Laily Rosyidah, Imam Syafi’i, Muhammad Fahmi

Utilization of the Canva Platform as a Project-Based Learning Strategy on Quranic Verses in Madrasah

Introduction

Utilization of the canva platform as a project-based learning strategy on quranic verses in madrasah. Explore Canva's use in project-based learning for Quranic verses in Madrasah. Boosts student engagement, 21st-century skills & learning outcomes, addressing challenges.

Abstract

In a time of ever-changing education, technology is essential for improving the learning experience. The objective of this research is to examine how the Canva platform is utilized as media for implementing project-based learning in the instruction of Qur’anic verses related to patience and optimism at MTs Bustanul Arifin, particularly in class VII A. The research method used a qualitative approach with a field research design. The subjects in this study consisted of 2 Islamic Religious Education teachers and 32 class VIIA students. Data were collected through observation, interview, and documentation techniques, then data analysis was carried out systematically through the stages of data condensation, data presentation, and conclusion drawing. Teachers act as the main informants in providing information related to the learning strategies used, while students become additional data sources through active participation in the observed learning process. The results suggest that Canva has the potential to boost student participation and curiosity by providing interactive and imaginative educational opportunities. Several obstacles were recognized, such as challenges in replicating Qur’anic text, a lack of design expertise, and time management difficulties when finishing the tasks. Nonetheless, implementing Canva as a project-based learning approach fosters the enhancement of 21st-century skills like critical thinking, teamwork, effective communication, and innovation, all while enhancing the quality of learning experiences. The study's findings suggest that incorporating technology into education can enhance students' comprehension of the subject matter more practically and contextually, leading to increased motivation and improved learning outcomes.

Review

This study investigates the application of the Canva platform as a project-based learning (PBL) strategy for teaching Qur'anic verses related to patience and optimism in a specific madrasah setting. The research employs a qualitative, field-based approach, collecting data through observation, interviews, and documentation from teachers and students. A key strength of the paper lies in its focus on a culturally and religiously specific educational context, offering valuable insights into technology integration within Islamic education. The findings compellingly suggest that Canva significantly enhances student participation and curiosity, providing interactive and imaginative learning opportunities while fostering critical 21st-century skills such as critical thinking, teamwork, communication, and innovation. The paper successfully illustrates the practical benefits of digital tools in making subject matter more relevant and engaging for students. While the study offers useful insights, there are areas where further detail or broader considerations would enhance its impact. The abstract mentions obstacles such as challenges in replicating Qur'anic text, lack of design expertise, and time management. A deeper exploration into the *specific nature* of these challenges, how they were potentially mitigated during the project, and their overall impact on learning outcomes would provide richer context. Furthermore, while "improved learning outcomes" are claimed, the qualitative methodology primarily points to enhanced comprehension and motivation. Clarifying how 'outcomes' were qualitatively assessed, beyond increased engagement, would strengthen this assertion. Given the study's focus on a single class in one madrasah, the generalizability of its findings is inherently limited; explicitly discussing this limitation and suggesting avenues for broader replication would be beneficial. Overall, this paper makes a pertinent contribution to the discourse on integrating educational technology, particularly within religious education contexts. It effectively highlights the potential of platforms like Canva to transform traditional learning into dynamic, skill-building experiences. The research offers practical implications for educators in madrasahs and similar institutions seeking innovative ways to teach complex religious texts and cultivate modern competencies. Despite its localized scope, the study serves as a strong case study, demonstrating that with careful implementation, technology can effectively bridge pedagogical gaps, boost student motivation, and contribute to a more comprehensive and engaging learning environment in diverse educational settings.

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