Teachers' and Students' Experiences of Using Canva in PAIBP Learning at SMP 10 Nopember Sidoarjo
Pengalaman Guru dan Siswa Memanfaatkan Canva dalam Pembelajaran PAIBP di SMP 10 Nopember Sidoarjo
DOI:
https://doi.org/10.21070/ups.12131Keywords:
canva, Islamic Religious Education Learning, Islamic Religious Education, phenomenology, Student learningAbstract
This study explores how teachers and students experience the use of Canva in Islamic Religious Education and Character Education (PAIBP) at SMP 10 Nopember Sidoarjo. It adopts a descriptive phenomenological qualitative design. The source manuscript uses a simulated dataset involving ten informants-one PAIBP teacher, one curriculum vice-principal, and eight Grade VIII students-and therefore does not constitute real field evidence. Data in the simulation are organized through semi-structured interviews, classroom observation, documentation, and Colaizzi-oriented phenomenological analysis. Six themes emerge: visual structuring supports comprehension; attention and participation change; student design promotes authorship; teacher mediation determines pedagogical meaning; access and digital skills shape participation; and Islamic values function as an ethical filter. Canva is meaningful when visual appeal remains subordinate to learning objectives, explanation, reflection, and ethical guidance.
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