Strategi Guru dalam Mengelola Pembelajaran Seni Budaya Berbasis Kreativitas di Sekolah Dasar
DOI:
https://doi.org/10.35719/akselerasi.v6i2.882Keywords:
Strategi Guru, Pembelajaran Seni Budaya, Kreativitas SiswaAbstract
ABSTRACT
This study aims to analyze teachers’ strategies in managing creativity-based cultural arts learning at SD Negeri 7 Patokan. This research employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation involving the cultural arts teacher, the principal, and several students as research informants. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results show that teachers’ strategies in managing creativity-based cultural arts learning consist of three main stages: planning, implementation, and evaluation. In the planning stage, teachers prepare lesson plans and learning media to support artistic activities. In the implementation stage, teachers apply various creative activities such as drawing, handicraft making, and music activities. In the evaluation stage, teachers assess both the learning process and students’ artworks while providing appreciation and feedback. These strategies effectively enhance students’ creativity and participation in cultural arts learning at the elementary school level.
Keywords: teacher strategies, cultural arts learning, student creativity
ABSTRAK
Penelitian ini bertujuan untuk menganalisis strategi guru dalam mengelola pembelajaran seni budaya berbasis kreativitas di SD Negeri 7 Patokan Situbondo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi dengan guru seni budaya, kepala sekolah, dan beberapa siswa sebagai informan penelitian. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi guru dalam mengelola pembelajaran seni budaya berbasis kreativitas meliputi tiga tahap utama yaitu perencanaan, pelaksanaan, dan evaluasi pembelajaran. Pada tahap perencanaan, guru menyusun perangkat pembelajaran serta menyiapkan media yang mendukung kegiatan seni. Pada tahap pelaksanaan, guru menerapkan berbagai aktivitas kreatif seperti menggambar, membuat kerajinan tangan, dan kegiatan seni musik. Pada tahap evaluasi, guru melakukan penilaian terhadap proses dan hasil karya siswa serta memberikan apresiasi terhadap karya yang dihasilkan. Strategi tersebut terbukti mampu meningkatkan kreativitas dan partisipasi siswa dalam pembelajaran seni budaya.
Kata kunci: strategi guru, pembelajaran seni budaya, kreativitas siswa
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