BEYOND THE SCREEN: HIGH SCHOOL STUDENTS’ PERCEPTIONS OF CANVA AI-POWERED LEARNING MEDIA IN HISTORY EDUCATION

Novri Sulyintho Benu; I Nyoman S. Degeng; Fikri Aulia; Made Duananda Kartika Degeng

doi:10.61677/satmata.v4i1.1045

Authors

Novri Sulyintho Benu Department of Educational Technology, Faculty of Education, Universitas Negeri Malang
I Nyoman S. Degeng Department of Educational Technology, Faculty of Education, Universitas Negeri Malang
Fikri Aulia Department of Educational Technology, Faculty of Education, Universitas Negeri Malang
Made Duananda Kartika Degeng Department of Educational Technology, Faculty of Education, Universitas Negeri Malang

DOI:

https://doi.org/10.61677/satmata.v4i1.1045

Keywords:

Canva AI, history learning, student perceptions, secondary school, Technology Acceptance Model.

Abstract

The advancement of artificial intelligence (AI) in education has created new opportunities for designing and delivering learning materials, particularly in history that a subject traditionally dominated by text and chronological narratives. This study aims to explore secondary school students' perceptions regarding the use of Canva AI-based learning media in history lessons, specifically focusing on the local history topic of the Sonba'i III Rebellion. Employing a qualitative descriptive approach, the study involved 14 students selected through purposive sampling. Data were collected via semi-structured interviews following a lesson that utilized Canva AI media, which incorporated visual content, infographics, and interactive practice exercises. The findings indicate that students perceived Canva AI as user-friendly, visually engaging, and beneficial for comprehending historical material through visualization and information summarization. The quiz feature, offering immediate feedback, was the most appreciated element, as it enabled students to independently assess their understanding. However, students also identified several limitations, including reliance on internet connectivity, text size issues, potential inaccuracies in historical information, and the risk of over-reliance on AI-generated answers. The study's main conclusion is that high school students perceive Canva AI as usable, visually engaging, and pedagogically helpful for history learning, particularly through its quiz feedback and multimodal presentation, while also recognizing limitations related to connectivity, readability, content accuracy, and AI dependency. Broader pedagogical implications suggest that AI-assisted history education requires teachers to act as facilitators, validators, and guides for critical thinking, and that media development should prioritize collaboration, personalization, source verification, and accessibility.

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