Development of Canva-Assisted Project-Based Learning Instructional Materials to Improve Elementary School Students' Narrative Writing Skills and Learning Autonomy
DOI:
https://doi.org/10.22460/pej.v10i2.7557Keywords:
Canva, Learning Autonomy, Narrative Text, Project-Based Learning, Writing SkillsAbstract
This study developed and evaluated Canva-assisted instructional materials integrated with the Project-Based Learning (PjBL) model to enhance elementary school students’ narrative writing skills and learning autonomy. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. The study involved fifth-grade students at Bina Cendekia Islamic Elementary School, South Tangerang City, Indonesia. Data were collected through observations, interviews, questionnaires, documentation, and narrative writing tests. Quantitative data were analyzed using IBM SPSS Statistics, including a paired-samples t-test, while qualitative data were analyzed using the Miles and Huberman model. The developed instructional materials were highly valid, with validation scores of 91% from a subject matter expert and 89% from a media expert. The materials were also highly practical, as indicated by an average positive response of 90% from teachers and students. Students’ mean narrative writing scores increased from 52.17 on the pretest to 87.00 on the posttest. The paired-samples t-test indicated a statistically significant improvement (p < .001). Students’ learning autonomy also improved significantly based on the statistical analysis. These findings indicate that Canva-assisted PjBL instructional materials are valid, practical, and effective for enhancing narrative writing skills and learning autonomy among elementary school students.
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