The Effectiveness of Canva-Based Interactive Learning Media on Students' Conceptual Understanding of Arithmetic Sequences

Mathematics learning in secondary schools often places greater emphasis on procedural fluency than on conceptual understanding. This situation makes it difficult for students to interpret abstract topics, including arithmetic sequences and series, in a meaningful way. This study examined the effectiveness of Canva-based interactive learning media in improving students’ conceptual understanding of arithmetic series through the integration of visual and verbal representations. The media were designed based on the principles of the cognitive theory of multimedia learning and implemented within a constructivist learning approach. The study adopted a quantitative method using a one-group pretest-posttest design involving 28 tenth-grade students from a senior high school in Indonesia. Data were collected through a 10-item multiple-choice test on conceptual understanding, which had been reviewed for content validity and reliability, and a student response questionnaire on the use of Canva-based media. The data were analyzed using descriptive statistics, paired-samples t-test, Cohen’s d effect size, confidence interval, and N-gain analysis. The findings showed a significant improvement in students’ conceptual understanding after the intervention (p