Canva-Based Learning to Optimize Critical Thinking Abilities and Strengthen Students' Character in Fiction Text Materials for Grade III of State Elementary School 28 Peusangan

Abstract

This research is motivated by the need for a comprehensive evaluation of the effectiveness of the Canva platform as a learning medium, the suboptimal critical thinking skills of third-grade students in analyzing fictional texts, and the weak integration of character building in technology-based learning at SD Negeri 28 Peusangan. The objectives of this study are to: 1) describe Canva-based learning to optimize critical thinking skills and character building, 2) analyze the improvement of critical thinking skills, and 3) analyze the strengthening of students' character in third-grade fictional text material. This study uses a qualitative descriptive approach. Data were collected through observations of teacher and student activities, semi-structured interviews with teachers and students, questionnaires, and documentation studies (lesson plans, Canva designs, student work). Data analysis was carried out using data reduction, data presentation, and conclusion drawing techniques, assisted by NVivo software to ensure systematic and in-depth analysis. The results of the study indicate that: First, Canva-based learning successfully transformed fictional text learning into an interactive, dynamic, and meaningful experience. The combination of Canva's visual media with active learning strategies created an optimal ecosystem for critical thinking and character internalization. Second, there was a significant increase in students' critical thinking skills, as evidenced by the development of analytical and interpretive skills, and the ability to communicate understanding with logical reasoning. Third, student character building was realized through the integration of values into learning activities, such as the growth of self-confidence, empathy, cooperation, creativity, and resilience. The conclusion of this study is that Canva-based learning, when designed by combining cognitive and affective aspects, proved effective simultaneously in optimizing critical thinking skills and strengthening the character of third-grade students in the context of learning fictional texts.