ANALISIS IMPLEMENTASI PROJECT BASED LEARNING BERBANTUAN CANVA PADA PEMBELAJARAN SOSIOLOGI KELAS X-I SMA NEGERI 5 PONTIANAK
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Jan 15, 2026
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Penelitian ditujukan untuk mendeskripsikan implementasi model Project Based Learning (PjBL) berbantuan aplikasi Canva pada pembelajaran sosiologi materi gejala sosial di kelas X SMA Negeri 5 Pontianak. Metode penelitian yang diterapkan yaitu deskriptif-kualitatif dengan populasi penelitian yaitu seluruh peserta didik dan guru sosiologi di SMA tersebut, sedangkan sampel penelitian yaitu guru sosiologi dan peserta didik kelas X-I. Instrumen penelitian yang digunakan meliputi lembar wawancara sebagai instrumen kunci dan lembar observasi pembelajaran. Teknik analisis data dilakukan dalam tiga tahapan meliputi 1) reduksi data, 2) penyajian data, dan 3) penarikan kesimpulan serta verifikasi. Selain itu juga dilakukan uji keabsahan dengan cara memperpanjang skala pengamatan, meningkatkan ketekunan, dan triangulasi data. Berdasarkan hasil observasi dan wawancara, perencanaan, pelaksanaan, dan hasil pembelajaran berjalan kognitif dan sesuai sintaks PjBL. Hasil belajar pada ranah kognitif menunjukkan rata-rata 85,56 dengan persentase ketuntasan mencapai 88,89%. Pada ranah afektif menunukkan rata-rata 3,4 dalam kategori “sangat baik”. Selain itu pada ranah psikomotorik diperoleh rata-rata 86,67. Berdasarkan hasil yang didapat maka disimpulkan bahwa implementasi PjBL dengan berbantuan aplikasi Canva dapat berdampak positif pada pemahaman kosep serta menumbuhkan keterampilan kolaborasi, komunikasi, dan kreativitas serta keterampilan abad 21 yang relevan dan sejalan dengan tuntutan kurikulum pendidikan Indonesia saat ini.
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R. Fathurrohman, M. Ulfah, and I. Ramadhan, “ANALISIS IMPLEMENTASI PROJECT BASED LEARNING BERBANTUAN CANVA PADA PEMBELAJARAN SOSIOLOGI KELAS X-I SMA NEGERI 5 PONTIANAK”, JURNAL EDUCATION AND DEVELOPMENT, vol. 14, no. 1, pp. 308-317, Jan. 2026.
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Benade, L. (2022). Flexible and innovative learning spaces : An exploration of parental perspectives on change , consultation and participation. EERJ: Eurpean Educational Research Journal, 21(4), 568–584. https://doi.org/10.1177/14749041211041204
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Elisabet, Relmasira, S. C., & Hardini, A. T. A. (2019). Meningkatkan Motivasi dan Hasil Belajar IPA dengan Menggunakan Model Pembelajaran Project Based Learning (PjBL). Journal of Education Action Research, 3(3), 285. https://doi.org/10.23887/jear.v3i3.19451
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Fitrini, W. U., Yusuf, M., & Hamid, S. (2025). Meningkatkan Aktivitas dan Hasil Belajar Matematika Di MIN 2 Kota Makassar Melalui Implementasi Project Based Learning Dengan Canva Enhancing Mathematical Activity and Learning Outcomes at MIN 2 Kota Makassar in Implementing Project-Based Learning with Ca. Bosowa: Journal of Education, 5(2), 327–333. https://doi.org/10.35965/bje.v5i2.5291
Godsk, M., & Louise, K. (2025). Engaging students in higher education with educational technology. In Education and Information Technologies (Vol. 30, Issue 3). Springer US. https://doi.org/10.1007/s10639-024-12901-x
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education : Student outcomes and measures. International Journal of Educational Research, 102(May), 101586. https://doi.org/10.1016/j.ijer.2020.101586
Hadisi, L., & Muna, W. (2015). Pengelolaan Teknologi Informasi Dalam Menciptakan Model Inovasi Pembelajaran (E-Learning). Jurnal Al-Ta’dib, 8(1), 117–140. https://doi.org/https://doi.org/10.31332/atdb.v8i1.396
Hidayati, R., Thomas, V., & Luciani, C. (2023). Utilization of the Canva Application for Elementary School Learning Media. JIIET: Journal International Inspire Education Technology, 2(1), 44–51. https://doi.org/https://doi.org/10.55849/jiiet.v2i1.219
Husnu, M., Yusri, A., Wisnu, H., & Fikni, Z. (2024). Simple Project-Based Learning Syntaxes To Teach Speaking (Comprehension Element). Innovative: Journal Of Social Science Research, 4(6), 835–844.
Ikah. (2023). Upaya Peningkatan Keterampilan Sosial dan Prestasi Belajar Sosiologi Menggunkan Model Kooperatif Tipe STAD Untuk Siswa MAN 1 Kota Bandung. JHPP: Jurnal Hasil Penelitian Dan Pengemabngan, 1(2), 84–90. https://doi.org/https://doi.org/10.61116/jhpp.v1i2.81
Jamaludin, N. F., & Sedek, S. F. (2023). CANVA as a Digital Tool for Effective Student Learning Experience. Journal of Advanced Research in Computing and Applications, 33(1), 22–33. https://doi.org/www.akademiabaru.com/arca.html
Lazaro, G. R., & Duart, J. M. (2023). Moving learning: A systematic review of mobile learning applications for online higher education. Journal of New Approaches in Educational Research, 12(2), 198–224.
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2.
Montrieux, H., Vanderlinde, R., Schellens, T., & Marez, L. De. (2015). Teaching and Learning with Mobile Technology : A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education. PLoS ONE, December 7, 1–17. https://doi.org/10.1371/journal.pone.0144008
Muhajir, M., & Sarwendah, A. (2022). Utilization of Canva for education to improve learning effectiveness of vocational students. RaDEn: Research and Development in Education, 4(1), 698–708. https://doi.org/https://doi.org/10.22219/raden.v4i1.32808
Muhammad Rafi Zidan, & Zaitun Qamariah. (2023). A Literature Study On The Implementation Of Merdeka Curriculum. Jurnal Riset Rumpun Ilmu Bahasa, 2(2), 153–167. https://doi.org/10.55606/jurribah.v2i2.1576
Nurhidayah, I. J., Wibowo, F. C., & Astra, I. M. (2021). Project Based Learning (PjBL) learning model in science learning: Literature review. Journal of Physics: Conference Series, 2019(1), 12043.
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