IMPLEMENTING CANVA-ASSISTED PROJECT-BASED LEARNING TO IMPROVE STUDENTS’ SOCIOLOGY LEARNING OUTCOMES

Abstract

This study aimed to improve sociology learning outcomes and digital creative product quality through Project-Based Learning assisted by Canva media. This classroom action research used the Kemmis and McTaggart model conducted in two cycles involving 12 tenth-grade students of SMAN 1 Sleman. Data collection techniques included tests, observations, interviews, and product assessment rubrics. The findings revealed significant improvement in student achievement from 60.42 in the pre-cycle to 72.08 in Cycle I and 85.42 in Cycle II. Students also demonstrated increased creativity, collaboration, critical thinking, and digital literacy skills. The implementation of Canva-assisted Project-Based Learning effectively transformed passive learning into active and contextual learning.