Enhancing Elementary Students’ Mathematical Creative Thinking in Fraction Learning through Canva-Assisted Digital Storytelling

Erni Nurjanah

doi:10.31949/dm.v8i1.17393

Authors

Erni Nurjanah STKIP Bina Mutiara Sukabumi, Indonesia

DOI:

https://doi.org/10.31949/dm.v8i1.17393

Abstract

Creative thinking has become an essential competency in contemporary mathematics education, particularly in helping students interpret and solve non-routine problems. However, fraction learning at the elementary level is often dominated by procedural instruction, which limits opportunities for students to develop creative mathematical reasoning. This study investigates the effectiveness of Canva-assisted digital storytelling in enhancing elementary students’ mathematical creative thinking in fraction learning. A quasi-experimental design employing a nonequivalent pretest–posttest control group was implemented with 40 third-grade students at MIS Cirumput, Sukabumi, Indonesia. The experimental group received instruction using Canva-based digital storytelling, while the control group received conventional mathematics instruction. Mathematical creative thinking was assessed using essay-based tasks that measured fluency, flexibility, originality, and elaboration. The data were analysed using Analysis of Covariance (ANCOVA) after confirming the assumptions of normality and homogeneity. The results demonstrate a significant effect of the instructional intervention on students’ creative thinking performance (F = 117.9, p < 0.001). Pretest scores were strongly associated with posttest outcomes (η² = 0.558), and the instructional approach contributed substantially to differences between groups (η² = 0.299). Post hoc comparisons indicate that students exposed to Canva-assisted digital storytelling achieved significantly higher posttest scores than those in the control group, with a very large effect size (Cohen’s d = 2.79). These findings suggest that integrating digital storytelling through Canva can support the development of creative mathematical thinking and provide an engaging learning environment for fraction instruction in elementary education

Keywords:

Mathematical creative thinking , Digital storytelling , Canva-based learning , Fraction learning , Elementary mathematics education

Downloads

Download data is not yet available.

References

Aditya, A. Y., & Suparman. (2023). Research trends in creative thinking skills in mathematics education. ASEANA Science and Education Journal, 3(2), 17–28. https://doi.org/10.53797/aseana.v3i2.3.2023

Alabbasi, A. M. A., Paek, S. H., Kim, D., & Cramond, B. (2022). What do educators need to know about the Torrance Tests of Creative Thinking: A comprehensive review. Frontiers in Psychology, 13, 1000385. https://doi.org/10.3389/fpsyg.2022.1000385

Alegarit, H., Trisiana, A., & Irmade, O. (2025). An analysis of the storytelling method in improving the ability to solve multiplication. Al-Irsyad: Journal of Mathematics Education, 4(2), 510–517. https://doi.org/10.58917/ijme.v4i2.379

Angio, S. A. B., Husain, R., & Malabar, S. (2025). Enhancing elementary literacy: Developing Canva-based picture storybooks for engaging language learning. World Journal of Advanced Research and Reviews, 25(1), 1028–1034. https://doi.org/10.30574/wjarr.2025.25.1.0132

Apriliani, M., & Lisnawati, D. (2025). Analisis kemampuan berpikir kreatif matematika siswa kelas VII SMP Al Farabi pada materi geometri. Aljabar: Jurnal Ilmuan Pendidikan, Matematika dan Kebumian, 1(3), 103–113. https://doi.org/10.62383/aljabar.v1i3.661

Arifah, R. Z., Arista, S. F., Susilawati, W., & Sholihah, W. (2025). Integrasi flipped classroom dan digital storytelling dalam pembelajaran deep learning untuk meningkatkan berpikir kritis dan kreativitas matematis peserta didik. Papanda Journal of Mathematics and Sciences Research, 4(2), 187–204. https://doi.org/10.56916/pjmsr.v4i2.1930

Azizah, N. N., & Ratnaningrum, I. (2025). Canva-based interactive learning media to improve the ability to find the main idea of grade IV elementary school students. International Journal of Elementary Education, 9(1), 68–78. https://doi.org/10.23887/ijee.v1i1.89778

Cahyaningtyas, C., & Putra, D. A. (2025). Application of Canva media in learning mathematics on fractions in elementary schools. JOELI: Journal of Educational and Learning Innovation, 2(1), 25–38. https://doi.org/10.72204/a2kd2h60

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206

Chaabi, M. El, & Younes, R. (2025). The effect of digital storytelling on middle school students’ interests in STEM fields and stereotyping. EURASIA Journal of Mathematics, Science and Technology Education, 21(4), 1–25. https://doi.org/10.29333/ejmste/16220

Cook, T. D. (2015). Quasi-experimental design. In C. L. Cooper (Ed.), Wiley encyclopedia of management (pp. 1–2). Wiley. https://doi.org/10.1002/9781118785317.weom110227

Feladi, V., Debora, T. P., Firanda, Y., Patrisia, K., & Sari, C. F. K. (2023). Development of Canva-based learning media for the mathematics subject of fractional numbers. Journal Regy Research in Education and Technology, 2(1), 42–45. https://doi.org/10.62590/regy.v2i1.95

Gradini, E., Firmansyah, F. B., Noviani, J., & Ulya, K. (2025). Fostering higher-order thinking skills in mathematics education: Strategies, challenges, and classroom practices. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 13(2), 135–163. https://doi.org/10.33394/j-ps.v13i2.15099

Hanifah, N. N., Sari, C. K., Kholid, M. N., & Faiziyah, N. (2024). Kemampuan berpikir kreatif matematis siswa dalam memecahkan masalah segitiga dan segiempat. Jurnal Cendekia: Jurnal Pendidikan Matematika, 8(1), 827–840. https://doi.org/10.31004/cendekia.v8i1.2532

Hernandez-Martinez, P., & Keane, T. (2025). Learning mathematics and its relevance through a digital storytelling assessment task at university. International Journal of Mathematical Education in Science and Technology, 56(5), 811–827. https://doi.org/10.1080/0020739X.2023.2295895

Hidajat, F. A. (2024). Augmented reality applications for mathematical creativity: A systematic review. Journal of Computers in Education, 11(4), 991–1040. https://doi.org/10.1007/s40692-023-00287-7

Ibrahim, Khalil, I. A., & Prahmana, R. C. I. (2024). Mathematics learning orientation: Mathematical creative thinking ability or creative disposition? Journal on Mathematics Education, 15(1), 253–276. https://doi.org/10.22342/jme.v15i1.pp253-276

Irmayanti, M., Chou, L. F., & Anuar, N. N. B. Z. (2025). Storytelling and math anxiety: A review of storytelling methods in mathematics learning in Asian countries. European Journal of Psychology of Education, 40, Article 24. https://doi.org/10.1007/s10212-024-00927-1

Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., & Christou, C. (2013). Connecting mathematical creativity to mathematical ability. ZDM Mathematics Education, 45, 167–181. https://doi.org/10.1007/s11858-012-0467-1

Khalimatu, M., Kiranti, N., Rustini, T., & Arifin, M. H. (2022). Pembelajaran IPS menggunakan metode storytelling di sekolah dasar. Jurnal Pendidikan Tambusai, 6(2), 10459–10465. https://doi.org/10.31004/jptam.v6i2.4085

Lailiyah, I., & Oktaviarini, N. (2025). Developing an interactive digital storybook using Canva as a mathematics learning medium in elementary schools. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(1), 4461–4465. https://doi.org/10.31004/jerkin.v4i1.2081

Lemieux, C., & Chapman, O. (2025). Postsecondary students’ understanding of statistics through story-based tasks. International Journal of Mathematical Education in Science and Technology, 56(9), 1725–1747. https://doi.org/10.1080/0020739X.2024.2353895

Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468

Mutaqin, M. Z., & Vkar, I. (2020). Analisis model pembelajaran matematika realistik untuk meningkatkan minat belajar matematika. Jurnal Pendidikan Matematika dan Sains, 8(2), 82–88. https://doi.org/10.21831/jpms.v8i2.20817

Niemi, H., & Niu, S. J. (2021). Digital storytelling enhancing Chinese primary school students’ self-efficacy in mathematics learning. Journal of Pacific Rim Psychology, 15, 1–12. https://doi.org/10.1177/1834490921991432

Nisyaa, F., & Widodo, S. T. (2025). Development of Canva-based interactive learning media for elementary school IPAS learning. Jurnal Penelitian Pendidikan IPA, 11(1), 656–663. https://doi.org/10.29303/jppipa.v11i1.8503

Nurhastuti, Putra, A. H., Putri, T. D., & Oktaviani, J. N. (2025). Digital learning innovations: Creative thinking as a mediator and leadership ability as a moderator in the general ability–academic attitude relationship. International Journal of Information and Education Technology, 15(12), 2741–2754. https://doi.org/10.18178/ijiet.2025.15.12.2469

Paz, N., Guy, B., & Zemira, G. (2025). The effects of meta-creative pedagogy on elementary school students’ creative thinking. Metacognition and Learning, 20(1), 1–28. https://doi.org/10.1007/s11409-025-09412-6

Permatasari, S., & Widagdo, A. (2025). Development of Canva-based e-book story learning (E-Boci) to improve Indonesian language learning outcomes in elementary school. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 11(1), 487–504. https://doi.org/10.22219/kembara.v11i1.33869

Petousi, D., Katifori, A., Servi, K., Roussou, M., & Ioannidis, Y. (2022). History education done different: A collaborative interactive digital storytelling approach for remote learners. Frontiers in Education, 7, 942834. https://doi.org/10.3389/feduc.2022.942834

Redmond-Sanogo, A., Stansberry, S., Thompson, P., & Vasinda, S. (2018). Three-act tasks: Creative means of engaging authentic mathematical thinking through multimedia storytelling. In Creativity and technology in mathematics education (pp. 125–146). Springer. https://doi.org/10.1007/978-3-319-72381-5_5

Rif’at, M., Kusumastuti, N., & Siregar, N. (2022). Visual representation in solving mathematics problems. AIP Conference Proceedings, 2577(1), 020055. https://doi.org/10.1063/5.0096126

Riyadi, F. A., Laila, A., & Putri, V. K. (2025). Efektivitas penggunaan multimedia interaktif berbasis storytelling untuk meningkatkan kemampuan literasi numerasi siswa kelas V sekolah dasar. Didaktik: Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 11(4), 276–293. https://doi.org/10.36989/didaktik.v11i04.9541

Robinson, R.S. (2023). Purposive Sampling. In: Maggino, F. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Cham. https://doi.org/10.1007/978-3-031-17299-1_2337

Sirajuddin, M., Murniviyanti, L., & Irawan, D. B. (2025). Pengembangan media digital storytelling pada pembelajaran bahasa Indonesia SDN 158 Palembang. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(3), 290–302. https://doi.org/10.23969/jp.v10i03.28813

Suherman, S., & Vidákovich, T. (2022). Assessment of mathematical creative thinking: A systematic review. Thinking Skills and Creativity, 44, 101019. https://doi.org/10.1016/j.tsc.2022.101019

Sutarni, S., Sutama, S., Prayitno, H. J., Sutopo, A., & Laksmiwati, P. A. (2024). The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability. Infinity Journal, 13(2), 285–300. https://doi.org/10.22460/infinity.v13i2.p285-300

Ulutas, I., et al. (2022). Digital storytelling in early mathematics education. In S. Papadakis & M. Kalogiannakis (Eds.), STEM, robotics, mobile apps in early childhood and primary education (Lecture Notes in Educational Technology). Springer. https://doi.org/10.1007/978-981-19-0568-1_17

Weiss, S., & Wilhelm, O. (2022). Is flexibility more than fluency and originality? Journal of Intelligence, 10(4), 96. https://doi.org/10.3390/jintelligence10040096

Yildiz, C., & Yildiz, T. G. (2021). Exploring the relationship between creative thinking and scientific process skills of preschool children. Thinking Skills and Creativity, 39, 100795. https://doi.org/10.1016/j.tsc.2021.100795