Investigating Teachers’ Views on the Integration of Project-Based Learning with Canva Magic Write to Support SDG 4
DOI:
https://doi.org/10.24090/insania.v30i2.13389Keywords:
Canva Magic Write, project-based learning, writing, quality education, SDG 4Abstract
The Ministry of Education and Culture of Indonesia (Kemendikbud), through the 2013 Curriculum, emphasizes the development of 21st-century skills. Teachers, as educational initiators, are expected to equip students with the 4Cs: critical thinking and problem-solving, communication, collaboration, and creativity. To foster these skills, teachers are encouraged to implement student-centred teaching methods that focus on active learning rather than passive instruction. Project-Based Learning (PjBL) aligns with this approach, as it engages students in constructing knowledge and developing skills through meaningful, real-world projects. While PjBL emphasizes authentic learning tasks, Canva Magic Write facilitates digital creativity and linguistic expression, offering a complementary tool for enhancing writing instruction. This combination is to support SDG 4, quality education. This study aims to investigate English teachers’ views on implementing PjBL integrated with Canva Magic Write in teaching writing at the junior high school level. It also explores the challenges teachers face and the strategies they employ to overcome them. This qualitative case study involved English teachers with a minimum of two years of teaching experience. Data were collected through interviews and document analysis, then analysed using thematic analysis. The findings indicate that integrating Canva Magic Write with PjBL has excellent potential to enhance students' engagement, creativity, and writing quality. The study contributes to teachers’ education by highlighting the pedagogical value of combining PjBL with digital tools to support the development of 21st-century literacy.Downloads
References
Arochman, T., Margana, M., Ashadi, A., Achmad, S., Nugrahaeni, D. A., & Baihaqi, I. (2024). The effect of project-based learning on English writing skill for EFL learners. Journal of Pedagogical Research, 8(2), 310–324. https://doi.org/10.33902/JPR.202423961
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. George Lucas Educational Foundation. https://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1207/s15326985ep2603_4
Boss, S., & Krauss, J. (2014). Reinventing project-based learning: Your field guide to real-world projects in the digital age (2nd ed.). International Society for Technology in Education.
Boss, S., & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. ASCD.
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID… and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961
Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2020). Using technology to support at-risk students’ learning. Learning Policy Institute. https://learningpolicyinstitute.org/product/using-technology-support-at-risk-students-report
Duke, N. K., Purcell-Gates, V., Hall, L. A., & Tower, C. (2006). Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), 344–355. https://doi.org/10.1598/RT.60.4.4
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5, 83. https://doi.org/10.1186/s40064-016-1725-4
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Herlita, F., Yamtinah, S., & Wati, I. K. (2023). The Effect of the PjBL-STEM Model on Students’ Critical Thinking Ability in Science Learning. Jurnal Inovasi Pendidikan IPA, 9(2), 192–202. https://doi.org/10.21831/jipi.v9i2.57963
Irwandi, I., Bafadal, M. F., Mahsup, & Ismail, H. (2024). Enhancing Students’ Writing Skills through Project-Based Learning with Digital Media Integration: An Experimental Study. Forum for Linguistic Studies, 6(6), 211–221. https://doi.org/10.30564/fls.v6i6.7803
Johansen, M. O., et al. (2023). “Why is this relevant for me?”: increasing content relevance and its effects on student functioning mediated through motivation. Frontiers in Psychology, 14, 1184804. https://doi.org/10.3389/fpsyg.2023.1184804
Lam, S.-F., & Law, Y.-K. (2007). The roles of instructional practices and motivation in writing performance. The Journal of Experimental Education, 75(2), 145–164. https://doi.org/10.3200/JEXE.75.2.145-164
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement PBL in science education. Disciplinary and Interdisciplinary Science Education Research, 4, 2. https://doi.org/10.1186/s43031-021-00042-x
Marzuki, W., Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://psycnet.apa.org/doi/10.1111/j.1467-9620.2006.00684.x
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
Ngereja, B., Hussein, B., & Andersen, B. (2020). Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation. Education Sciences, 10(11), 330. https://doi.org/10.3390/educsci10110330
Rehman Rehman Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Quyen, N. T. T., Dan, T. C., & Giau, L. Q. (2025). The impact of authentic writing tasks on EFL students’ writing performance. European Journal of Alternative Education Studies, 10(3). https://doi.org/10.46827/ejae.v10i3.6266
Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education, 14(2), 109–122. https://doi.org/10.1177/1469787413481132
Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation. http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
Wu, X.-Y. (2024). Unveiling the dynamics of self-regulated learning in project-based learning environments. Heliyon, 10(5), e27335. https://doi.org/10.1016/j.heliyon.2024.e27335
Yuliani, Y., & Lengkanawati, N. S. (2017). Project-Based Learning in Promoting Learner Autonomy in an EFL Classroom. Indonesian Journal of Applied Linguistics, 7(2), 285–293. https://doi.org/10.17509/ijal.v7i2.8131
Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052–1084. https://doi.org/10.3102/0034654316628645
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Novasa Adiyani, Joko Priyana, Albokhary Alsnousi Othman Alhadeeri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative CommonsAttribution-ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
