ENHANCING INTEREST, CREATIVITY, AND SOCIOLOGY LEARNING OUTCOMES THROUGH THE USE OF CANVA AS A LEARNING MEDIUM AMONG GRADE XI STUDENTS OF SMAN 1 SLEMAN

Abstract

Education plays a crucial role in shaping a generation that is not only intellectually capable but also creative, critical, and adaptive to changes in the modern era. In Sociology learning at the senior high school level, teachers face the challenge of students low learning interest due to a lack of varied methods and monotonous media, which leads to limited student engagement, insufficient stimulation of creativity, and suboptimal learning outcomes that do not meet curriculum standards. To address this, innovative strategies relevant to the digital era are required, one of which is the use of Canva as a learning medium. Canva allows the creation of more engaging, interactive, and accessible materials while fostering students active participation in exploring sociological concepts. This study employed Classroom Action Research (CAR) in two cycles with eleventh-grade students of SMAN 1 Sleman, consisting of planning, implementation, observation, and reflection. Data were collected through classroom observations, questionnaires to assess students interest and creativity, and achievement tests, and then analyzed both quantitatively and qualitatively. The results showed significant improvement in students interest, creativity, and learning outcomes; interest was reflected in higher enthusiasm and participation, creativity was demonstrated through students design products, and learning outcomes increased from pre-cycle to the second cycle, surpassing the Minimum Mastery Criteria (MMC). Therefore, the use of Canva positively impacts the quality of Sociology learning.