TEACHERS' DIGITAL PEDAGOGICAL COMPETENCE IN UTILIZING CANVA

Abstract

This study aims to analyze teachers' digital pedagogical competence in utilizing the Canva application and its implications for learning innovation. The background of this study is based on the demands of digital transformation in education, which requires teachers not only to master the material but also to be able to integrate technology pedagogically. The method used is a quantitative approach with a survey design, involving 10 teachers as respondents selected using a purposive sampling technique. The research instrument was a questionnaire that measured aspects of digital pedagogical competence, including the ability to plan digital-based learning, use of Canva media, and innovation in the learning process. Data were analyzed using descriptive and inferential statistics to examine the relationship between variables. The results show that teachers' digital pedagogical competence in utilizing Canva is in the high category, especially in the aspect of designing attractive and interactive learning media. In addition, there is a significant influence between Canva utilization and increased learning innovation, as demonstrated by the variety of methods, increased student engagement, and creativity in presenting material. The discussion shows that Canva is an effective tool in supporting a more modern, flexible, and student-centered learning transformation. In conclusion, strengthening teachers' digital pedagogical competencies through the use of Canva is crucial in encouraging learning innovations that are adaptive to technological developments.