RESPON SISWA KELAS IV TERHADAP PENGGUNAAN MEDIA PRESENTASI INTERAKTIF CANVA DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR
Abstract
Mathematics learning in elementary schools is still commonly delivered through conventional approaches, which often fail to fully engage students’ attention and participation. One alternative to address this issue is the use of interactive presentation media based on Canva. This study aimed to describe Grade IV students’ respones to the use of interactive Canva presentations in mathematics learning. The research employed a descriptive qualitative approach involving five Grade IV students of SDN Sukamukti in the 2025/2026 academic year, selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using the interactive analysis model of Miles, Huberman, and Saldaña. The findings indicate that the use of interactive Canva presentations generated positive student respones, as reflected in increased learning interest, improved understanding of mathematical concepts, and higher levels of student participation during the learning process. However, several challenges were identified, including overly dense visual displays and unclear navigation, which may increase students’ cognitive load. Therefore, Canva-based learning media should be designed with simple visual layouts and clear navigation to effectively support mathematics learning in elementary schools.
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