Canva-assisted contextual teaching and learning model to improve numeracy literacy and learning motivation of elementary school students: A development study

Abstrak

This study aims to analyze the effectiveness of the Contextual Teaching and Learning (CTL) model assisted by the Canva application in improving students' numeracy literacy skills and learning motivation during the learning process. Canva, as a digital graphic design platform, offers various features that support contextual learning by providing tools for creating engaging visual content that is relevant to students' real-life experiences. This study employed a Research and Development (R&D) approach adapted from the Borg and Gall model. In the limited trial, ten students participated as research subjects. The field trial involved 30 students, while the product testing stage included 60 students, divided into an experimental group of 30 students and a control group of 30 students. The experimental group received CTL instruction assisted by the Canva application, whereas the control group was taught using conventional instructional methods. Data were collected through numeracy literacy tests, observations of students' learning activities, and learning motivation questionnaires. The results indicated that the use of Canva within the CTL model had a significant positive effect on students' numeracy literacy skills, with an average score improvement of 35.65%. Students also demonstrated enhanced numeracy literacy skills and higher learning motivation. The study concludes that the Canva application is an effective tool for supporting the CTL learning model, as it improves students' numeracy literacy skills and learning motivation.