Wa Sarnia Binongko, Salwa Rufaida, Tri Hastiti Fiskawarni

PENGARUH MEDIA PEMBELAJARAN FISIKA BERBANTUAN APLIKASI CANVA TERHADAP MINAT BELAJAR

Introduction

Pengaruh media pembelajaran fisika berbantuan aplikasi canva terhadap minat belajar. Penelitian ini mengkaji pengaruh media pembelajaran fisika berbasis aplikasi Canva terhadap minat belajar siswa. Ditemukan Canva meningkatkan minat belajar fisika secara signifikan.

Abstract

This research aims to determine the effect of physics learning media assisted by the Canva application on interest in learning. The type of research used is quasi-experimental, with a nonequivalent control group design. The population is all students in class XI Science, with samples taken from class XI IPA 1 and class Based on the pretest results that have been analyzed, the average score is 87.8 for the experimental class, while in the control class the average score is 87.1. This shows that the initial abilities in both classes are almost the same. Based on the posttest results that have been analyzed, it can be seen that there was an increase in interest in learning in physics subjects after being given treatment in the form of learning media assisted by the Canva application in the experimental class, which can be seen in the average score of 119.0, whereas in the control class which only used media. conventional power points obtained an average score of 107.9. So it can be concluded that interactive learning media such as Canva has an influence on interest in learning. Because by using Canva as a learning media that is interesting and relevant to students' daily lives, it can trigger curiosity with various kinds of critical questions which then motivate students to get involved in the physics learning process, so that they can increase interest in learning physics learners. Keywords: Physics, Canva Learning Media and Interest in Learning.

Review

This paper, titled "PENGARUH MEDIA PEMBELAJARAN FISIKA BERBANTUAN APLIKASI CANVA TERHADAP MINAT BELAJAR," addresses a highly relevant topic in contemporary education: the impact of digital tools on student engagement. The study clearly aims to investigate the effect of Canva-assisted physics learning media on students' learning interest. Given the increasing integration of technology in classrooms and the persistent challenge of motivating students in subjects like physics, this research offers a valuable contribution by exploring an accessible and widely used platform like Canva. The research employs a quasi-experimental design with a nonequivalent control group, which is an appropriate methodology for investigating intervention effects in educational settings. The abstract reports that pre-test results confirmed comparable initial abilities between the experimental and control groups, strengthening the basis for comparing post-intervention outcomes. Crucially, the post-test results indicate a notable increase in learning interest within the experimental class (average score 119.0) compared to the control class using conventional PowerPoint (average score 107.9). This quantitative difference supports the conclusion that interactive media, specifically Canva, positively influences students' interest in learning physics. A minor point for clarification from the abstract is the full identification of the control group sample, as only "class XI IPA 1 and class" is stated. Overall, the study provides compelling evidence that integrating Canva as a learning medium can effectively enhance student interest in physics. The authors thoughtfully link this outcome to Canva's ability to trigger curiosity and motivate involvement through its interesting and relevant nature. This finding has significant practical implications for educators seeking innovative ways to make traditionally challenging subjects more engaging. Future research could further delve into the specific design elements within Canva presentations that most effectively foster curiosity and engagement, or explore the long-term sustainability of such an increase in learning interest.

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