Penerapan Model Problem Based Learning Berbantuan Canva dalam Meningkatakan Keaktifan Belajar Paket C di PKBM Al Muttaqin

Abstract

Learning in the Package C Equivalency Program needs to be designed contextually and participatively because learners have diverse characteristics, experiences, and learning needs. The results of a preliminary study at PKBM Al Muttaqin indicated that during the learning process, some learners were still reluctant to ask questions, express opinions, and participate in discussion activities. One effort that tutors can undertake to encourage learner engagement in the learning process is the implementation of the Problem-Based Learning model assisted by Canva. This study aims to describe the implementation of the Canva-assisted Problem-Based Learning model in increasing the learning activeness of learners in the Package C Equivalency Program at PKBM Al Muttaqin. This study employed descriptive research with a qualitative approach. The research location was determined using a purposive area technique and was conducted at PKBM Al Muttaqin, Jl. Sriti No. 128, Banjarsengon, Patrang District, Jember Regency. Informants were selected using purposive sampling, consisting of one English language tutor and three Package C learners as key informants, as well as the manager of PKBM Al Muttaqin as a supporting informant. Data were collected through observation, interviews, and documentation. The data analysis techniques included data collection, data reduction, data presentation, and conclusion drawing. Data validity was ensured through prolonged engagement, persistent observation, and triangulation of sources and techniques. The results showed that the implementation of the Canva-assisted Problem-Based Learning model was carried out through five stages: orienting learners to the problem, organizing learners for learning, guiding group investigations, developing and presenting the results of their work, and analyzing and evaluating the problem-solving process. The implementation of this model encouraged learners’ active participation, as reflected in visual, oral, listening, and mental activities. The use of Canva supported learners’ engagement in the problem-solving process, poster creation, group discussions, and presentation of learning outcomes. Based on the research findings, it can be concluded that the implementation of the Canva-assisted Problem-Based Learning model encourages learners’ active participation in the learning process through problem-solving activities, group collaboration, the development of learning products, and presentations.