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All Journal Journal of Visual Art and Design Harmonia: Journal of Arts Research and Education
Jeong Ok Jeon
Universitas Negeri Jakarta
Arts Humanities

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Integrated Arts and Culture Education Model for Public Schools in Indonesia: The Case Study of 'Made in Cirebon' as a Cooperation Project with an Artist Community Jeong Ok Jeon; Evelyn Huang; Nin Djani
Journal of Visual Art and Design Vol. 14 No. 1 (2022): Journal of Visual Art and Design
Publisher : ITB Journal Publisher, LPPM ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/j.vad.2022.14.1.1

Abstract

There is an urgency to improve arts and culture education in public schools in Indonesia. Currently, the sector faces various challenges, such as insufficient course hours, limited topics, as well as inadequate number and expertise of teachers. With the Covid-19 pandemic, the situation has become even more precarious. To solve these problems, ARCOLABS organized an alternative arts and culture education program for local public-school students in 2020 as part of the Official Development Assistance (ODA) for Arts and Culture Education. Entitled ‘Made in Cirebon’, this pilot project served as preliminary research to look for the most appropriate models to encourage innovations and sustainability in arts and culture education in local public schools in Cirebon through cooperation with local artists. This project-based study utilized several research methodologies, including seminars and discussions to develop learning contents, implementation of an online/on-site learning model, a mini showcase of learning outcomes by students, along with participant interviews, surveys, and evaluation by all stakeholders to prepare for a successive project in 2021. Through the inclusive, innovative and productive outcomes of the project, this research has drawn several positive conclusions: (1) various genres and disciplines can be integrated into an interdisciplinary subject that could overcome the limited course hours and topics within the school curriculum; (2) local artists can be important artistic and educational assets that could fill the gaps in formal education; and (3) a creative approach to local issues is a significant catalyst for the sustainability of the implemented model.
Co-creating Safer Urban Spaces: Educational Impacts of Student Participation in the “Odasis” CPTED Project in Jakarta Jeong Ok Jeon; Rizki Taufik Rakhman; Aprina Murwanti; Agam Akbar Pahala; Jae Hak Jung
Harmonia: Journal of Arts Research and Education Vol. 25 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v25i2.32733

Abstract

Community safety in rapidly growing cities like Jakarta is closely tied to the design of public spaces, as rising urban crime rates continue to challenge local environments. This study examines how Crime Prevention Through Environmental Design (CPTED) principles can be integrated into student-led public art learning activities. Specifically, it reviews the first, site-survey phase of ODASIS—a Korean arts and culture ODA initiative implemented in Jakarta in May 2025—focusing on the educational impacts of students’ participation. Using a Participatory Action Research (PAR) approach, the study investigates how collaborative field activities—such as problem identification, safety mapping, and idea generation—enhance learning and community awareness. The project involved twenty Indonesian visual art education students from Universitas Negeri Jakarta (UNJ) and four architecture students from Gwangju University, mentored by a professional architect from Seoul. The findings reveal that the CPTED site survey (1) deepened students’ understanding of community safety and public space design; (2) encouraged them to generate locally relevant solutions through dialogue with residents; (3) fostered cross-cultural and interdisciplinary collaboration; and (4) strengthened their civic and social responsibility. Academically, this study contributes to the discourse on experiential learning in public art education; practically, it demonstrates how CPTED-based art projects can function as educational tools for community engagement. The project’s broader social impact will be further examined in the forthcoming second phase in August 2025, which focuses on implementing design interventions. 
Co-Authors Agam Akbar Pahala Aprina Murwanti Evelyn Huang Jae Hak Jung Nin Djani Rizki Taufik Rakhman