. Data were collected through classroom observations, interviews with the teacher and five students, and documentation of students’ poetry products. Observations and document examination focused on theme development, diction, figurative language, poetic structure, meaning, and visual presentation. Data were analyzed through data reduction, data display, and conclusion drawing and verification, with source and technique triangulation used to cross-check the findings. Three principal findings emerged: students developed poetic ideas through engagement with visual elements, participants perceived Canva as supporting an enjoyable writing process, and students combined poetic content with visual presentation. Classroom observations and teacher accounts described students’ use of environmental themes and personified expressions, while student interviews highlighted the perceived usefulness of illustrations, fonts, and decorative elements for generating and presenting ideas. However, some students still required guidance in organizing layouts and developing richer poetic expression. These findings suggest that Canva can serve as a supporting medium for idea exploration and the presentation of poetry in this classroom context. The study does not establish causal improvement in writing quality or digital literacy, and attractive visual design should be distinguished from literary creativity.]]>
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