Developing canva-assisted learning media using the ADDIE model to enhance soccer skills and learning interest

Diky Apriadi; Dina Trisia; Umi Hasanatun

doi:10.51574/hamka.v5i1.120

Authors

Diky Apriadi Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi, Fakultas Ilmu Keolahragaan & Kesehatan, Universitas Negeri Makassar, Makassar, Sulawesi Selatan, 90222, Indonesia
Dina Trisia
dina@gmail.com
Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi, Fakultas Ilmu Keolahragaan & Kesehatan, Universitas Negeri Makassar, Makassar, Sulawesi Selatan, 90222, Indonesia
Umi Hasanatun Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi, Fakultas Ilmu Keolahragaan & Kesehatan, Universitas Negeri Makassar, Makassar, Sulawesi Selatan, 90222, Indonesia

Keywords:

Canva visual media, physical education, soccer passing, learning interest, motor skill acquisition

Abstract

Purpose: This study aimed to design, implement, and evaluate the effectiveness of Canva-assisted visual learning media in enhancing learning interest and technical passing skills in soccer among secondary physical education students.

Method: Guided by an educational Research and Development framework within the ADDIE model, secondary students were assigned to either an experimental Canva media group or a traditional control group. Data were collected using validated learning interest questionnaires and standardized soccer passing performance assessments across pre-test and post-test phases, analyzed using tests for homogeneity of variance and parametric group comparisons.

Findings: Results demonstrated high media validity and strong instructional effectiveness. Students utilizing Canva visual media exhibited substantial gains in learning interest relative to the control group, which showed minimal change. Additionally, experimental passing performance improved significantly, effectively reversing an initial baseline deficit and markedly outperforming the control group during post-intervention skill evaluations.

Practical implications: Physical education instructors can integrate structured digital graphic media to scaffold complex movement mechanics, thereby accelerating motor skill acquisition and fostering sustained student motivation.

Originality/value: This study bridges digital graphic scaffolding and physical motor learning, establishing that pre-instructional visual media simultaneously strengthen affective engagement and technical skill execution within sports pedagogy.

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