The Effect of Canva-Assisted Project-Based Learning in Informatics Education on Junior High School Students' Higher-Order Thinking Skills

Abstract

The rapid advancement of digital technology requires learning approaches that can support students' Higher-Order Thinking Skills (HOTS). This study aimed to examine the effect of Canva-assisted Project-Based Learning (PjBL) on junior high school students' HOTS in Informatics learning. A quantitative approach employing a quasi-experimental nonequivalent control group design was used, involving two intact classes consisting of 32 students in the experimental group and 31 students in the control group. Data were collected using a HOTS test comprising ten multiple-choice items measuring analyzing (C4) and evaluating (C5) skills, as well as a student response questionnaire. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, paired-samples t-test, independent-samples t-test, normalized gain (N-Gain) analysis, and Cohen's d effect size.The results showed that the experimental group achieved a higher posttest mean score (88.84 ± 7.67) than the control group (66.48 ± 22.30). The paired-samples t-test indicated significant improvement in both groups (p < 0.001), while the independent-samples t-test revealed a significant difference between the two groups (t = 5.36, p < 0.001). The N-Gain analysis demonstrated a high improvement in the experimental group (0.84) and a moderate improvement in the control group (0.51). Furthermore, the intervention yielded a large effect size (Cohen's d = 1.35), indicating substantial practical significance. Students' responses toward Canva-assisted Project-Based Learning were categorized as Very Good, with an overall mean score of 3.64.Within the context of this study, the findings suggest that Canva-assisted Project-Based Learning has the potential to support students' Higher-Order Thinking Skills, particularly analyzing and evaluating skills, in Informatics learning. However, these findings should be interpreted with caution due to the use of purposive sampling, the absence of random assignment, and the limited six-session intervention duration.