Gamified Canva-Based Learning with Deep Learning Pedagogy for Teaching Diversity in Pancasila Education

Musahri Musahri; Rufi’i Rufi’i; Reza Rachmadtullah

doi:10.35445/alishlah.v18i2.9706

Gamified Canva-Based Learning with Deep Learning Pedagogy for Teaching Diversity in Pancasila Education

Musahri Musahri, Rufi’i Rufi’i, Reza Rachmadtullah

Abstract

Diversity education is a central component of Pancasila Education, requiring students not only to understand diversity concepts but also to develop reflective awareness and the ability to apply Pancasila values in real-life situations. However, classroom instruction often remains teacher-centered and content-focused, limiting meaningful engagement with diversity issues. This study aimed to develop and evaluate gamified Canva-based learning media grounded in deep learning pedagogy to support meaningful, reflective, and engaging diversity learning among senior high school students. This study employed a research and development approach using the ADDIE model, consisting of the Analyze, Design, Develop, Implement, and Evaluate stages. The product was implemented in a public senior high school in Surabaya, Indonesia. Participants included 34 Grade X students and one Pancasila Education teacher. Data were collected through expert validation sheets, teacher and student practicality questionnaires, pretest-posttest learning outcome tests, and classroom engagement observations. Data were analyzed using descriptive statistics, percentage scores, mastery learning analysis, and normalized gain (N-Gain). Expert validation indicated that the media was highly feasible, with scores ranging from 90% to 94% across content, design, and language aspects. Teacher and student practicality scores reached 93.3% and 89.4%, respectively. Students’ average learning outcomes improved from 56.18 on the pretest to 83.82 on the posttest, producing an N-Gain score of 0.63 and increasing learning mastery from 29.4% to 85.3%. Observation data also revealed higher levels of participation, attention, and reflective engagement with diversity issues. The findings suggest that integrating gamification with deep learning pedagogy through Canva-based media can support meaningful and engaging diversity learning. The study highlights the potential of accessible digital platforms to promote reflective understanding and value internalization in Pancasila Education.

Keywords

deep learning pedagogy; gamification; canva; pancasila education; diversity learning

Full Text:

PDF

References

Abu-Hammad, R. M., & Hamtini, T. (2023). Gamification approach for making online education as effective as in-person education in learning programming concepts. International Journal of Emerging Technologies in Learning, 18(7), 28–49. https://doi.org/10.3991/ijet.v18i07.37175

Adriannuh, F., Sihombing, E. L., Widodo, S. T., & Istiyani, F. (2023). Efektivitas media papan Garuda dalam penerapan nilai-nilai Pancasila kelas IV sekolah dasar. Jurnal Basicedu, 7(6), 3793–3803. https://doi.org/10.31004/basicedu.v7i6.6395

Barriga, D. M. P., Sánchez, A. D. V., & Vizarreta, P. V. (2025). Deep gamification and artificial intelligence as catalysts of educational transformation. F1000Research, 14, Article 1156. https://doi.org/10.12688/f1000research.171453.1

Caliston, N. P. (2025). Evaluating the effectiveness of mobile game-based learning for raising adolescent health awareness: The case of “AHlam Na 2.0.” Indonesian Journal of E-Learning and Multimedia, 4(1), 11–20. https://doi.org/10.58723/ijoem.v4i1.349

Damayanti, A. M. (2024). Implementasi media game digital edukatif Wordwall pada mata pelajaran Pendidikan Pancasila di SMA Negeri 2 Kota Pasuruan. Media Penelitian Pendidikan: Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran, 18(2), 203–206. https://doi.org/10.26877/mpp.v18i2.21244

Fajriah, A. (2025). Transformasi gaya mengajar guru sekolah dasar dari konvensional ke digital di era kreativitas teknologi. Teaching: Jurnal Inovasi Keguruan dan Ilmu Pendidikan, 5(4), 1157–1165. https://doi.org/10.51878/teaching.v5i4.7921

Fernanda, N., Roosyanti, A., & Susanti, R. (2024). Peningkatan hasil belajar Pendidikan Pancasila melalui media Educaplay di kelas IVB SDN Dukuh Kupang III Surabaya. Journal of Science Education Research, 3(2), 58–63. https://doi.org/10.62759/jser.v3i2.131

Fillah, A. H. A., Isdaryanti, B., Adikasari, A. E., & Pradipta, A. P. (2025). Implementasi media pop up pada pembelajaran Pendidikan Pancasila tentang simbol keberagaman agama di kelas 2 SD dengan pendekatan culturally responsive teaching. Qalam: Jurnal Ilmu Kependidikan, 14(1), 49–53. https://doi.org/10.33506/jq.v14i1.4496

Fitrianingrum, L., & Irianto, A. (2024). Pengaruh model pembelajaran value clarification technique berbantuan multimedia interaktif terhadap hasil belajar Pendidikan Pancasila sekolah dasar. PGSD, 1(3), Article 10. https://doi.org/10.47134/pgsd.v1i3.599

Hadana, H. S., Utomo, A. P. Y., Sa’adah, N., & Ardyasti, T. (2023). Implementasi media Canva pada pembelajaran Bahasa Indonesia teks negosiasi kelas X SMA Negeri 11 Semarang. Jurnal Pendidikan dan Ilmu Sosial, 1(1), 126–142. https://doi.org/10.54066/jupendis-itb.v1i1.113

Hasmalia, Munirah, M., & Adam, A. (2025). Canva-based educational game media to improve fifth grade reading skills. Indonesian Journal of Innovation Studies, 26(4). https://doi.org/10.21070/ijins.v26i4.1608

Kayyali, M. (2025). Strategies for engaging Generation Z students in higher education (pp. 199–230). https://doi.org/10.4018/979-8-3373-0644-5.ch007

Khatoon, S. (2023). Exploring the impact of gamification on language learning performance among intermediate college students: The role of motivation, engagement, and self-reliance. Pakistan Languages and Humanities Review, 7(2). https://doi.org/10.47205/plhr.2023(7-ii)24

Kosilah. (2025). Implementation of digital literacy in designing learning using Canva application in Baubau high school. Journal of Cultural Analysis and Social Change, 2962–2972. https://doi.org/10.64753/jcasc.v10i4.3390

Limantara, N., Meyliana, M., Gaol, F. L., & Prabowo, H. (2023). Designing gamified learning management systems for higher education. International Journal of Information and Education Technology, 13(1), 25–32. https://doi.org/10.18178/ijiet.2023.13.1.1776

Magtublo, R. A., & Santoso, G. (2024). Formation capital character reason critical on subjects Pancasila in schools base post Gen Z based. International Journal of Entrepreneurship and Business Development, 7(5), 950–957. https://doi.org/10.29138/ijebd.v7i5.2900

Maharani, A. (2025). The impact of a gamified cooperative intervention in mathematics learning: Engage, collaborate, and logic in vocational students. Journal on Mathematics Education, 16(4), 1483–1514. https://doi.org/10.22342/jme.v16i4.pp1483-1514

Mahpudz, A. (2025). Generation Z in the global information age: Strengthening civic competence and national identity through in-depth learning in civic education. KNE Social Sciences, 10(31), 536–550. https://doi.org/10.18502/kss.v10i31.20407

Mudinillah, A., & Rizaldi, M. (2021). Using the Canva application as an Arabic learning media at SMA Plus Panyabungan. Attasyrih, 7(2), 95–106. https://doi.org/10.55849/attasyrih.v7i2.67

Nisa, Z., Sholiha, A., Soraya, I., & Hamdani, A. S. (2023). Implementasi kegiatan projek penguatan profil pelajar Pancasila dalam mengembangkan keterampilan abad 21 di sekolah menengah pertama Al-Falah Deltasari Sidoarjo. Al-Ulum: Jurnal Pemikiran dan Penelitian Ke-Islaman, 10(4), 377–393. https://doi.org/10.31102/alulum.10.4.2023.377-393

Noptario, N., Rizki, N., Nur’aini, N., & Ningrum, E. C. (2024). Peran guru dalam Kurikulum Merdeka: Upaya penguatan keterampilan abad 21 siswa di sekolah dasar. IDEGURU: Jurnal Karya Ilmiah Guru, 9(2), 656–663. https://doi.org/10.51169/ideguru.v9i2.813

Osheim, D. E. (2016). Gamification of the classroom (pp. 224–248). https://doi.org/10.4018/978-1-4666-8651-9.ch010

Parhan, M., & Sukaenah, S. (2020). Pendekatan kontekstual dalam meningkatkan pembelajaran Pendidikan Pancasila dan Kewarganegaraan di sekolah dasar. Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan, 5(2), 360–368. https://doi.org/10.17977/um019v5i2p360-368

Parwati, Y., Saylendra, N. P., & Nugraha, Y. (2023). Efektivitas pembelajaran Pendidikan Pancasila dalam meningkatkan civic disposition siswa pada Kurikulum Merdeka. DeCive, 3(9). https://doi.org/10.56393/decive.v3i9.1782

Prastiawati, Y. (2023). Penerapan model pembelajaran problem based learning dalam pembelajaran Pendidikan Pancasila di sekolah menengah atas. DeCive, 3(4), 112–117. https://doi.org/10.56393/decive.v3i4.2014

Putri, O. K., & Waldi, A. (2024). Pengembangan media pembelajaran game education berbasis gamifikasi pada mata pelajaran Pendidikan Pancasila kelas IV sekolah dasar. E-JIPSD, 13(1), Article 208. https://doi.org/10.24036/e-jipsd.v12i1.16021

Rahadian, D. (2018). Pergeseran paradigma pembelajaran pada pendidikan tinggi. Jurnal PETIK, 2(1), 1–7. https://doi.org/10.31980/jpetik.v2i1.60

Rahayu, R. (2025). Pemanfaatan teknologi digital dalam meningkatkan efektivitas media pembelajaran di sekolah. Edutech: Jurnal Inovasi Pendidikan Berbantuan Teknologi, 5(4), 1120–1128. https://doi.org/10.51878/edutech.v5i4.7685

Ratnawati, I. (2025). Pengembangan model pembelajaran berbasis LMS gamifikasi bermuatan TPACK dalam materi pembuatan game edukasi untuk mengakselerasi literasi teknologi dan pedagogi mahasiswa PPG seni budaya. Eduinovasi Journal of Basic Educational Studies, 5(3). https://doi.org/10.47467/edu.v5i3.9327

SAKDIAH, S., Hayati, H., Mahmud, S., & Furqan, M. (2025). Gamification in Islamic religious education: Developing interactive learning media via Quizizz with the ADDIE model. Edukasi: Jurnal Pendidikan dan Pengajaran, 12(1), 187–207. https://doi.org/10.19109/d48tv716

Setyoadi, E. T., & Patmanthara, S. (2024). Students’ goal orientation and gamification in learning for academic performance: A systematic literature review. Research and Development in Education, 4(1), 390–403. https://doi.org/10.22219/raden.v4i1.32630

Sudirman, S., Ruslan, & Djawad, Y. A. (2024). Pengembangan media game edukasi online dengan platform gamifikasi pada mata pelajaran informatika di Sekolah Menengah Pertama Negeri 3 Mattirobulu. UNM Journal of Technology and Vocational, 8(2), 159–167. https://doi.org/10.26858/ujtv.v8i2.2206

Sutrami, K. F., & Amrullah, M. (2023). Pengembangan media pembelajaran flashcard berbasis PBL (problem based learning) pada pembelajaran Pendidikan Pancasila. Dharmas Education Journal, 4(1), 97–107. https://doi.org/10.56667/dejournal.v4i1.922

Syahrir, L., Isumarni, I., Faradillah, N., & Hikmah, N. (2023). The influence of Canva application on the English language learning outcomes students of SMA Muhammadiyah Rappang. LOJ, 9(2), 100–112. https://doi.org/10.55678/loj.v9i2.1017

Thanos, C. A. P., Tumbel, F. M., & Kawuwung, F. (2023). Penggunaan aplikasi Canva sebagai media pembelajaran biologi terhadap hasil belajar siswa kelas X SMA Negeri 1 Siau Timur. Konstanta, 2(1), 149–158. https://doi.org/10.59581/konstanta.v2i1.2257

Trinh, M. P., Chico, R. J., & Reed, R. M. (2023). How fun overcame fear: The gamification of a graduate-level statistics course. Organizational Behavior Teaching Review, 48(4), 735–776. https://doi.org/10.1177/10525629231181120

Uba, I. L., Pamungkas, B. T. T., & Sukmawati, S. (2022). Inovasi media pembelajaran digital dengan aplikasi Canva pada mata pelajaran geografi untuk meningkatkan hasil belajar kelas X di SMAN 5 Kupang. Jurnal Geografi, 18(2), 153–170. https://doi.org/10.35508/jgeo.v18i2.9412

Wiandani, M. A. (2025). Telaah konseptual: Deep learning sebagai paradigma pembelajaran generasi Alpha dan Beta dalam pendidikan Islam. Strategy: Jurnal Inovasi Strategi dan Model Pembelajaran, 5(4), 810–819. https://doi.org/10.51878/strategi.v5i4.8581

Wulandari, W., Sutimin, L. A., & Santosa, E. B. (2024). Developing a gamified digital learning media to cultivate singing skills for junior high school students. Jurnal Teknologi Pendidikan, 26(1), 108–120. https://doi.org/10.21009/jtp.v26i1.43936

Zahri, N. S., & Rahmawati, F. (2024). Strengthening presentation skills through TPACK-based Canva media for elementary school students. Jurnal Fundadikdas, 7(1), 1–10. https://doi.org/10.12928/fundadikdas.v7i1.9878

Zhao, J., & Qin, Y. (2021). Perceived teacher autonomy support and students’ deep learning: The mediating role of self-efficacy and the moderating role of perceived peer support. Frontiers in Psychology, 12, Article 652796. https://doi.org/10.3389/fpsyg.2021.652796

DOI: https://doi.org/10.35445/alishlah.v18i2.9706