Supporting Teachers in Developing Digital Learning Media through a Needs-Based Canva Workshop at MTs Aisyiyah Sungguminasa
Pendampingan Guru dalam Pengembangan Media Pembelajaran Digital melalui Workshop Canva Berbasis Kebutuhan di MTs Aisyiyah Sungguminasa
https://doi.org/10.59110/rcsd.972
Keywords:
Canva, Digital Learning Media, Educational Technology, Teacher Mentoring, Teacher TrainingAbstract
Digital transformation in education requires teachers not only to use technology but also to integrate it into learning media that address students' instructional needs. This community service program aimed to assist teachers at MTs Aisyiyah Sungguminasa in developing digital learning media through a needs-based Canva workshop, hands-on practice, and continuous mentoring. The program was conducted from April 25 to June 20, 2026, involving 13 teachers from different subject areas and an implementation team consisting of two lecturers and seven university students. The activities were organized into four stages: needs assessment, program planning, workshop and hands-on practice, and product development mentoring. The needs assessment was conducted through interviews with the school principal, a teacher, and a student. The main workshop was held on May 9, 2026, followed by mentoring sessions every Saturday until the end of the program. The needs assessment revealed that the teachers had previously participated in Canva training, but its application in classroom instruction had remained limited due to insufficient follow-up and mentoring. Through the workshop and mentoring process, all 13 participating teachers successfully produced one digital learning medium each according to their respective subjects. Five representative products from Mathematics, Aqidah Akhlak, Social Studies, Natural Sciences, and Fiqh demonstrated variations in the use of visual elements and content organization based on subject characteristics. The program indicates that a needs-based workshop combined with hands-on practice and mentoring can facilitate teachers in producing more visual and contextual learning media. Further evaluation is required to measure changes in teacher competence and the classroom implementation of the developed media.
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Copyright (c) 2026 Rezki Ramadhani, Khaula Zalfianti, Muhammad Nawir, Laely Zahrah Auliah, Suci Rahmawati, Zulkarman, Indraswati Mustika
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