CANVA INTERACTIVE PBL MODEL TO IMPROVE LEARNING OUTCOMES AND COLLABORATION AMONG VOCATIONAL HIGH SCHOOL STUDENTS

Authors

Mochamad Syahfril Wirayudha Universitas Negeri Surabaya
Dr. Djoko Suwito, M.Pd.

Keywords:

Problem Based learning, Learning outcomes, Canva, Collaboration, Creativity

Abstract

This study aims to analyze the effectiveness of the Problem-Based Learning (PBL) model assisted by interactive Canva media in improving learning outcomes and collaboration skills of vocational high school students majoring in automotive engineering. The study used a one-group pretest-posttest design with instruments in the form of Canva media, teaching modules, pretest-posttest questions, and collaboration questionnaires. All instruments were validated by experts with valid results, namely learning media (82.37%), subject matter experts (84.41%), language experts (82–85%), teaching modules (90%), learning outcome questions (86.75%), and collaboration questionnaires (84.25%). The learning outcomes showed a significant increase from a pretest score of 54.92 to a posttest score of 84.30, with an increase of 53.49%. The normality test (Sig. pretest = 0.287; posttest = 0.339) and homogeneity test (Sig. = 0.955) showed that the data were normally distributed and homogeneous. The paired sample t-test produced a Sig. < 0.001, indicating a significant difference between the pre- and post-test scores. The results of the student collaboration questionnaire reached a percentage of 83%, which is classified as very high. This study concludes that the application of the PBL model assisted by interactive Canva media is effective and feasible to use, and has a significant positive impact on improving the learning outcomes and collaboration of TKR vocational school students.

Downloads

Download data is not yet available.

References

Akbar, N. (2018). Uji normalitas dalam penelitian pendidikan. Jurnal Pendidikan, xx(x), xx–xx.

Ali, M., & Asrori, M. (2014). Psikologi Remaja: Perkembangan Peserta Didik. Bumi Aksara.

Amelia, M. A. (2017). Analisis soal hasil belajar berbasis HOTS pada materi pecahan. Jurnal Evaluasi Pembelajaran, xx(x), xx–xx.

Amin, N. F., Garancang, S., & Abunawas, K. (2023). Konsep populasi dan sampel dalam penelitian pendidikan. Jurnal Pilar Pendidikan, 14(1), 15–31.

Amrina, D. E., Jaenudin, R., Fatimah, S., & Mardetini, E. (2019). Pelatihan media PowerPoint Slide Master berbasis pembelajaran kolaboratif di SMA Kelurahan Bukit Lama Palembang. Jurnal Pemberdayaan Masyarakat Madani, 3(3), 1–18.

Choir, S. M., & Reffiane, F. (2024). Penerapan model Problem Based Learning berbantu media Canva untuk meningkatkan hasil belajar matematika kelas IV. Jurnal Inovasi Pembelajaran di Sekolah, 5(1), 271–277.

https://doi.org/10.51874/jips.v5i1.220

Fitrianingsih, & Musdalifah. (2015). Pelaksanaan desain pretest–posttest dalam penelitian kuantitatif. Jurnal Penelitian Pendidikan, xx(x), xx–xx.

Hajanto, T., & Surono. (2020). Pendidikan vokasi dan tantangan dunia industri. Jurnal Pendidikan Teknologi dan Kejuruan, xx(x), xx–xx.

Jelimun, M. O., Selamat, E. H., Anung, M. S., Jumat, H. I., & Darma, B. C. (2024). Pendampingan pembuatan media pembelajaran menggunakan Canva kepada para guru SMP. Prima Abdika: Jurnal Pengabdian Masyarakat, 4(2), 396–404. https://doi.org/10.37478/abdika.v4i2.4073

Pulungan, E. N., & Simamora, K. F. (2024). Influence of Canva media based on guided inquiry model on students’ critical thinking ability and chemical literacy. Jurnal Inovasi Pembelajaran Kimia, 6(1), xx–xx.

https://doi.org/10.24114/jipk.v6i1.57379

Rahayu, P. S., Rejeki, R., & Yanti, A. L. (2024). Application of Canva media to improve science learning outcomes for MI Darussalam students. Indonesian Journal of Basic Education, 6(3), 264–269.

https://doi.org/10.37728/ijobe.v6i3.1014

Riza, M., Lestari, R., & Pratama, M. (2020). Pengembangan media pembelajaran Canva interaktif pada pembelajaran SMK. Jurnal Teknologi Pendidikan, xx(x), xx–xx.

Slamet. (2009). Dasar-Dasar Pendidikan Vokasi. Direktorat Pendidikan Menengah Kejuruan.

Suñol, J. J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R. M., & Planas-Lladó, A. (2015). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 41(4), 622–637. https://doi.org/10.1080/02602938.2015.1037720

Susanti. (2013). Implementasi desain one group pretest–posttest dalam penelitian pendidikan. Jurnal Evaluasi Pendidikan, xx(x), xx–xx.

Titin, & Kurnia, A. M. (2022). Pengaruh media Canva terhadap minat dan keterlibatan peserta didik dalam pembelajaran. Jurnal Media Pembelajaran, xx(x), xx–xx.

Triyono, T., Dwijayanti, I., & Sumarno. (2023). Overview of teachers’ knowledge about Canva's innovative learning media. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, 9(1), 55–57. https://doi.org/10.33084/tunas.v9i1.6403

Trianto. (2010). Model Pembelajaran Terpadu: Konsep, Strategi, dan Implementasinya dalam KTSP. Bumi Aksara.

Wahyuningrum, F., Arifin, Z., & Putra, R. (2014). Penggunaan desain pre-eksperimental dalam penelitian pendidikan. Jurnal Penelitian Pendidikan, xx(x), xx–xx.