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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan
Andi Imrah Dewi
Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Tadulako University, Palu, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Digital Technology-Based Visual Arts Learning at Cahaya Khalifah Islamic Elementary School Ni Nyoman Shinta Anggriani; Andi Imrah Dewi; Kadek Hariana; Zulnuraini Zulnuraini; Andi Rahmaeni
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8593

Abstract

This study aimed to analyze the implementation of digital technology-based fine arts learning in developing the creativity of sixth-grade students at Cahaya Khalifah Islamic Elementary School. The research used a qualitative method with a case study approach involving one teacher and 20 students as participants. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive analysis model, including data reduction, data display, and conclusion drawing. The findings showed that digital technology-based fine arts learning was implemented through three stages: introduction, core activities, and closing activities. In the learning process, teachers acted as facilitators who guided students in utilizing various digital platforms such as Canva, Pinterest, Google Images, WhatsApp, and artificial intelligence applications to create visual artworks. The integration of digital technology encouraged students to explore ideas more freely and creatively. Students’ creativity developed in four dimensions: fluency, flexibility, originality, and elaboration. Furthermore, the use of digital media increased students’ motivation, participation, confidence, and engagement during learning activities. Students became more active in expressing artistic ideas, collaborating with peers, and producing innovative visual artworks. The study concludes that digital technology-based fine arts learning effectively supports the development of students’ creativity and provides broader opportunities for artistic exploration through innovative and interactive digital media in elementary school learning.
The Role of Teacher Mindfulness in Managing Students’ Emotions in SBdP Learning at SD Inpres 1 Talise Ira Ira; Andi Imrah Dewi; Kadek Hariana; Zulnuraini Zulnuraini; Andi Rahmaeni
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8465

Abstract

The background of this research is based on the importance of developing students’ emotional regulation skills from an early age, as well as the teacher’s role in creating a calm, focused, and mindful learning environment. Effective emotional management is expected to help students interact, learn, and adapt better to the school environment. This study aims to describe the role of teacher mindfulness in managing second-grade students' emotions during SBdP (Arts, Culture, and Crafts) lessons at SD Inpres 1 Talise. This study employs a qualitative approach with a descriptive research design. The research subjects consist of second-grade teachers and students. Data collection techniques include observation, interviews, and documentation, while data analysis involves data reduction, data display, and conclusion drawing. The results indicate that teacher mindfulness is reflected in calm, patient teaching behavior, gentle communication, and the consistent ability to provide students with attention and appreciation. Teachers are also able to regulate their emotions effectively when facing various classroom situations, such as noisy students, conflicts over materials, or students feeling disappointed with their work. The implementation of mindfulness has a positive impact on students’ emotional management, as shown by increased patience, reduced anger, improved self-confidence, better cooperation, and greater focus. Additionally, students appear more engaged, actively participate, and enjoy the SBdP learning process in the classroom overall. Teacher mindfulness has a positive and significant role in improving students’ emotional management and creating a more engaging learning environment.
Analysis of Canva Utilization in Art Learning Activities of Grade V Students at SD Negeri 3 Palu Wahyu Pratama Makasau; Andi Imrah Dewi; Kadek Hariana; Zulnuraini Zulnuraini; Andi Rahmaeni
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8488

Abstract

This study aims to analyze the implementation of Canva utilization in Art learning activities and to identify supporting and inhibiting factors among Grade V students at SD Negeri 3 Palu. This research employed a qualitative, descriptive approach. Data were collected through observation, interviews, and documentation involving one teacher and 32 students. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results show that the implementation of Canva was carried out systematically through interactive demonstrations using Canva features and direct group practice. The use of Canva increased students’ motivation, creativity, and engagement in producing digital artworks. Students were able to explore ideas more freely and express their imagination through various design features provided by the application. Supporting factors included the availability of adequate devices, students’ interest in technology-based learning, and collaborative learning through peer interaction. Meanwhile, inhibiting factors included limited digital literacy among some students, unstable internet connections, and limited time allocation during the learning process. In conclusion, the integration of Canva successfully created a more interactive and meaningful learning experience, while also enhancing students’ creativity and digital skills relevant to 21st-century learning.
Co-Authors Andi Rahmaeni Ira Ira Kadek Hariana Ni Nyoman Shinta Anggriani Wahyu Pratama Makasau Zulnuraini Zulnuraini