The The Utilization of Canva Media in PAI Learning: An Analysis of Student Responses and Learning Dynamics in Elementary Schools
Keywords:
Digital Learning Media, Canva, PAI Learning, Learner Response, Learning DynamicsAbstract
This study examines the use of Canva media in Islamic Religious Education (PAI) at SD 1 Mlati Lor Kudus, focusing on learning implementation, student responses, and classroom dynamics. Using a qualitative descriptive approach, data were collected through participatory observation, semi-structured interviews with a PAI teacher, and documentation. Data were analyzed using the Miles and Huberman model, with trustworthiness addressed through triangulation. The findings reveal three main points. First, Canva-based learning follows a structured sequence of activities that supports the presentation of Islamic knowledge and opportunities for student participation. Second, student responses vary across the learning session, with participation reaching its highest observed level during games. However, individual evaluation scores vary, indicating that active participation does not necessarily correspond to strong content mastery. Third, cognitive, technical, managerial, and temporal challenges emerge during implementation and require adaptive classroom management. The findings suggest that the pedagogical contribution of Canva depends not only on its visual and interactive features but also on how teachers organize activities and respond to classroom conditions. As the study covers one class and one learning session, its findings provide contextual insights rather than generalizable evidence of effectiveness.
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