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Background:The digital transformation in education requires teachers to possess adequate competencies in utilizing technology to support innovative, interactive, and student-centered learning. However, the integration of digital platforms into classroom practices remains limited due to teachers’ varying levels of digital competence and experience. This community service program aimed to improve teachers’ competencies in utilizing digital platforms to support innovative learning implementation at SMAN 8 Banda Aceh. Methods:The program employed a participatory approach consisting of needs assessment, workshops, hands-on practice, mentoring, evaluation, and reflection activities. A total of 40 teachers from various subject areas participated in the program. The training materials included the use of Canva for developing digital learning media, Quizizz for gamified assessments, Google Workspace for collaborative learning, and Artificial Intelligence (AI) technologies to assist in instructional material development and creative learning activities. Program evaluation was conducted through participant observation, assessment of digital learning products, satisfaction questionnaires, and reflective discussions. Results: The results showed that participants successfully produced 18 interactive presentations using Canva, 10 digital modules, 8 Quizizz-based quizzes, and 4 evaluation instruments using Google Forms. Furthermore, teachers demonstrated improved competencies in designing digital learning media, developing technology-based assessments, integrating digital platforms into instructional practices, and utilizing AI as a learning support tool. The high level of participation and enthusiasm among participants indicated the effectiveness of the program in strengthening teachers’ digital literacy and technological competencies. Conclusion: In conclusion, the community service program successfully enhanced teachers’ competencies in utilizing digital platforms to support innovative learning in schools.

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.

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.  

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.

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.

Cooperatives need to strengthen their digital marketing capabilities to remain relevant and competitive in the digital era. This community service program was designed to enhance the digital literacy of cooperative managers and administrators in Semarang Regency by introducing essential knowledge and practical skills in social media management, content creation, and simple digital automation. The activity was conducted in Semarang Regency with a total of 32 participants representing various cooperatives. The training lasted for one full day and combined short lectures, guided demonstrations, hands-on practice, and consultation sessions. Pre-test and post-test assessments were used to measure learning improvement, while observation and participant feedback were employed to evaluate practical application. The results show a significant increase in participants’ understanding of digital marketing tools, with post-test scores rising by an average of 38% compared to the pre-test. Participants were also able to create basic promotional content using platforms such as Facebook and Canva, and several cooperatives began implementing these tools shortly after the training. The activity demonstrates that targeted digital marketing training can effectively support cooperatives in expanding their market reach, improving promotional efficiency, and strengthening member empowerment. Future programs are recommended to include advanced modules on data analytics and e-commerce integration to ensure sustainable digital transformation.

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.  

Digital literacy is a crucial competency for teachers. Accelerating digital literacy for elementary school teachers is not only about mastering digital tools and applications, but also about changing mindsets and approaches to teaching. There are three impacts for teachers and students if teachers are unable to master digital competencies: 1) teachers are less able to keep up with the latest technological developments; 2) teachers are unable to filter and process the latest information, resulting in a tendency towards misinformation; 3) students are less able to absorb the latest information and thus misuse the wrong sources of information. Given these impacts, training and mentoring are needed for elementary school teachers in Songgom District to acquire the right digital skills so that elementary school teachers can maximize their potential. Elementary school teachers in Brebes Regency still do not have good digital competencies. If left unchecked, more and more teachers will lack digital competency. This can lead to a lack of technology-related information that students can use to support their learning. Furthermore, inadequate technology skills can hinder differentiated learning within the independent curriculum. The Community Service Program, initiated by professors and lecturers with expertise in digital literacy and language, is highly relevant to the needs of teachers in Brebes Regency. Elementary school teachers are developing digital competencies by implementing interactive quiz-based learning and Canva-based learning media. These competencies can be applied by teachers in the classroom. Students are expected to absorb the material more meaningfully. Learning through the application of digital literacy by teachers will increase student interest and engagement in learning the material.

The community service program titled “Digital Literacy Transformation through Canva as a Strategic Step for Strengthening Education and Empowering the Potential of Susukan Village toward Independence” was implemented to enhance the digital literacy competencies of rural communities, particularly among youth. This initiative was motivated by the low level of digital-based educational literacy, limited use of interactive learning media, and the lack of promotional content supporting the creative economy in Susukan Village. The implementation method employed a community-based empowerment approach through five main stages: socialization, training, technology application, mentoring and evaluation, and the establishment of the Village Digital Literacy Center. The training was conducted through hands-on practice, including the introduction of basic Canva features, the creation of interactive learning media, and the development of village branding content. The results demonstrated a significant improvement in participants’ skills: 80% were able to produce at least three usable designs, 72% successfully created independent educational or promotional content, and participant satisfaction reached 91%. Moreover, participants’ digital literacy scores increased to 82.4 after the training. The establishment of the Village Digital Literacy Center serves as a strategic step to ensure program sustainability and autonomous knowledge transfer at the local level. Overall, this activity successfully promoted digital literacy transformation in Susukan Village, strengthened the community’s ability to utilize technology for education and local potential empowerment, and fostered an adaptive and self-reliant village in the digital era.  

This study aims to examine the integration of Artificial Intelligence (AI) and Canva as instructional media in elementary school learning, particularly at SDN 069 Mompang Julu, Indonesia. The research employed a qualitative approach with a field study design. The research subjects consisted of elementary school teachers and students, while data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that the use of AI and Canva assists teachers in designing more creative, visual, and efficient learning media, as well as increasing students’ motivation and engagement in the learning process. The discussion reveals that the integration of these technologies creates a more adaptive and engaging learning experience; however, it still faces challenges related to teachers’ digital competence and technological infrastructure. The study concludes that the integration of AI and Canva has strong potential to improve the quality of elementary education when supported by continuous teacher training and adequate technological facilities.

This article examines the development of students' digital competencies through the Merdeka Belajar – Kampus Merdeka (MBKM) Internship Program at the Regional Civil Service Agency (BKD) Office of Central Kalimantan Province. The MBKM policy aims to improve student competencies through flexible learning outside the campus, including internships that bridge the academic theory of the Islamic Education Management Study Program with workplace practices. The research method used a task-based participatory approach over a period of 4 months (July-November 2023), with intensive guidance from BKD staff and academic advisors, focusing on documenting routine activities, multimedia editing, and content production for social media. The results show that students successfully documented 12 morning assemblies, 8 morning exercises, and more than 15 BKD Head events, as well as educational content such as the “ASN Berakhlak” series published on Instagram @bkdprovkalteng, increasing the engagement rate through editing with Canva. The discussion emphasized the effectiveness of link and match in developing digital skills, creativity, and resilience, supported by relevant research references. The conclusion stated that this program was effective in preparing graduates for work, with recommendations for expanding digital ethics training and broader collaboration. This article contributes to the understanding of MBKM practices in local government agencies.

This community service activity aims to provide outreach and training related to the use of Artificial Intelligence (AI) in developing engaging, interactive, and effective learning tools for teachers in TKIT, SDIT, and SMPIT Darut Tauhid in Grobogan Regency. This service was carried out on June 11, 2025, using a qualitative approach through various methods, including presentations, interactive discussions, workshops, and direct practice in the use of AI technology. This activity emphasized improving teachers' skills in integrating AI technology into the learning process so that it can support the creation of a more innovative learning atmosphere and suit the needs of students in the digital era. The results of the activity showed a significant increase, both in terms of efficiency and quality. Teachers were able to save up to 70% of time preparing learning tools, produce more varied and engaging learning media, and show higher motivation in adopting digital technology to support the teaching and learning process. The three main tools introduced, namely ChatGPT, Claude, and Canva Magic Design, have been proven to help teachers in creating materials, designing media, and managing learning more effectively. The positive response from training participants also confirmed that the use of AI has significant potential for wider implementation in Islamic educational institutions. Therefore, this activity not only contributes to improving teacher competency but also opens up opportunities for developing technology-based learning models relevant to future educational challenges.

This community service program in Gunung Kijang Village, Bintan Regency, Riau Islands Province, was designed to strengthen local empowerment through the synergy of education, economy, agriculture, and social participation. The activities consisted of four initiatives: workshops on Canva-based learning media for teachers, digital marketing training and social media account creation for MSMEs, participatory mapping of challenges and potentials of local food businesses, and smart farming education using soil moisture sensors to introduce efficient irrigation technology. The results showed significant achievements across sectors. In education, teachers improved their technological skills and created interactive media that enhanced student motivation. In the economic sector, MSMEs adopted digital promotion strategies, leading to wider market reach and sales. The participatory mapping revealed obstacles such as licensing, packaging, and financial literacy, while also identifying opportunities for product diversification using local resources. In agriculture, farmers were introduced to water-saving irrigation technology that improved efficiency and supported environmentally friendly practices. On the social side, community institutions such as PKK, Karang Taruna, and farmer groups played an important role in strengthening solidarity and expanding collaboration. Overall, the program proved that integrating digital literacy, technological innovation, and community participation can accelerate rural independence while fostering sustainable welfare for island communities.  

MSMEs have a crucial role in the Indonesian economy, but many of them still face obstacles in terms of branding and digital marketing. The lack of understanding of the importance of visual identity and digital strategy causes MSME products to be less prominent in a competitive market. This community service activity aims to improve the quality of branding of MSME products in Wonorejo Village, Pasuruan City, through the Participatory Rural Appraisal (PRA) approach which involves stages of counseling, training, and direct assistance to business actors. The counseling is focused on a basic understanding of visual branding, including elements of brand identity such as logos, colors, typography, and packaging. The training emphasizes hands-on practice in designing promotional packaging, logos, and banners using digital platforms like Canva. Furthermore, mentoring is carried out to identify specific branding obstacles faced by each MSME and develop applicative solutions collaboratively. The results of the activity show a significant increase in the quality of branding MSME products visually and digital marketing strategies. One of the fostered MSMEs, namely AM Jaya and Berkah Mandiri, has succeeded in rebranding packaging and developing digital marketing channels through e-commerce platforms and social media. In addition, business actors become more confident in presenting their products to consumers and business partners. MSMEs are also beginning to realize the importance of brand consistency in building customer loyalty and increasing competitiveness. The response of the participants to this activity was very positive, reflected in the enthusiasm during the training and the commitment to implement the learning outcomes. Some MSMEs are starting to form small communities to share best practices in terms of branding and promotion.

This study aims to evaluate the effectiveness of the use of Canva and Nearpod digital platforms in supporting the strengthening of students' character at the elementary school level. Character education is a fundamental aspect in the formation of students' personalities who have integrity, toughness, and adaptability to the development of the times. In the digital era, interactive learning media is an important means to instill character values in a more interesting and contextual way. The method used is Classroom Action Research (PTK) which is carried out in two cycles, with the research subjects consisting of teachers, class V students, and students' parents. The learning process is designed to blend character education content with the use of Canva as a creative visual medium, as well as Nearpod as an interactive presentation tool that allows students to be active through online quizzes, assignments, and reflections. The results of the study showed a marked increase in students' learning motivation, attitude of responsibility, discipline, cooperation in groups, and the ability to make decisions independently. Parental involvement in digital learning also supports the consistency of character strengthening at home. However, the study also noted several challenges, such as the limitations of technological devices, unstable internet networks, and variations in students' and parents' digital literacy abilities. Recommended solutions include intensive training for teachers in the use of digital media, improved support facilities in schools, as well as a collaborative approach between teachers and parents. Thus, the integrated use of Canva and Nearpod not only supports mastery of academic materials, but also significantly strengthens students' character values holistically. This study is expected to be a reference in the development of digital learning innovations oriented towards character education at the elementary level.

This study aims to describe the implementation of the Canva application in supporting the learning process at SDN 75 Kota Bengkulu. Canva is a digital graphic design application that offers ease in creating engaging and interactive learning media. The research employed a qualitative descriptive method with data collected through observation, interviews, and documentation. The subjects of the study included classroom teachers, students, and the school principal. The results showed that the use of Canva had a positive impact on enhancing teachers' creativity in designing teaching materials and increasing students' learning interest. Teachers were able to create more communicative and comprehensible visual materials, while students demonstrated higher enthusiasm during the learning process. Challenges encountered included limited technological facilities and initial unfamiliarity with the application, which were addressed through ongoing training and assistance. Thus, the implementation of Canva at SDN 75 Kota Bengkulu has proven effective in supporting more engaging, interactive, and contextual learning in the digital era.

This community service program aims to enhance the design skills of local Micro, Small, and Medium Enterprises (MSMEs) in Cadassari Village, Purwakarta Regency, through the use of digital design software, particularly Canva and CorelDRAW. Initial needs assessment revealed that most MSME actors in the area face challenges in creating product visual identities, including logos, packaging, and promotional media. Using a participatory approach and the Community-Based Participatory Research (CBPR) method, the training program was collaboratively designed and implemented in several stages, including planning, technical training, mentoring, evaluation, and a final showcase. The results indicate a significant improvement in participants’ ability to apply design tools for their business needs, along with the emergence of collaborative learning initiatives among participants. This training program contributes to the digital empowerment of local MSMEs and serves as a replicable model for creative economy development based on community engagement.

The use of artificial intelligence (AI) in education holds significant potential to enhance the quality of learning and the effectiveness of teaching. This study aims to evaluate a teacher competency development program through the integration of AI, particularly in the development of AI-based teaching materials utilizing the Kelas Ajaib feature in the Canva application. The training involved 40 teachers from SMP Negeri 1 Kota Ambon and was conducted through workshops and interactive simulations. Evaluation results indicated an 85% level of participant enthusiasm and 86% satisfaction, reflecting a highly positive response to the program. However, teacher competence in creating AI-based instructional media reached only 75%, suggesting a need for further mentoring and improved supporting infrastructure. The main challenges identified included limited hardware availability and difficulties in adapting to new technologies. Therefore, follow-up training, enhanced technical support, and improved school facilities are recommended. Collaboration among educational stakeholders is essential to ensure the sustainability of AI integration in the learning process. Further research is recommended to examine the long-term impact of AI implementation on teaching quality and student engagement.

The development of digital technology has brought significant changes to learning practices at various levels of education. This situation requires prospective teachers to have technology-based pedagogical competencies to be able to create innovative and interactive learning. Canva and Google Classroom are digital platforms that can be utilized as learning support media because they are easily accessible and have features relevant to educational needs. This article aims to describe the implementation and results of training on the use of Canva and Google Classroom for prospective teachers at STAIN Mandailing Natal. This activity uses a participatory training approach by actively involving prospective teachers. The training was carried out through interactive lectures, demonstrations, hands-on practice, and ongoing mentoring. The material covered technology-based interactive learning, the use of Canva as an educational visual medium, and the use of Google Classroom for digital classroom management. Participants were guided to produce digital teaching materials and virtual classes independently, accompanied by mentoring in overcoming technical and pedagogical obstacles. Evaluation was carried out through active observation, assessment of practical results, and reflection on the training experience. The results of the activity showed an increase in participants' understanding and skills in designing visual learning media and managing digital classrooms effectively. This training made a positive contribution in developing prospective teachers who are adaptive to technological developments and able to implement interactive learning according to the demands of 21st-century education.

This study aims to analyze the effectiveness of using Canva-based flashcards in learning, especially at the elementary school level. This study uses library research method by collecting and analyzing data from various relevant literatures, including journals, books, and previous research articles. The literature review shows that Canva-based flashcards have the potential to improve students' vocabulary acquisition, engagement in learning, and learning outcomes. The advantages of Canva-based flashcards lie in the flexibility of design, integration of attractive visual elements and ease of access. This media allows teachers to create learning materials that are interactive, innovative and in line with curriculum needs. The analysis shows that Canva as a design tool provides added value in creating effective learning media, with various studies showing increased student motivation and understanding of the material. However, challenges such as limited teacher competence in using Canva and the need for internet connectivity are also major concerns. This study concludes that Canva-based flashcards are a relevant and effective learning medium, but its implementation requires training support and adequate infrastructure.