Pembelajaran Menulis Poster dengan Media Canva pada Siswa Kelas VIII SMP Muhammadiyah 15

Penelitian ini dilatarbelakangi oleh kurang keterampilan menulis poster siswa akibat kurangnya variasi media pembelajaran di sekolah. Keterbatasan media konvensional membuat porsi waktu belajar habis bukan untuk mengasah kemampuan kebahasaan, melainkan untuk merancang aspek visual secara fisik. Tujuan penelitian ini adalah untuk mendeskripsikan proses pembelajaran, menganalisis kualitas produk poster siswa, serta mengetahui respons siswa dan guru terhadap pemanfaatan aplikasi Canva. Metode penelitian yang digunakan adalah metode campuran (mixed methods) dengan desain Embedded Design, di mana pendekatan kualitatif bertindak sebagai metode utama (proses kelas dan analisis karya) dan pendekatan kuantitatif sebagai pendukung (nilai hasil belajar dan persentase angket). Sumber data penelitian ini adalah guru Bahasa Indonesia dan 31 siswa kelas VIII SMP Muhammadiyah 15 Surabaya, yang dikumpulkan melalui observasi langsung, tes kinerja produk, dan kuesioner tertutup. Hasil penelitian menunjukkan tiga temuan utama. Pertama, proses implementasi media Canva berjalan interaktif dan berhasil mendorong siswa berada dalam kategori aktif . Kedua, kualitas produk poster siswa mengalami peningkatan mutu yang signifikan, tecermin dari kemampuan siswa menyusun kalimat persuasif dan menyelaraskan struktur anatomi teks fungsional dengan visual secara harmonis setelah hambatan psikomotorik menggambar manual dieliminasi. Ketiga, aplikasi Canva dinilai sangat praktis oleh guru dengan mencapai 87,5%. Angket respons siswa juga menunjukkan hasil yang sangat positif pada aspek motivasi dan kepercayaan diri, meskipun terdapat kendala teknis minor pada sebagian kecil siswa (25,81%). Simpulan penelitian ini adalah adopsi media digital Canva terbukti efektif memitigasi keterbatasan instruksional tradisional di kelas dan berhasil mentransformasi kultur belajar individualistik menjadi ekosistem tutor sebaya (peer-teaching) yang produktif.

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This research was motivated by students’ poor poster writing skills due to the lack of varied learning media at school. The limitations of conventional media mean that learning time is spent not on honing language skills, but on designing the physical visual aspects. The purpose of this study is to describe the learning process, to analyze the quality of students’ poster products, and to determine student and teacher responses to the use of the Canva usage. The research method used was a mixed-methods approach with an embedded design, where a qualitative approach acts as the primary method (classroom processes and work analysis) and a quantitative approach as a supporting method (learning outcome scores and questionnaire percentages). The data sources for this study were Indonesian language teachers and 31 eighth- grade students at SMP (Junior High School) Muhammadiyah 15, Surabaya. Data were collected through direct observation, product performance tests, and closed-ended questionnaires. The results revealed three main findings. First, the Canva media implementation process was interactive and successfully encouraged students to be active. Second, the quality of students’ posters significantly improved, reflected in the students’ ability to construct persuasive sentences and harmoniously align the anatomical structure of functional text with visuals after the psychomotor barriers of manual drawing were eliminated. Third, the Canva application was rated highly practical by teachers, with an 87.5% rating. The student questionnaire responses also showed very positive results in terms of motivation and self-confidence, although minor technical difficulties were encountered by a small number of students (25.81%). The conclusion of this study was that the adoption of Canva digital media has proven effective in mitigating the limitations of traditional classroom instruction and successfully transforming an individualistic learning culture into a productive peer-teaching ecosystem.