Canva as a Visual Learning Medium to Improve Students’ Interest in Islamic Cultural History

Abstract

This study investigates the use of Canva as a visual learning medium to support students’ learning interest in Islamic Cultural History (Sejarah Kebudayaan Islam/SKI). Using a quantitative approach with a quasi-experimental one-group pretest–posttest design, the study involved 34 Grade XI students at MAN 2 Gresik. Data were collected through observation, a learning-interest questionnaire, an achievement test, and documentation, and were analyzed using descriptive statistics, validity and reliability tests, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test with SPSS. Canva implementation reached 91.6%, categorized as very good. The Wilcoxon test produced an Asymp. Sig. (2-tailed) value of 0.000, indicating a statistically significant difference between students’ learning-interest scores before and after the treatment. Descriptively, the mean learning-interest score increased from 36.8 (61.3%) before treatment to 53.7 (89.6%) after treatment. The supporting achievement test produced a mean score of 85.9, with 31 of 34 students (91.2%) reaching the Minimum Mastery Criterion of 78. These findings indicate that increased learning interest and satisfactory learning outcomes in the studied SKI classroom accompanied Canva. The study highlights the potential of visually organized digital media to make historical learning more engaging while also emphasizing the need for appropriate instructional planning and technological support.