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Abstract

This study aimed to develop Canva AI-assisted learning media to support beginning writing skills among first-grade elementary school students in an inclusive classroom context. The study used a Research and Development design with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 40 first-grade students at SDN 3 Girimukti, Cisaga District, Ciamis Regency. The media were developed to address the limited use of interactive, accessible learning materials in beginning writing instruction. It was designed with visual prompts, simple navigation, clear instructions, and gradual writing activities to support students with diverse learning needs, including those who may experience difficulties in early writing, attention, or fine motor coordination. Data were collected through interviews, expert validation sheets, classroom observation, writing performance tests, student work documentation, and limited student response forms. Beginning writing skills were assessed through indicators such as letter formation, word copying, simple sentence writing, spacing, and writing legibility. The implementation results showed that students became more engaged in writing activities and improved at producing simple words and sentences. The media also helped teachers present writing materials in a more visual, structured, and accessible format. These findings indicate that Canva AI-assisted learning media can be used as a supportive instructional tool for beginning writing instruction in early-grade inclusive classrooms. However, further studies with larger samples and comparative designs are needed to examine its effectiveness across students with different learning profiles.

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