Pelatihan Pengembangan Media Pembelajaran Interaktif Berbasis Canva untuk Meningkatkan Kompetensi Digital Guru TK

Andi Nur Maharani Islami; Rika Kurnia R; Fadhilah Afifah; Ramlah Yusran; Andi Makkasau

doi:10.36312/nuras.v6i3.1706

Authors

Andi Nur Maharani Islami Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar, Jalan A. P. Pettarani, Makassar, Sulawesi Selatan 90222, Indonesia
Rika Kurnia R Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar, Jalan A. P. Pettarani, Makassar, Sulawesi Selatan 90222, Indonesia
Fadhilah Afifah Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar, Jalan A. P. Pettarani, Makassar, Sulawesi Selatan 90222, Indonesia
Ramlah Yusran Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar, Jalan A. P. Pettarani, Makassar, Sulawesi Selatan 90222, Indonesia
Andi Makkasau Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar, Jalan A. P. Pettarani, Makassar, Sulawesi Selatan 90222, Indonesia

DOI:

https://doi.org/10.36312/nuras.v6i3.1706

Keywords:

Canva, Teacher Digital Competence, Interactive Learning Media, Early Childhood Education

Abstract

This community service activity aims to enhance the digital competence of 20 kindergarten teachers in Bajeng District, Gowa Regency, in developing interactive learning media using the Canva application. The issues faced by the partners included low teacher digital literacy regarding the design of technology-based learning media and minimal utilization of online graphic design applications in early childhood education. The activity employed a participatory "learning-by-doing" approach, comprising needs assessment and orientation, training, hands-on media creation, classroom implementation, and ongoing mentoring. Teacher competence was measured using a pre-test and post-test instrument consisting of 10 multiple-choice questions covering four indicators: digital literacy and competence, principles of visual learning design, mastery of basic Canva features, and the application of interactive media in instruction. The results showed an increase in the average score from 42 in the pre-test to 96 in the post-test. The activity also produced an innovative product Canva-based "Interactive Digital Story Cards" designed to support storytelling and vocabulary acquisition within thematic early childhood learning; this product was implemented in classrooms and elicited a positive response from children regarding interest, participation, and comprehension. These findings indicate the effectiveness of practice-based training in enhancing teachers' digital competence while supporting the transformation of early childhood education toward innovative, creative, and contextual learning in the digital era.

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