<![CDATA[This study aimed to describe the implementation of claytivity activities in Visual Arts learning and to identify the forms of creativity that emerged among second-grade students at SDN Mlatiharjo 02 Semarang. Creativity is an essential skill that needs to be developed from an early age; however, visual arts learning is often dominated by imitation-based activities, limiting students’ opportunities to explore and express original ideas. This study employed a descriptive qualitative approach involving 17 second-grade students. Data were collected through observations, interviews, and documentation. Data validity was ensured through source triangulation and member checking, while data were analyzed using the interactive model of Miles, Huberman, and Saldana. The findings showed that claytivity activities were implemented through stages of introduction, exploration, sketching, clay manipulation, and presentation of artworks. The forms of creativity that emerged were reflected in the indicators of fluency, flexibility, originality, and elaboration. Students demonstrated significant improvement in all four indicators, particularly originality. During the first meeting, students tended to create familiar real-life objects, whereas in the second meeting, after receiving imaginative themes, they produced more unique, detailed, and imaginative artworks. The findings indicate that imaginative themes functioned as scaffolding that supported students in developing higher creative potential. In addition, claytivity activities contributed to the development of fine motor skills, social interaction, and communication skills. Therefore, claytivity can be considered an effective learning activity for fostering creativity in elementary school students.]]>
