Mekar Enggal Sukowati, Shofia Rizky, Suparno Suparno, Banuarea Hosea Junivan

Interactive History Learning: Development of Canva-Based Materials at State Senior High School 7 Pontianak

Introduction

Interactive history learning: development of canva-based materials at state senior high school 7 pontianak. Improve history learning with Canva-based interactive materials at SMA Negeri 7 Pontianak. This study reveals significant gains in student achievement and engagement.

Abstract

This study aims to improve student academic achievement through the development of Canva-based teaching materials in class X-A of SMA Negeri 7 Pontianak in the 2024/2025 academic year. Through a classroom action research approach that combines observation, interviews, questionnaires, and tests, a significant picture of development was obtained in each learning cycle. The evaluation results showed an increase in scores from Cycle II by 48.57%, increasing in Cycle III to 66.28%, and finally reaching 84.41% in Cycle IV, thus exceeding the minimum completion limit of 75. In addition to improving student achievement, this activity also encouraged teachers to improve their ability to design and utilize digital learning resources that are more creative and relevant to student needs. Student responses also showed a positive tendency, especially regarding ease of access and the visual appearance of the teaching materials, which were considered more interesting and helped understand the material. Overall, these findings confirm that the use of Canva-based interactive teaching media can make a real contribution to improving the quality of the learning process and student learning outcomes.

Review

This study, titled "Interactive History Learning: Development of Canva-Based Materials at State Senior High School 7 Pontianak," presents a pertinent investigation into leveraging digital tools for educational enhancement. The core objective to improve student academic achievement in History for Class X-A through the development of Canva-based teaching materials is well-articulated and highly relevant in today's increasingly digital educational landscape. Utilizing a Classroom Action Research (CAR) methodology, the study employed a comprehensive mixed-methods approach, combining observation, interviews, questionnaires, and tests across several learning cycles, which lends credibility to its practical inquiry within a real classroom setting. The findings presented are compelling, particularly concerning the significant improvement in student academic achievement. The abstract details a progressive increase in scores from 48.57% in Cycle II to 66.28% in Cycle III, culminating in a notable 84.41% in Cycle IV, convincingly demonstrating the positive impact of the Canva-based materials. This final score comfortably surpasses the stated 75% minimum completion limit, indicating a high level of success in achieving the study's primary objective. Beyond student outcomes, the study also highlights a valuable secondary benefit: the encouragement of teachers to enhance their digital resource design and utilization skills, thereby promoting crucial professional development alongside student learning. Further reinforcing the positive impact, student responses were overwhelmingly favorable, emphasizing the ease of access and the visually engaging nature of the teaching materials, which were perceived to significantly aid in material comprehension. This feedback underscores the pedagogical effectiveness of the interactive design and its ability to cater to modern student preferences. Overall, the study effectively concludes that Canva-based interactive teaching media makes a "real contribution" to improving both the quality of the learning process and student learning outcomes, offering valuable insights for educators considering the integration of accessible digital design tools in their pedagogical practices.

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