Perancangan Sustainable Bag Melalui Eco-Art Framework: Kreasi Kolaboratif dengan Siswa Penyandang Disabilitas - Diah Indah Pratiwi; Cholis Mahardhika; Resi Sepsilia Elvera; Rily Tersinaningsih (Graduate School of the Indonesia Institute of the Arts Yogyakarta, 2025)
Penelitian ini mengkaji proses kreatif dalam merancang tas berkelanjutan dengan menerapkan Eco-Art Framework melalui kolaborasi bersama siswa disabilitas. Penelitian ini menggunakan pendekatan practice-based research yang menitikberatkan pada kesadaran ekologis, eksplorasi estetika, partisipasi inklusif, dan penggunaan material yang berkelanjutan. Eco-Art Framework diterapkan melalui enam tahapan: (1) Kesadaran Lingkungan, (2) Eksplorasi Estetika Ekologis, (3) Keterlibatan Komunitas, (4) Konstruksi Berkelanjutan, (5) Ekspresi Naratif, dan (6) Evaluasi Reflektif. Setiap tahap dilaksanakan melalui lokakarya partisipatif bersama siswa disabilitas dengan memanfaatkan material limbah seperti perca kain batik dan limbah kayu. Hasilnya adalah serangkaian prototipe tas ramah lingkungan yang mengintegrasikan motif budaya tradisional dengan tampilan desain kontemporer berkelanjutan. Studi ini menyoroti potensi eco-art sebagai pendekatan pedagogis yang kreatif dan inklusif, yang mampu menumbuhkan kesadaran lingkungan, ekspresi artistik, serta pemberdayaan sosial. Temuan menunjukkan bahwa penciptaan karya seni, ketika berlandaskan etika ekologi dan kolaborasi inklusif, dapat menjadi alat yang efektif dalam pendidikan desain berkelanjutan dan pengembangan komunitas.Designing Sustainable Bags Through the Eco-Art Framework: A Collaborative Creation with Students with Disabilities ABSTRACTThis research aims to explores the creative process of designing sustainable bags by applying the Eco-Art Framework in collaboration with students with disabilities. The study adopts a practice-based research methodology that emphasizes ecological awareness, aesthetic experimentation, inclusive participation, and sustainable material use. The Eco-Art Framework guided the process through six stages: (1) Environmental Awareness, (2) Eco-Aesthetic Exploration, (3) Community Engagement, (4) Sustainable Construction, (5) Narrative Expression, and (6) Reflective Evaluation. Each stage was implemented through participatory workshops involving students with disabilities, using waste materials such as fabric scraps and repurposed plastic. The result is a series of eco-friendly bag prototypes that integrate traditional cultural motifs with a contemporary sustainable design. This study highlights the potential of eco-art as both a creative and inclusive pedagogical approach, fostering environmental consciousness, artistic expression, and social empowerment. The findings demonstrate that artistic creation, when grounded in ecological ethics and inclusive collaboration, can serve as an effective tool for sustainable design education and community development.