Maharromiyati, Sani Suhardiman, Ertyn Tyas Prabandari, Laily Rahmah, Asriyah

Using Canva to improve drawing for elementary school

Introduction

Using canva to improve drawing for elementary school. This study evaluates Canva's effectiveness in boosting elementary school students' drawing skills, creativity, and engagement, highlighting its positive impact for digital art education.

Abstract

This study aims to evaluate the effectiveness of using Canva as a digital drawing tool in improving drawing skills and engagement of elementary school students. Through quantitative design and descriptive analysis of data collected from 48 teachers in various public elementary schools in Central Java, the study found that the use of Canva had a significant positive impact on students' understanding of design concepts, creativity, and engagement. A total of 45.8% of respondents strongly agreed and 50% agreed that Canva helps students understand basic design concepts better. In addition, 56.3% of respondents agreed and 37.5% strongly agreed that students' creativity improved after using Canva, indicating that the platform provides ample space for students to experiment with different drawing techniques. In terms of engagement, 47.9% of respondents strongly agreed and 39.6% agreed that using Canva increased student engagement in art projects compared to traditional methods. In addition, 60.4% of respondents agreed and 35.4% strongly agreed that Canva allows for more effective collaboration between students on drawing projects. However, while the benefits are significant, most respondents feel that additional training is needed to optimize the use of Canva in art teaching. These findings show that integrating Canva into the drawing curriculum not only improves students' artistic skills, but also prepares them for success in the digital world of the future.

Review

This study offers a timely and relevant exploration into the integration of digital tools, specifically Canva, for enhancing drawing education in elementary schools. The abstract presents encouraging findings, reporting a significant positive impact on students' understanding of design concepts, creativity, and engagement, as perceived by elementary school teachers. With data collected from 48 teachers in various public schools in Central Java, the high levels of agreement among respondents (e.g., 95.8% agreeing or strongly agreeing on improved understanding of design concepts) suggest that Canva holds considerable potential as a platform for fostering artistic development and preparing students for future digital literacy. However, the methodological approach, as described, warrants further consideration. The study's "quantitative design" relies exclusively on teacher perceptions, which, while valuable for gauging professional opinion, do not directly assess student drawing skills or engagement. The "descriptive analysis" of agreement percentages, without deeper statistical inference, limits the generalizability and robustness of the claims. For instance, further detail on the specific structured questions posed to teachers would strengthen the interpretation of the "strongly agreed" and "agreed" percentages. Additionally, the abstract does not elaborate on teacher selection, their prior experience with Canva, or the duration and intensity of Canva's use, all of which could significantly influence their reported perceptions. The finding that additional teacher training is needed is a crucial practical insight, highlighting potential barriers to optimal implementation. To solidify these preliminary findings, future research should incorporate direct and objective measures of student artistic performance and engagement. This could involve pre- and post-assessments of drawing skills using established rubrics, expert analysis of student artwork portfolios, or observational data on student collaboration within art projects. Comparing Canva's effectiveness against traditional drawing methods or other digital platforms through experimental or quasi-experimental designs would provide a more robust understanding of its unique contributions. Furthermore, investigating the specific aspects of "creativity" and "drawing skills" that are enhanced (e.g., composition, color theory, fine motor skills) would offer more granular and actionable insights for curriculum development. This study serves as a useful foundational step, indicating a promising role for digital tools in art education, and sets the stage for more comprehensive and empirically grounded investigations.

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