This research aims to explore the use of Canva as an interactive learning medium at the elementary school level. Canva, an easy-to-use graphic design platform, offers great potential to create engaging, creative, and visual learning experiences for students. This study uses a qualitative approach with a case study method involving grade IV students in an elementary school as research subjects. Data collection techniques include observations, interviews with teachers and students, and documentation of student work using Canva. The results of the study show that the use of Canva can increase student interactivity, creativity, and motivation to learn. Students actively participate in learning, mainly when creating posters, infographics, or presentations describing the concepts being taught. Material comprehension has also improved, especially on topics that require visual representation. While several obstacles are related to device access and student adaptation time, the benefits of using Canva in learning are significant. This study suggests that teachers should regularly integrate Canva into their learning to improve the student learning experience and provide training on how to use Canva to maximize its use. Further research is needed to examine the long-term impact and compare it with other interactive learning media
 

The basis for this study is the observation that children's fine motor abilities at TK Diponegoro Asam Jawa, Torgamba District, South Labuhanbatu Regency, have not grown to their full potential. Nearly 80% of students need help from the teacher to finish learning activities like paper weaving, which are designed to improve fine motor skills. Children find the methods less engaging because they are not the best, and thematerial does not align with the studied issues. This study aims to ascertain whether paper folding exercises at TK Diponegoro Asam Jawa have improved the fine motor skills of children ages 4-5. This study employs a descriptive methodology. This studyuses documentation and observation as data collection methods. Children from TK Diponegoro Asam Jawa's Group A are the study's subjects. According to the study's findings, 34 youngsters (100%) attended cycles I and II. Of 34 pupils, 11.76% demonstrated Very Good Development (BSB) in cycle I and 29.41% in cycle II. BSH, or development according to expectations, was 23.53% in cycle I and 50% in cycle II. Beginning to Develop (MB) was 23.53% in cycle I and 20.59%in cycle II. Not Developing (BB) was 0% in cycle II and 41.18% in cycle I. As a result, cycle II classifies it as complete