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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Innovation and Research in Primary Education
Yun Ratna Lagandesa
Universitas Tadulako Palu
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Creativity Characteristics in Indonesian Elementary Students' Drawings: A Cross-Cultural Validation of Lowenfeld's Theory Agus Tri Sudanayasa; Yun Ratna Lagandesa; Kadek Hariana; Rizal Rizal; Kasmawati Kasmawati
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3246

Abstract

This study investigates creativity characteristics in elementary school students' drawings through the framework of Viktor Lowenfeld's artistic development theory. Despite extensive research in Western contexts, limited empirical evidence exists regarding children's artistic development in Indonesian elementary schools, particularly concerning how visual elements reflect developmental stages. A qualitative descriptive approach was employed to analyze ten drawings produced by second-grade students at SDN 1 Petobo, Central Sulawesi, Indonesia, during the 2025/2026 academic year. Data were collected through systematic observation of student artwork, semi-structured interviews with teachers and students, and photographic documentation, then analyzed using Miles and Huberman's continuous comparative method focusing on line quality, form characteristics, spatial organization, and color application. Findings reveal that students consistently exhibited schematic stage characteristics including stable visual schemas, baseline spatial organization, geometric form simplification, and representational color usage. Unexpectedly, several students demonstrated nascent depth representation techniques typically associated with later developmental stages, suggesting that contemporary educational environments may accelerate certain artistic competencies. Individual variations in compositional complexity and narrative elaboration were observed within the overall schematic consistency. This research validates Lowenfeld's framework cross-culturally while demonstrating that Indonesian elementary students' artistic development aligns with established developmental patterns, contributing empirical evidence to the literature on children's creativity in non-Western educational contexts and supporting developmentally appropriate art pedagogy.
Visual Narratives of Trauma: Analyzing Paintings by Child Survivors of the 2018 Palu Liquefaction Disaster I Made Fenggi Andreana; Yun Ratna Lagandesa; Kadek Hariana; Rizal Rizal
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3247

Abstract

Children survivors of the 2018 Palu liquefaction disaster experienced profound psychological trauma that often exceeds verbal articulation capacity. Visual art provides alternative pathways for understanding children's disaster experiences and psychological states. This study examined visual characteristics in paintings produced by child liquefaction survivors at SDN 1 Petobo to understand how children represent traumatic disaster experiences through artistic expression. A qualitative descriptive design was employed with purposive sampling of child survivors aged 7-12 years. Data collection involved systematic analysis of children's paintings, semi-structured interviews with children, teachers, and parents, and observational documentation. Visual characteristics were analyzed using Miles and Huberman's interactive model, focusing on line quality, spatial organization, symbolic elements, form, and color selection. Triangulation across multiple data sources ensured trustworthiness. Analysis revealed consistent patterns: irregular, broken lines depicted environmental instability; cross-sectional spatial representations demonstrated internalization of liquefaction mechanics; universal inclusion of displaced structures and endangered figures established shared trauma narrative; dark earth tones dominated disaster zones while bright colors in peripheral spaces suggested preserved hope. Notably, rescue personnel were absent from all paintings, indicating ongoing vulnerability perceptions. Children's post-disaster artwork functions as multilayered text encoding traumatic experience, scientific understanding, and psychological states simultaneously. Findings validate art-based approaches for trauma assessment and support integration of creative expression into disaster education curricula.
Analisis Strategi Guru dalam Meningkatkan Kemampuan Membaca Permulaan di Kelas 1 SD Bala Keselamatan Palu : Analysis of Teacher Strategies in Improving Beginning Reading Skills in Grade 1 of Palu Salvation Army Elementary School Fatmilia Werangalu; Yun Ratna Lagandesa; Muhammad Aqil; Rangga Putera Boroallo; Rizal Rizal
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9138

Abstract

This study aims to describe the strategies a teacher employs to enhance the early reading skills of first-grade students at SD Bala Keselamatan Palu and to identify the factors that support and hinder their implementation. A qualitative descriptive approach was adopted, involving a first-grade teacher and 28 students (14 boys and 14 girls) as subjects. Data were collected through observation, interviews, and documentation, and subsequently analysed using the Miles and Huberman interactive model, which encompasses data collection, data reduction, data display, and conclusion drawing. Data validity was ensured through technique and source triangulation. The results indicate that the teacher implemented differentiated instruction using a "flexible grouping" strategy as the primary method to improve students' early reading skills. This strategy began with identifying students' initial abilities, followed by grouping them based on proficiency levels and learning readiness; adjustments were made regarding materials, methods, media, and task difficulty for each group, complemented by individual guidance, supplementary instruction outside regular class hours, and continuous evaluation to update group assignments. The strategy's success was supported by teacher competence, the availability of learning media and facilities, student motivation, school support, and parental cooperation. Conversely, challenges included significant disparities in students' reading abilities, limited instructional time, a lack of family support at home, low self-confidence among some students, and the dynamics of adjusting group compositions. The findings demonstrate that differentiated instruction via flexible grouping effectively accommodates diverse student abilities and fosters greater improvement in early reading skills than uniform, whole-class instruction. These findings offer practical insights for teachers in designing adaptive and sustainable reading instruction.
Co-Authors Agus Tri Sudanayasa Fatmilia Werangalu I Made Fenggi Andreana Kadek Hariana Kasmawati Kasmawati Muhammad Aqil Rangga Putera Boroallo Rizal Rizal Rizal, Rizal