Abstrak
Objective: This study aims to analyze the effect of using Canva media on the mathematical argumentation skills of senior high school students. Methodology: This research employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The sample consisted of 64 eleventh-grade students, divided into an experimental group (n=32) using Canva media and a control group (n=32) using conventional learning. The research instrument was a mathematical argumentation test based on Toulmin's pattern that had been validated. Data were analyzed using the Independent Sample t-test and Cohen's d effect size. Findings: The results showed a significant difference between the experimental and control groups (t(62) = 5.847, p = 0.000). The experimental group achieved a mean posttest score of 82.34 (SD = 7.56) compared to the control group's 71.25 (SD = 8.12). The Cohen's d effect size of 1.42 indicates a very large effect. Significance: These findings confirm that Canva, with its interactive visualization features, effectively bridges abstract mathematical concepts and supports the reorganization of students' argumentative thinking processes.