Effective Learning Medium: Canva-Based Reading Cards

Strategic Insights -

Research from Universitas Islam Riau highlights the efficacy of Canva-based reading cards as a learning medium to increase student interest in learning. The study aimed to develop and describe the validity of this medium on the material "I obey the rules" for grade II elementary school students. The research involved students, teachers, and experts in material, language, and design to test the validity of the learning media. The resulting product was a Canva-based reading card that showed significant validity and interest levels among students and teachers.

Key Takeaways:

  • The Canva-based reading card was found to be very valid, with 99% validation by material experts, 93% by language experts, and 94% by design experts.
  • The students responded to the reading card with 98% interest, while teachers showed 93% interest in using the card.
  • The study employed a 4D model development research methodology, involving interviews and questionnaires to collect data.
  • The research concluded that Canva-based reading cards can be an effective learning medium to increase student interest in learning.
  • The product was developed to cater to grade II elementary school students and is relevant for elementary education.

Statistics:

  • 99% of material experts found the Canva-based reading card to be valid.
  • 93% of language experts found the card to be valid.
  • 94% of design experts found the card to be valid.
  • 98% of students showed interest in using the Canva-based reading card.
  • 93% of teachers showed interest in using the card.
  • The study involved 4D model development research methodology.

Sources:

  • Development of Canva-Based Reading Card Media on the Material I Obey the Rules for Grade II Elementary School Students. Jurnal PAJAR (Pendidikan dan Pengajaran), 2025,9(3).

* Publisher: Laboratory of Elementary Teacher Education Study Program, Faculty of Education and Teacher Training, Universitas Riau Pekanbaru, Indonesia

* DOI: https://doi-org.sdpl.idm.oclc.org/10.33578/pjr.v9i3.97