<![CDATA[Coloring activities are widely applied as developmental stimulation in early childhood education, yet frequently lead to boredom and diminished learning interest due to the monotonous use of conventional media. This study aimed to describe the use of finger painting media in increasing coloring learning interest among children aged 4–5 years at SPS Kenanga 84 Andongrejo. A qualitative approach with a field study design was employed. Subjects were Group A students aged 4–5 years, with the Group A teacher as the key informant. Data were collected through observation, interviews, and documentation, analyzed using Miles, Huberman, and Saldaña's interactive model, and validated through technique triangulation. Results indicate improvements across all four learning interest indicators: first, children demonstrated high levels of happiness and enthusiasm throughout the activities; second, children actively and independently explored color combinations and created new ones; third, learning focus improved significantly compared to conventional coloring activities; and fourth, children were able to freely express their feelings and voluntarily completed assigned tasks. Supporting factors included teacher motivation, flexibility, and questioning skills, while inhibiting factors were limited initial interest and boredom tendencies in some students. These findings suggest that finger painting media is recommended as an innovative and developmentally appropriate alternative for coloring learning in early childhood education. ABSTRAK Kegiatan mewarnai merupakan stimulasi perkembangan yang umum diterapkan di PAUD, namun sering menimbulkan kebosanan dan rendahnya minat belajar anak akibat penggunaan media yang monoton. Penelitian ini bertujuan mendeskripsikan penggunaan media finger painting dalam meningkatkan minat belajar mewarnai anak usia 4–5 tahun di SPS Kenanga 84 Andongrejo. Penelitian menggunakan pendekatan kualitatif dengan jenis studi lapangan. Subjek penelitian adalah peserta didik Kelompok A usia 4–5 tahun dengan guru Kelompok A sebagai informan kunci. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña, serta diuji keabsahannya melalui triangulasi teknik. Hasil penelitian menunjukkan peningkatan pada keempat indikator minat belajar: pertama, anak menunjukkan perasaan senang dan antusiasme yang tinggi selama kegiatan berlangsung; kedua, anak aktif mengeksplorasi dan menciptakan kombinasi warna baru secara mandiri; ketiga, fokus belajar anak meningkat signifikan dibandingkan kegiatan mewarnai konvensional; serta keempat, anak mampu mengekspresikan perasaannya secara bebas dan sukarela menyelesaikan tugas yang diberikan. Faktor pendukung meliputi motivasi, keluwesan, dan keterampilan bertanya pendidik, sedangkan faktor penghambat adalah kurangnya minat awal dan kecenderungan mudah bosan pada sebagian peserta didik. Berdasarkan temuan tersebut, media finger painting direkomendasikan sebagai alternatif pembelajaran mewarnai yang inovatif dan sesuai dengan karakteristik perkembangan anak usia dini.]]>
