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Guru di sekolah dasar Tahfidz sering kali menghadapi tantangan besar dalam mengintegrasikan pengajaran Al-Qur’an dengan kemampuan pedagogik modern yang mendukung pembelajaran aktif. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional para guru di SD Tahfidz Ibnu Umar Karawang melalui pelatihan metode pengajaran yang bermakna dan inovatif. Permasalahan utama yang ditemukan di mitra sasaran adalah keterbatasan guru dalam menerapkan pendekatan PAIKEM serta kesulitan dalam menyusun perangkat ajar yang adaptif terhadap prinsip Kurikulum Merdeka. Metode yang digunakan dalam kegiatan ini adalah kombinasi ceramah interaktif, workshop penyusunan modul/RPP, dan praktik langsung melalui sesi microteaching. Pelatihan dilaksanakan dalam tiga sesi utama: (1) pemahaman karakteristik peserta didik usia 7–12 tahun berdasarkan aspek kognitif, sosial-emosional, dan psikomotorik; (2) desain pembelajaran bermakna (meaningful learning); serta (3) strategi pembelajaran aktif seperti Problem-Based Learning (PBL), Discovery Learning, dan pembelajaran kooperatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman 15 guru peserta dalam menciptakan lingkungan belajar yang berpusat pada siswa (student-centered) serta kemampuan mengintegrasikan teknologi pembelajaran modern (IPTEKS) seperti Canva dan media interaktif dalam proses KBM. Luaran dari program ini mencakup modul pelatihan pedagogik, publikasi artikel ilmiah, dan video diseminasi hasil implementasi metode pembelajaran.

Tujuan pelaksanaan kegiatan ini adalah membantu guru menguasai teknologi dan media pembelajaran berbasis digital, khususnya Canva, untuk menciptakan media animasi yang menarik, interaktif, dan relevan dengan kebutuhan siswa; mendorong integrasi teknologi dalam pembelajaran, sehingga proses belajar mengajar menjadi lebih inovatif dan sesuai dengan perkembangan zaman. Pelaksanaan sosialisasi ini mendukung implementasi program MBKM dan IKU terutama pada aspek Kolaborasi Perguruan Tinggi dengan Masyarakat artinya mempertemukan mahasiswa, dosen, dan masyarakat (guru) dalam kegiatan yang saling memberdayakan, seperti sosialisasi pembuatan media animasi, serta Mahasiswa dapat terlibat aktif dalam pengembangan pendidikan di SD Negeri 096140 Parhundalian. Metode yang digunakan dalam pelaksanaan sosialisasi pembuatan media animasi menggunakan Canva adalah metode partisipatif, yang melibatkan guru secara aktif melalui pelatihan. Hasil yang diperoleh dalam kegiatan sosialisasi ini yaitu peserta mendapatkan tambahan pengetahuan dan keterampilan tentang Media Pembelajaran animasi menggunakan canva dalam meningkatkan kompetensi pedagogik, peserta juga antusias selama kegiatan dan langsung menerapkan media pembelajaran simulasi untuk mata pelajaran yang diampu.

This community service activity aims to improve participants' understanding of time management in building focus and self-discipline, particularly during the holy month of Ramadan, which is synonymous with various religious and social activities. The activity took place online on March 8, 2026, via Google Meet, with 15 participants, including students and the general public. The activity involved an educational webinar discussing the basic concepts of time management, strategies for managing activities during Ramadan, and the importance of developing disciplined habits in carrying out daily activities. The service method used in this activity was the Asset-Based Community Development (ABCD) approach, emphasizing the utilization of participants' potential and abilities to develop effective time management skills. The activity began with preparation, including creating a webinar flyer, preparing presentation materials using Canva, and scheduling activities through Google Meet. The results showed that participants gained a better understanding of the importance of time management in improving study focus, self-discipline, and productivity during Ramadan. Through this activity, participants are expected to be able to consistently implement time management principles in their daily lives, thereby improving their quality of life both academically and spiritually.

This community service activity aimed to strengthen business planning capacity among Tenaga Kerja Mandiri Lanjutan (TKML) in Kubu Raya Regency, West Kalimantan, where participants commonly face limitations in structured business planning that affect business sustainability. The activity applied a participatory mentoring approach through training, field visits, group discussions, and direct assistance tailored to the characteristics of each business. The program involved nine TKML groups designated by the Ministry of Manpower of the Republic of Indonesia. The results indicate that participants gained a clearer understanding of key business components, value creation processes, and internal strengths and weaknesses. The use of the Business Model Canvas supported participants in organizing business ideas, enhancing strategic thinking, and developing more structured and sustainable business plans. In addition, this activity reinforced the role of higher education institutions in supporting government initiatives on employment expansion through community service. Overall, the findings demonstrate that mentoring-based business planning is effective in improving TKML capacity and has the potential to be replicated in other regions to support independent workforce empowerment and job creation.

This study aims to explore students’ perceptions of using Canva as a digital storytelling platform to enhance their visual and written narrative skills in English writing. The research employed a descriptive qualitative method involving 34 students who participated in a questionnaire consisting of eight closed-ended statements and two open-ended questions. The data were analyzed descriptively, using percentages to support qualitative interpretation. The findings revealed that most students perceived Canva as an accessible, enjoyable, and effective tool for developing writing skills. Students agreed that Canva helps them visualize ideas, organize stories logically, and combine words with images creatively. Moreover, Canva was found to improve students’ motivation, confidence, and emotional expression in English writing. These results are consistent with previous studies by Utami and Suriyani (2022), Febriansyah et al. (2023), Siregar et al. (2024), Herwani (2024), Eragamreddy and Joseph (2025), Hafidzin et al. (2025), and Jayanti et al. (2025), which collectively highlight Canva’s role in supporting writing engagement, creativity, and organization. The study concludes that Canva transforms traditional writing into a multimodal and meaningful process, combining linguistic and visual literacy. Therefore, Canva can be considered an innovative pedagogical tool that promotes creative thinking, digital competence, and expressive communication in the English writing classroom.

Meaningful learning is a crucial requirement in 21st-century education, particularly in the face of the increasingly rapid development of digital technology. However, teachers' limited knowledge and skills in utilizing digital learning media remain a challenge, particularly in junior high schools. This study aims to analyze the strengthening of meaningful learning through training on the Canva-based deep learning model at SMP Negeri 2 Mappakasunggu. This study used a quantitative approach with a one-group pretest–posttest pre-experimental design. The subjects were teachers at SMP Negeri 2 Mappakasunggu who participated in the training as part of the Community Service Program (KKN). The research instrument was a knowledge test on Canva administered before (pretest) and after (posttest) training. Data were analyzed using descriptive statistics and N-Gain calculations. The results showed that the average pretest score for teachers was 42.3 with a range of 30–55, while the average posttest score increased to 70.8 with a range of 65–76. The N-Gain calculation of 0.49 is in the moderate category. These findings indicate that training on the Canva-based deep learning model is effective in enhancing teacher knowledge and supporting meaningful learning. This study recommends the continued implementation of similar training to improve the quality of technology-based learning in schools.  

This community service program aimed to strengthen the digital competencies of junior high school students through a structured workshop on graphic design and photography. The activity was conducted on June 10–11, 2025 at Universitas Ma Chung and involved thirteen students from SMP Insan Amanah accompanied by their teachers. The program was designed based on prior identification of learning needs conducted through coordination with school representatives. The workshop integrated theoretical instruction and hands-on practice covering basic photography concepts such as angle, shot, triangle exposure, and three point lighting, followed by editorial layout training using Canva. Students were guided to edit photographs, arrange layouts, and select appropriate text elements. The results indicated improvements in students’ technical skills, learning engagement, and collaborative behavior. A campus tour conducted at the end of the program provided additional insight into the academic environment of higher education. Overall, the program demonstrated that practice-based learning effectively supports digital skill development among junior high school students.

Empowering Posyandu cadresis one of the important strategies in improving the effectiveness of community-based health promotion,especially in the digital era. However, the limited skills of cadres in utilizing digital visual media are still anobstacle in creating interesting and communicative health information. This community service activity aims to improve the knowledge and skills of Posyandu cadres in Pondok Petir Village, Depok City, through seminars and training on the use of the Canva application as a medium for developing health promotion. The activity was conducted offline through lectures, discussions, and hands-on practice with intensive guidance. There were 25 participants, consisting of cadres and members of the local PKK. The results of the activity showed that most participants were able to understand and apply Canva's features to create health promotion media such as Posyandu schedule posters, immunization materials, and nutrition education. The enthusiasm of the participants during the practice sessions and their ability to produce informative and attractive visual designs demonstrated the success of this activity. Thus, Canva training has proven effective as a means of empowering Posyandu cadres in improving the quality of health communication and supporting the optimization of Posyandu services.

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model integrated with Canva in improving students’ reflective thinking skills in the Aqidah Akhlaq subject at MTsN 3 Tuban. Reflective thinking is an essential competency that enables students to analyze moral behavior, evaluate decision-making processes, and connect Islamic ethical concepts with real-life experiences. However, preliminary observations indicated that students’ reflective thinking skills were still low and tended to remain at the level of theoretical understanding without deeper analysis. This research employed a pre-experimental design using a one-group pretest–posttest model. The subjects consisted of 30 eighth-grade students. The research instrument was a reflective thinking test developed based on indicators of moral evaluation, situation analysis, and experiential reflection, which had been validated through expert judgment. The learning process was conducted by applying the stages of Problem Based Learning integrated with Canva as a visual media to organize problem-solving steps and present students’ reflective outputs. Data were analyzed using descriptive statistics and a paired samples t-test. The findings showed a significant improvement in students’ reflective thinking skills after participating in PBL learning supported by Canva. Pretest scores ranged from 48 to 71 with an average of 59.67, while posttest scores increased to a range of 60 to 89 with an average of 71.20. The mean gain of 11.53 points was statistically significant as indicated by the t-test results (t = 10.39; sig. = 0.000), further supported by Cohen’s d value of 1.90, which falls into the category of a very large effect size. Qualitatively, students demonstrated enhanced abilities in identifying core problems, analyzing alternative actions, evaluating their cognitive processes, and visualizing moral reflections systematically through Canva. In conclusion, the PBL model integrated with Canva is effective in improving students’ reflective thinking skills in the Aqidah Akhlaq subject. This model not only enhances academic outcomes but also strengthens character development, creativity, and higher-order thinking skills, which are essential for 21st-century learning.

The challenges faced by MSMEs in Indonesia, especially in Surabaya, often revolve around business management, finance, and taxation. One potential solution is the integration of the Business Model Canvas (BMC) with financial and tax strategies, which can help MSMEs streamline their operations. The Business Model Canvas (BMC) training program is designed to assist MSMEs in reorganizing their business models and implementing new strategies that address key operational challenges. This program also incorporates financial and tax considerations, helping MSMEs manage their finances more effectively and comply with tax regulations. With this approach, MSMEs are expected to improve their operational efficiency, enhance tax compliance, and strengthen their competitive edge in the market. The method involves direct engagement with MSMEs through hands-on workshops and personalized mentoring sessions. This initiative is set to take place in May 2025, offering MSMEs valuable tools to enhance their business practices, optimize financial management, and foster long-term growth and success in the market.

Vocational education in Vocational High Schools (SMK) requires innovative, interactive, and industry-relevant learning media to support students’ independent and competency-based learning. However, learning activities in the subject Communication in the Workplace for Grade XI MPLB at SMKN 62 Jakarta are still dominated by lecture-based methods with limited instructional media, resulting in low levels of student independence and understanding. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an interactive e-book based on Canva for Oral Communication materials in Indonesian Language. The study employed a Research and Development (R&D) method using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects included 36 students in the needs analysis stage, 5 students in the small-scale trial, and 31 students in the large-scale trial. Data were collected through observation, questionnaires, learning outcome tests, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The validation results indicated that the Canva-based interactive e-book was categorized as very feasible, with validation percentages of 100% from the material expert, 88.24% from the media expert, and 95% from the language expert. The small-scale trial showed a practicality percentage of 82.2%, while the large-scale trial reached 88.39%, both classified as very practical. In addition, the pre-test and post-test results in the large-scale trial demonstrated an increase in students’ average scores and a higher number of students achieving the Minimum Mastery Criteria (KKM). Therefore, the Canva-based interactive e-book is feasible, practical, and effective as a learning medium to enhance students’ understanding, motivation, and independent learning in Oral Communication for vocational high school students.

The integration of Information and Communication Technology (ICT) and tools like Canva has revolutionized English Language Teaching (ELT) in Indonesia, shifting from traditional methods to interactive, student-centered approaches. This study aims to explore the benefits and challenges of incorporating these technologies into ELT practices. Employing a qualitative literature review methodology, the research analyzed over 20 empirical studies from 2020 to 2023 on Canva and ICT in Indonesian ELT, supplemented by global Computer-Assisted Language Learning (CALL) frameworks. Key findings reveal that ICT and Canva enhance student motivation, creativity, and communicative skills through multimodal and constructivist learning, while fostering authentic language exposure and collaboration. However, challenges include inadequate infrastructure, limited teacher training, digital inequities between urban and rural areas, ethical issues such as copyright infringement, and increased teacher workload. The implications underscore the need for systematic professional development, institutional support, curriculum alignment, and policies promoting equitable access to ensure transformative and sustainable technology integration in Indonesian ELT.  

Innovation in biology learning is increasingly necessary, as conventional instructional practices are often dominated by memorization-based methods that limit students’ active engagement and critical thinking development. Along with rapid advances in science and technology, digital applications offer new opportunities to enhance teaching and learning processes. One such application is Canva, a digital design platform that can be utilized as an effective learning media to support teachers and students in biology education. This study aims to describe the implementation of Canva-based learning media through a training program conducted at SMA Islam Terpadu Daarul Rahman and to examine its perceived usefulness for both teachers and students. The training involved teachers in developing biology learning materials using Canva by integrating visual elements, images, and videos to present complex biological concepts more clearly. The results of the training indicate that Canva is considered practical, user-friendly, and efficient by teachers in designing learning materials. Teachers reported that the application helped them present content in a more attractive and structured manner. Furthermore, students benefited from the use of Canva-based materials, as they demonstrated better understanding of the subject matter and increased interest in learning biology. The integration of visual and multimedia elements also supported the development of students’ critical thinking skills by encouraging analysis and interpretation of biological phenomena. Overall, the use of Canva as a learning medium shows potential to enhance the quality of biology learning and foster more meaningful learning experiences.

This study aims to examine business models in the gypsum sector by utilizing the Business Model Canvas (BMC) framework. The gypsum business is one of the fields that is growing rapidly in line with the increasing need for residential construction, building renovation, and aesthetic and functional interior design. However, to be able to survive and compete in an increasingly competitive market, gypsum business actors are required to have a business model that is structured, adaptive, and value-oriented for customers. This study uses a qualitative approach with a descriptive type of research. Data collection was carried out through in-depth interviews and direct observation of Nury Gipsum's business located in Klaten Regency. The results show that all nine elements in the Business Model Canvas, namely key partners, key activities, key resources, value offerings, customer relationships, distribution channels, customer segments, cost structure, and revenue streams, have been optimally implemented. Thus, the Business Model Canvas has proven to be effective in providing a comprehensive overview of business operations and can be a strategic basis for decision-making and gypsum business development in the future.

Training on creating Heyzine-Canva-based e-book learning media through the Subject Teacher Working Group (MGMP) aims to improve teachers' professional competence in facing educational demands and digital technology integration. This training activity is designed using demonstration, hands-on practice, and group discussion methods, so that it can accommodate various levels of technology mastery among teachers. Through this training, teachers are guided to develop interactive e-books, learning videos, and innovative digital quizzes using the Heyzine and Canva platforms. The training results show a significant improvement in teachers' skills in utilizing digital media, confidence in integrating technology into learning, and motivation to continue innovating. Additionally, this training also encourages collaboration among teachers and builds a professional network that supports continuous development. Challenges faced, such as variations in technology skills and device limitations, are addressed through ongoing mentoring and further training. This training contributes to improving the quality of learning, student engagement, and supports the achievement of national education goals in the digital era.

This Community Service (PKM) activity aims to improve artificial intelligence (AI) literacy in students majoring in Visual Communication Design (DKV) at SMK Muhammadiyah 2 Palembang through Canva-based training. The development of AI technology has brought about a significant change in the world of graphic design, where features such as Magic Design, Text-to-Image, and Background Remover are now widely used to support the creative process. However, most vocational school students are still passive users, lacking an understanding of the AI principles behind the technology. Through a Project-Based Learning (PjBL) and Active Learning approach with a demo–practice–reflection model, this activity is designed so that students are not only able to use the AI features in Canva, but also understand the work concepts, benefits, and ethics of using them. The activity was conducted over two days, involving 30 DKV class XI students. The evaluation of the results showed a significant increase in the aspects of understanding AI concepts (48%), motivation to learn design (35%), and creativity of works (32%). Students also show an increase in learning independence and digital ethical awareness. These results confirm that AI-based learning through Canva is effective in building AI literacy, creativity, and student readiness to face the technology-based creative industry. This activity is recommended to be expanded to teachers and other departments to strengthen digital literacy in the vocational education environment.  

The rapid development of digital technology has increased the demand for students to demonstrate their competencies through professional digital portfolios, particularly in Information Systems programs where analytical, design, and visual communication skills are essential. This study aims to analyze the effectiveness of using Canva as a digital portfolio development tool in the Portfolio Development course at ITB STIKOM Bali. The research employed a descriptive quantitative approach, using a four-point Likert-scale questionnaire distributed to 30 students enrolled in the course. The collected data were analyzed using descriptive statistics to measure students’ perceptions regarding ease of use, learning effectiveness, visual creativity, digital literacy, and learning motivation. The findings indicate that Canva is perceived as very easy to use due to its intuitive interface and accessible design features. Canva is also considered effective in helping students present system analysis results and project documentation in a more structured and visually appealing manner. Moreover, the use of Canva enhances students’ visual creativity and digital literacy skills while increasing their motivation and confidence in completing portfolio assignments. These results suggest that Canva functions not only as a design tool but also as an educational medium that supports the academic and professional competencies required in the digital era. Therefore, integrating Canva into project-based and visually oriented courses is strongly recommended to improve the quality of student learning outcomes.

Social media management has become a strategic necessity for social and community organizations to enhance the effectiveness of public relations activities in the digital era. This community service program aims to strengthen the digital communication capacity of members of the Indonesian Doctors’ Wives Association (IIDI), Surakarta Branch, particularly in managing social media as a public communication channel. The training was conducted offline and combined theoretical sessions, technical demonstrations, and hands-on practice covering content strategy, basic photography, Canva-based content creation, content calendar development, and management of Instagram, Facebook, and TikTok accounts. Evaluation was carried out using pre-test and post-test instruments to assess participants’ improvement. The results show a significant increase in all competency indicators, especially in content creation, content scheduling, and social media administration skills. Participants also produced their own digital content as part of the practical assessment. Post-training support was provided through a WhatsApp group to ensure continued knowledge sharing and skill development. Overall, the program demonstrates that practice-oriented training can effectively enhance the digital communication competencies of social organizations and strengthen their public relations functions. This initiative is expected to serve as a replicable model for similar organizations seeking to optimize their social media engagement.

The educational transformation driven by Industry 4.0 and Society 5.0 requires teachers’ digital pedagogical competence. Preliminary observations at SMP Negeri 2 Galesong Selatan, Takalar Regency, South Sulawesi, Indonesia, revealed a skills gap: conventional practices dominate while digital platforms remain underutilized. This community engagement program sought to bridge the gap through intensive training on Canva for visual learning media and Quizizz for gamified assessment. Conducted in August 2025 with 10 teachers across subjects, the program employed a participatory, four-stage procedure: preparation; socialization and pretest; training and coaching; and evaluation and posttest. Data were collected via observation, questionnaires, and knowledge tests, and analyzed descriptively and comparatively. Results indicate a marked improvement in teachers’ digital competence: the average score increased from 45 (pretest) to 85 (posttest), an 88.9% gain. By indicator, improvements reached 112.5% for understanding Canva features, 95.5% for digital learning media creation, and 64% for using Quizizz. Qualitatively, teachers produced engaging posters/infographics and slide presentations and designed interactive quizzes with instant feedback, fostering more varied and participatory classroom dynamics. The training effectively enhanced teachers’ digital literacy and confidence and supported a role shift from content deliverers to creative facilitators within student-centered learning. Replication and sustained coaching are recommended to consolidate a school-wide digital learning ecosystem.  

Schools play a strategic role in fostering an understanding of entrepreneurship from an early age to equip students to face future challenges. Strengthening entrepreneurial concepts is necessary to build knowledge and an adaptive mindset relevant to the dynamics of the workplace and everyday life. This Community Service (PkM) activity, conducted at Muhammadiyah Bontomarannu High School, aimed to foster students' entrepreneurial spirit through practical logo creation using the Canva app, as an effort to foster a culture of innovation within the school environment. The program was implemented in the odd semester and included a method that included explaining basic entrepreneurial concepts through presentations, educational YouTube videos, explanations of digital business opportunities, and hands-on practice in product logo creation. Nineteen students from grades 10, 11, and 12 participated in this activity. The results showed that students were able to understand the concepts of creativity and innovation more concretely. They also developed critical thinking and creative problem-solving skills through the logo design process using digital applications on mobile devices. These findings reflect the developing adaptive, creative, and solution-oriented abilities of Muhammadiyah Bontomarannu High School students. Overall, this activity is an initial step in instilling an entrepreneurial mindset while strengthening a culture of innovation within the school environment and in daily life.