Canva Helps Transform Procedural Text Learning into a More Visual and Interactive Experience

Natalia Sihombing S.Pd Kamis, Agustus 13, 2026
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FORMOSA NEWS

Learning procedural texts in Indonesian can become more engaging when materials are presented not only through linear text but also through interactive visual presentations using Canva. This finding was reported by Isma Nur Aini, Rahmat Ganda Sukmaya, Chintia Fitriyanti, Mira Apriyani, Khoeriyah, and Ryan Hidayat from the Indonesian Language and Literature Education Study Program at Universitas Indraprasta PGRI. Their literature study, published in February 2026, reviewed scientific publications from 2021–2025 and found that Canva-based learning was associated with improvements in students’ learning outcomes, intrinsic motivation, creativity, and active participation in procedural text lessons.

Procedural Text Learning Still Relies on Conventional Methods

The rapid development of digital technology has transformed educational needs in schools. In the era of the Industrial Revolution 4.0 and Society 5.0, technology-based learning media are no longer merely supplementary tools. They are increasingly important for creating learning experiences that are effective, engaging, and relevant to students’ characteristics.

However, Indonesian language learning, particularly procedural text lessons, still faces challenges. Procedural texts contain objectives, tools or materials, and sequential steps that are often delivered through verbal explanations and lengthy written passages. Such monotonous learning patterns can make it difficult for students to understand the sequence of steps while also reducing classroom engagement and motivation.

Canva offers a different visual approach. The cloud-based platform provides presentation templates, infographics, animations, illustrations, and collaborative features that can be used without advanced programming or design skills. These features are considered suitable for procedural texts, which require information to be presented gradually and systematically.

Literature Review Examines 10 Key Publications

Aini and her colleagues used a descriptive qualitative literature study. Because the research was library-based, data were collected from digital sources, including Google Scholar, SINTA-accredited national journal portals, and university repositories.

The literature examined consisted of scientific publications and national seminar proceedings published between 2021 and 2025. Ten main articles formed the basis of the analysis, including studies by Widiyastuti (2021), Putra et al. (2023), Marwah and Susanti (2023), Masturoh et al. (2023), Lathifah et al. (2024), Massitta and Temon (2024), and several studies published in 2025.

The researchers grouped findings from the selected literature and examined academic achievement, learning-test results, student responses, visual creativity, and teacher observation records. Quantitative and qualitative findings were compared to identify patterns in the effectiveness of Canva for procedural text learning.

Student Learning Outcomes Show Improvement

One notable finding came from a study conducted at SMPN 1 Jombang. After Canva was integrated into learning, the average classical learning outcome increased from 77.69 percent to 84.53 percent.

Improvement was also reported at SMA Negeri 6 Palembang. Through the use of Canva infographics, the average student score increased from 71.31 in the first cycle to 82.63 in the second cycle. Several studies included in the review also reported a t-test significance value of 0.000 (p < 0.05), indicating a significant difference in learning outcomes between students receiving Canva-based procedural text instruction and those using conventional media.

Student engagement was another important finding. Student activities during Canva-based learning were categorized as “Very Good,” reaching 77.5 percent. Students showed greater enthusiasm when asked to transform procedural texts into interactive visual formats than when they were required to write them linearly in notebooks.

Visualization Helps Students Understand Procedural Sequences

According to the authors’ synthesis, Canva’s strength goes beyond making learning materials visually attractive. Its visual structure can help students break complex information into smaller and more manageable parts.

Procedural texts require logical sequencing, beginning with objectives and materials and continuing through a series of work steps. Canva can transform these sequences into visual units through icons, images, infographics, animations, and step-by-step layouts.

This approach is connected to Dual-Coding Theory, which explains that verbal and visual information can be processed through different channels simultaneously. In procedural text learning, combining concise written information with relevant visual elements can help students establish stronger connections between the information and the sequence of steps.

The study also positions Canva as more than a tool for producing posters or presentation slides. Aini and her colleagues describe its potential as an “Interactive Creative Presentation Medium” that can be integrated throughout the learning process. Animated transitions, internal hyperlinks, and layered procedural visualizations can help students develop the chronological thinking required to construct procedural texts.

Positive Responses Also Appear in Digital Spaces

The academic findings were further supported by observations of educational communities in digital spaces. The literature review examined content on YouTube, TikTok, and X and found predominantly positive sentiment toward Canva in learning.

Comments collected in the article indicate that automatic presentation features, dynamic transitions, interactive templates, and drag-and-drop functions help teachers organize procedural text materials in a more visual and engaging way. Users also reported that Canva makes it easier for students to visualize stages or work instructions, making the material easier to understand during presentations.

Canva Still Requires Infrastructure and Digital Competence

Despite its potential benefits, Canva is not without limitations. Aini and her colleagues note that its effectiveness depends partly on the available technological infrastructure.

Internet access is an important factor. Limitations in the free version are another consideration. Teachers’ digital skills also influence how effectively the platform can be used. Without adequate technical training, the platform’s extensive visual and interactive features may not be fully utilized.

The authors therefore recommend stable internet access and continuous digital technical training for educators. They also encourage larger-scale field research to measure Canva’s effects on students’ long-term memory retention and its application to other types of language-learning materials.

Implications for Learning in the Independent Curriculum Era

For education, the findings suggest that digital transformation should not stop at using technology as a presentation aid. Technology can also change how students receive, organize, and communicate knowledge.

In procedural text learning, Canva has the potential to shift classroom experiences from one-way instruction toward a more visual, creative, interactive, and collaborative process. Students do not simply receive explanations from teachers; they can also organize information themselves through posters, infographics, and visual presentations.

The authors argue that this transformation can support the digital readiness of school communities while strengthening the implementation of the Independent Curriculum. Their review also contributes to Cognitive Load Theory by showing that aligning visual layouts with the characteristics of procedural texts can help reduce unnecessary cognitive load.

Author Profiles

  • Isma Nur Aini — Indonesian Language and Literature Education Study Program, Universitas Indraprasta PGRI.
  • Rahmat Ganda Sukmaya — Indonesian Language and Literature Education Study Program, Universitas Indraprasta PGRI.
  • Chintia Fitriyanti — Indonesian Language and Literature Education Study Program, Universitas Indraprasta PGRI.
  • Mira Apriyani — Indonesian Language and Literature Education Study Program, Universitas Indraprasta PGRI.
  • Khoeriyah — Indonesian Language and Literature Education Study Program, Universitas Indraprasta PGRI.
  • Ryan Hidayat — Indonesian Language and Literature Education Study Program, Universitas Indraprasta PGRI.

Research Source


Natalia Sihombing S.Pd

Diposting oleh Natalia Sihombing S.Pd

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