<![CDATA[This investigation arose from a mismatch at SD Negeri 10 Tiumang: digital facilities were already available, yet their use in Islamic Religious Education and Character Education remained limited, while students' learning drive was also not optimal. The study therefore examined whether motivation changed after instruction was delivered through interactive Canva-based materials. A quantitative pre-experimental framework with a One-Group Pretest–Posttest arrangement was used. The entire fifth-grade cohort, 28 students, participated through saturated sampling. Motivation was measured with an expert-validated Likert questionnaire. The scores were examined using descriptive statistics, the Shapiro–Wilk procedure, a homogeneity check, and a paired sample t-test. Mean motivation moved from 118.43 before the intervention to 128.60 afterward. Shapiro–Wilk significance values were 0.108 for the pretest and 0.223 for the posttest, while the homogeneity result was 0.067. The paired comparison produced a two-tailed significance of 0.000, below 0.05. These results demonstrate a statistically meaningful difference between the two measurements and support the use of interactive Canva materials as an option for strengthening motivation in Islamic Religious Education and Character Education.]]>
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