DEVELOPING A CANVA-ASSISTED PROBLEM-BASED LEARNING MODEL TO ENHANCE CREATIVE THINKING AND DIGITAL LITERACY IN EFL CLASSROOMS

Abstract

This study aims to develop and evaluate a learning model for enhancing students’ creative thinking and digital literacy in Procedure Text instruction. The study employed a Research and Development (R&D) design adapted from Borg and Gall (1983), consisting of needs analysis, planning, product development, expert validation, revision, field testing, and final revision. The participants were tenth-grade vocational students majoring in Accounting and three expert validators. Data were collected through questionnaires, pre- and post- surveys, and semi structured interviews. The expert validation results indicated that the developed model was highly valid (M = 4.36; 87.2%). The implementation of the TA-PBL model also showed statistically significant improvements in students’ creative thinking and digital literacy based on the Wilcoxon Signed-Rank Test (p < .001). These findings suggest that integrating Canva throughout the Problem-Based Learning process provides meaningful opportunities for students to develop creative thinking, digital literacy, and active engagement in authentic learning tasks. Therefore, the developed TA-PBL model is considered a valid, practical, and effective instructional model for Vocational EFL classrooms.