Canva-Based Microlearning for Conceptual Understanding and Short-Term Knowledge Retention in Vocational Education

Abstract

This study examines the effect of Canva-based microlearning on students' knowledge retention in the Basic Vocational Subjects course for tenth-grade students of the Computer and Network Engineering Program at SMK Negeri 4 Bone. This study employed a quantitative pre-experimental approach using a one-group pretest–posttest–retest design. The participants consisted of 20 students selected through total sampling. Data were collected using validated and reliable achievement tests and classroom observations. The collected data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the paired-samples t-test to determine the effectiveness of the learning intervention. The results reveal that students' learning achievement improved after the implementation of Canva-based microlearning, as indicated by higher posttest scores compared with pretest scores. The delayed retest also demonstrated a high level of knowledge retention, indicating that most of the acquired knowledge was maintained one week after the learning intervention. Statistical analysis further confirmed significant differences between students' pretest and posttest scores as well as between posttest and retest scores, demonstrating the effectiveness of the intervention. The findings of this study suggest that Canva-based microlearning effectively enhances students' conceptual understanding while supporting short-term knowledge retention through concise, structured, and visually engaging learning materials. These findings provide empirical evidence of the effectiveness of Canva-based microlearning in promoting sustainable learning outcomes in vocational education.