The Use of Canva Media to Improve Students’ Higher-Order Thinking Skills in Indonesian Language Learning

Authors

  • Asih Sariningsih Universitas Islam Nusantara, Indonesia
  • Suharyanto H. Soro Universitas Islam Nusantara, Indonesia

DOI:

https://doi.org/10.38035/dijemss.v7i3.6027

Keywords:

Canva, Indonesian language learning, Higher-Order Thinking Skills, Digital Media, Elementary School

Abstract

This study aims to describe the use of Canva as an instructional medium in Indonesian language learning to enhance higher-order thinking skills among elementary school students. The research employed a qualitative approach with a case study design conducted at SDN Cengkareng Barat 05 Pagi and SDN Semanan 12 Pagi in West Jakarta. Data were collected through interviews, observations, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that teachers implemented the functions of instructional management comprehensively, including needs-based lesson planning, organizing learning tools and student groups, conducting visual-media-based instruction using Canva, and evaluating both processes and products through formative feedback and portfolio assessment. Canva was found to assist students in identifying key information, analyzing reading content, and creating visual representations that support the development of higher-order thinking skills. This study highlights that the success of integrating digital media depends on appropriate instructional design and instructional management, enabling the reinforcement of students’ visual literacy, creativity, and analytical abilities.

References

Anderson, L. W., & Krathwohl, D. R. (2019). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Arifani, Y., Suryani, A., & Wijayanti, F. (2022). Peer assessment to promote metacognitive awareness in online collaborative learning. International Journal of Instruction, 15(3), 521–538. https://doi.org/10.29333/iji.2022.15328a

Arter, J., & Spandel, V. (2005). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 14(1), 36–44.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

Boari, Y., Megavitry, R., Pattiasina, P. J., Ramdani, H. T., & Munandar, H. (2023). The analysis of effectiveness of mobile learning media usage in train students’ critical thinking skills. Mudir: Jurnal Manajemen Pendidikan, 5(1), 172–177.

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction (4th ed.). Wiley.

Depdiknas. (2004). Kurikulum 2004: Standar kompetensi mata pelajaran Bahasa dan Sastra Indonesia. Departemen Pendidikan Nasional.

Devi, K. S. T., Wibawa, I. M. C., & Sudiandika, I. K. A. (2021). Penerapan model pembelajaran group investigation untuk meningkatkan hasil belajar matematika siswa kelas V. Mimbar Ilmu, 26(2), 233–242.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D. C. Heath.

Emmer, E. T., & Sabornie, E. J. (2015). Handbook of classroom management. Routledge.

Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906–911.

Gunartha, I. W. (2024). Pengembangan penilaian berorientasi HOTS: Upaya peningkatan kemampuan berpikir kritis siswa di era global abad ke-21. Widyadari, 25(1), 133–147.

Idawati, I., et al. (2022). Pemanfaatan Canva sebagai media pembelajaran sains jenjang SD. Jurnal Pendidikan dan Konseling (JPDK), 4(4), 745–752.

Ibrahim, I., Maimun, M., Bahtiar, B., & Suranti, N. M. Y. (2024). Interactive learning innovation: Improving understanding of motion and force concepts. Biochephy: Journal of Science Education, 4(2), 1130–1136.

Ibrahim, I., Syazali, M., & Fauzi, A. (2024). Penerapan PBL dalam Kurikulum Merdeka. Pedagogos, 6(2), 53–60.

Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.

Khairani, D., et al. (2020). Pengembangan media pembelajaran interaktif berbasis digital. Jurnal Pendidikan Dasar, 11(2), 87–97.

Kristiani, P. E., & Pradnyadewi, D. A. M. (2021). The effectiveness of YouTube in improving speaking skills. TATEFL, 2(1), 7–11.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge. Teachers College Record, 108(6), 1017–1054.

Mutlu-Bayraktar, D., Cosgun, V., & Altay, F. (2021). Digital visual tasks and critical thinking. Computers in Human Behavior, 124, 106862. https://doi.org/10.1016/j.chb.2021.106862

Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

Pramesti, T., & Alwi, N. A. (2024). Pemanfaatan aplikasi Canva sebagai media pembelajaran Bahasa Indonesia. Didaktik, 10(4), 134–139.

Pratama, M. P., Sampelolo, R., & Tulak, T. (2023). Mengembangkan materi pembelajaran interaktif dengan Canva. Resona, 7(2), 290–297.

Schön, D. A. (1983). The reflective practitioner. Basic Books.

Suharyanto, H. S. (2023). Cara mudah memahami penelitian kualitatif & kuantitatif. CV Semiotika.

Sulistyanto, H., et al. (2022). Education application testing perspective to empower HOTS. IJOLAE, 4(2), 257–271.

Suranti, N. M. Y., & Ibrahim, I. (2024). LMS trends in science learning: A systematic review. Biochephy, 4(1), 380–391.

Suparlan, S. (2021). Keterampilan membaca dalam pembelajaran Bahasa Indonesia. Fondatia, 5(1), 1–12. https://doi.org/10.36088/fondatia.v5i1.1088

Terry, G. R. (1972). Principles of management. Richard D. Irwin.

Terry, G. R., & Franklin, S. G. (2003). Principles of management. Pearson.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press

Downloads

Published

2026-02-25

How to Cite

Sariningsih, A., & H. Soro, S. (2026). The Use of Canva Media to Improve Students’ Higher-Order Thinking Skills in Indonesian Language Learning. Dinasti International Journal of Education Management and Social Science, 7(3), 3138–3147. https://doi.org/10.38035/dijemss.v7i3.6027

Issue

Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (February - March 2026)

Section

Articles

License

Copyright (c) 2026 Asih Sariningsih, Suharyanto H. Soro

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish their manuscripts in this journal agree to the following conditions:

  1. The copyright on each article belongs to the author(s).
  2. The author acknowledges that the Dinasti International Journal of Education Management and Social Science (DIJEMSS) has the right to be the first to publish with a Creative Commons Attribution 4.0 International license (Attribution 4.0 International (CC BY 4.0).
  3. Authors can submit articles separately, arrange for the non-exclusive distribution of manuscripts that have been published in this journal into other versions (e.g., sent to the author's institutional repository, publication into books, etc.), by acknowledging that the manuscript has been published for the first time in the Dinasti International Journal of Education Management and Social Science (DIJEMSS).