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All Journal Al Ishlah Jurnal Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series
Darmaji Darmaji
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of the Batik Movement to Foster Creativity in Elementary School Students Darmaji Darmaji; Triyanto Chumdari; Chumdari Chumdari
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 1 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i1.98895

Abstract

Pendidikan seni di sekolah dasar sering kali kurang fokus dalam mengembangkan kreativitas siswa secara mendalam dan mengikuti pendekatan yang lebih konvensional. Idealnya, pendidikan seni di sekolah dasar perlu melibatkan metode yang memfasilitasi kreativitas siswa, misalnya melalui kegiatan membatik. Penelitian ini bertujuan untuk 1) mengidentifikasi kelancaran siswa dalam membatik, 2) mengidentifikasi keluwesan siswa dalam menemukan ide baru, 3) mengukur orisinalitas siswa dalam membuat pola, 4) menganalisis keterperincian siswa dalam menambahkan detail pada motif, dan 5) mengevaluasi imajinasi siswa. Penelitian ini dilakukan di SD Negeri 1 Pule, dengan melibatkan 40 partisipan, termasuk guru dan siswa kelas 4 dan 5 SD. Data dikumpulkan melalui wawancara dan kuesioner, dan validitasnya diperkuat dengan triangulasi. Hasil penelitian menunjukkan bahwa kegiatan membatik di sekolah dasar meningkatkan kreativitas siswa dalam menghasilkan berbagai ide saat membuat motif batik. Siswa menunjukkan kemampuan beradaptasi dan mencoba teknik-teknik baru ketika menghadapi tantangan dalam proses membatik. Banyak siswa yang berhasil menciptakan motif batik yang unik dan berani berinovasi dengan pola-pola yang tidak biasa. Selain itu, siswa juga mampu menambahkan detail-detail kecil dan memberi makna pada motif batik yang mereka buat. Temuan ini menunjukkan bahwa mengintegrasikan kegiatan membatik ke dalam kurikulum sekolah dasar dapat secara efektif menumbuhkan kreativitas, meningkatkan rasa percaya diri, dan mempromosikan apresiasi budaya pada saat yang bersamaan.
Integrating Local Culture into Creativity Development: A Case Study of the Geti Asem Batik Program in Indonesian Primary Education Darmaji Darmaji; Triyanto Triyanto; Chumdari Chumdari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7563

Abstract

Local culture holds significant potential to enhance students' creativity, identity, and innovation. However, it remains underutilized in primary education. This study explores the implementation of the Geti Asem (Gerakan Membatik Akhir Semester) program as a means to integrate cultural values into learning and foster creativity among elementary students. This qualitative case study was conducted at SDN 3 Pule, Selogiri District, Wonogiri Regency. Data were collected through observations, interviews, and document analysis involving the principal, two teachers, and 14 fifth-grade students. The data were analyzed using the Miles and Huberman interactive model, employing triangulation techniques for validation. The Geti Asem program is implemented through a participatory approach that engages students directly in the batik-making process. This approach cultivates critical thinking, self-expression, and originality. Teachers serve as facilitators, offering technical guidance while fostering a creative and supportive learning environment. The program is supported by strong moral encouragement from parents, educators, school leaders, and the local community. However, it faces challenges such as limited facilities and tools, which hinder optimal time management and student access during practice. This study demonstrates that local culture-based learning, exemplified by the Geti Asem program, can significantly enrich creativity and character education in primary students. It supports the effective implementation of the Pancasila Student Profile (P5) through a contextual and participatory model, contributing to the broader discourse on cultural pedagogy in Indonesian education.
Co-Authors Chumdari Chumdari Triyanto Chumdari Triyanto Triyanto