Sri Ayu Permata Sari , Vevy Liansari

Efektivitas Media Canva Terhadap Keterampilan Membaca Permulaan Peserta Didik Sekolah Dasar

Introduction

Efektivitas media canva terhadap keterampilan membaca permulaan peserta didik sekolah dasar . Temukan efektivitas media Canva dalam meningkatkan keterampilan membaca permulaan siswa SD. Penelitian ini menunjukkan peningkatan signifikan pada siswa kelas 1 setelah menggunakan Canva.

Abstract

Education plays a crucial role in developing students' basic skills, including early reading skills, which serve as the foundation for elementary school learning. While learning continues, some lower-grade students still experience difficulties in recognizing letters, constructing syllables, and reading simple words and sentences. One way to address this is by utilizing engaging and interactive learning media, such as Canva. This study aimed to determine the effectiveness of Canva in improving elementary school students' early reading skills. This study employed a quantitative approach with a pre-experimental design using a one-group pretest–posttest model. The subjects were 32 first-grade students at Muhammadiyah 1 Elementary School, Sidoarjo. The data collection tool used was an early reading test administered before and after treatment. The data were analyzed using normality tests, homogeneity tests, and paired sample t-tests. The results showed a significant increase in the average score of students' early reading skills after learning using Canva. The t-test results showed a significance value of 0.000 < 0.05, indicating a significant difference between the pretest and posttest results. Therefore, it can be concluded that Canva media is effective in improving elementary school students' beginning reading skills.

Review

This study addresses a highly pertinent topic concerning the application of digital media to enhance elementary school students' foundational early reading skills. The authors investigate the effectiveness of Canva as an interactive learning tool, specifically targeting common difficulties experienced by lower-grade students in letter recognition, syllable construction, and reading simple words and sentences. Employing a quantitative approach with a pre-experimental one-group pretest-posttest design, the research aims to provide a direct measure of Canva's impact on this crucial educational competency. A significant strength of this research is its clear articulation of a practical educational challenge and the subsequent application of a widely accessible digital tool, Canva, to address it. The methodology is transparent, and the findings are conclusive: a statistically significant improvement in early reading skills was observed among the 32 first-grade students after the intervention. The use of appropriate statistical analyses, including normality, homogeneity, and paired sample t-tests, robustly supports the conclusion that Canva effectively enhances beginning reading abilities, thereby making a valuable contribution to understanding the role of interactive digital media in primary education. While the study provides compelling evidence for Canva's effectiveness, the inherent limitations of the pre-experimental one-group pretest-posttest design should be considered. Without a control group, it is challenging to definitively attribute the observed improvements solely to the Canva intervention, as other factors like student maturation or external influences could play a role. Future research would benefit from incorporating a quasi-experimental design with a control group to strengthen the internal validity and generalizability of the findings. Furthermore, exploring qualitative aspects of student engagement with Canva or investigating the long-term retention of these improved skills could offer a more comprehensive understanding of the intervention's full potential and specific mechanisms of action.

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