MODEL LITERASI KRIYA 3 DIMENSI DALAM PEMBELAJARAN SENI RUPA UNTUK MENINGKATKAN 6 C (CHARACTER, CRITICAL THINKING, CREATIVITY, CITIZENSHIP, COLLABORATION, AND COMMUNICATION) SISWA SEKOLAH DASAR

Ira Rengganis, - and Juju Masunah, - and Tati Narawati, - and Tri Karyono, - (2025) MODEL LITERASI KRIYA 3 DIMENSI DALAM PEMBELAJARAN SENI RUPA UNTUK MENINGKATKAN 6 C (CHARACTER, CRITICAL THINKING, CREATIVITY, CITIZENSHIP, COLLABORATION, AND COMMUNICATION) SISWA SEKOLAH DASAR. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Kondisi permasalahan di sekolah dasar saat ini menunjukkan bahwa penerapan model pembelajaran untuk berkarya kriya tiga dimensi masih belum optimal, karena sebagian besar guru belum memanfaatkan limbah atau barang bekas sebagai media ajar. Padahal, penggunaan limbah seperti botol plastik, kardus, dan kertas bekas dapat menjadi solusi atas keterbatasan media pembelajaran, sekaligus meningkatkan kreativitas dan keterampilan siswa, menumbuhkan kepedulian terhadap lingkungan, serta mendukung pembelajaran kontekstual yang relevan dengan tuntutan abad ke-21. Penelitian ini bertujuan untuk mengembangkan model pembelajaran literasi kriya 3 dimensi dalam mata pelajaran seni rupa yang dapat meningkatkan kemampuan 6C (Character, Critical Thinking, Creativity, Citizenship, Collaboration, dan Communication) siswa sekolah dasar. Model ini dirancang dengan mengintegrasikan pendekatan konstruktivis melalui tahapan Kontekstualisasikan, Refleksikan, Ikuti, Yakinkan, dan Aktifkan, serta memanfaatkan barang bekas sebagai media utama pembelajaran kriya tiga dimensi. Implementasi pembelajaran seni rupa di sekolah dasar memberikan peluang bagi siswa untuk mengembangkan pengalaman mereka melalui berbagai aktivitas kreatif. Melalui kegiatan ini, siswa tidak hanya belajar mengekspresikan diri, tetapi juga mengembangkan kemampuan berpikir kritis, bekerja sama, berkomunikasi, serta membentuk karakter dan rasa kebangsaan. Keunggulan model ini terletak pada pemanfaatan barang bekas seperti botol plastik, kaleng makanan, dan bahan sejenis lainnya. Selain mendukung pelestarian lingkungan, penggunaan bahan daur ulang juga mendorong siswa untuk berkarya secara kreatif dan inovatif dalam bentuk kriya tiga dimensi. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan tahapan desain model, Focus Group Discussion (FGD), validasi ahli, dan implementasi di kelas. Data dikumpulkan melalui angket, wawancara, dan observasi. Sampel penelitian difokuskan pada siswa kelas IV sekolah dasar di Kota Bandung, Jawa Barat, Indonesia. Hasil penelitian menunjukkan peningkatan signifikan pada seluruh aspek 6C, baik secara kognitif, afektif, maupun psikomotorik. Model ini juga menumbuhkan karakter peduli lingkungan, kreativitas, kerja sama, dan kemampuan komunikasi siswa. Persepsi guru dan siswa terhadap model pembelajaran sangat positif, dengan skor penerimaan berada pada kategori “sangat baik.” Produk model yang dikembangkan dinyatakan valid dengan tingkat validitas mencapai 98%, dan implementasinya menunjukkan efektivitas tinggi dengan capaian peningkatan kemampuan 6C siswa mencapai 90,8%. Rata-rata normalized gain (n-gain) berkisar antara 60,14% hingga 71,53% (kategori sedang hingga tinggi), serta nilai effect size masuk kategori besar hingga sangat besar. Temuan ini menunjukkan bahwa model literasi kriya 3 dimensi yang dikembangkan tidak hanya relevan dan efektif untuk pembelajaran seni rupa di sekolah dasar, tetapi juga berpotensi diterapkan pada mata pelajaran seni lainnya. Direkomendasikan agar penelitian selanjutnya mengembangkan dan memperluas penerapan model ini di bidang studi seni lainnya untuk memberikan dampak positif yang lebih luas bagi pengembangan kemampuan 6C siswa. Kata kunci : model pembelajaran; litersi kriya 3 dimensi; seni rupa; 6C; barang bekas ABSTRACT The current issue in elementary schools show that the implementation of 3 dimensional craft learning models remains suboptimal, as most teachers have yet to utilize waste materials or recyclable items as instructional media. In fact, the use of waste materials such as plastic bottles, cardboard, and used paper can serve as a solution to the limited availability of learning media, while also enhancing students' creativity and skills, fostering environmental awareness, and supporting contextual learning relevant to the demands of 21st-century education. This study aims to develop a 3D craft literacy learning model in visual arts that can improve elementary students’ 6C skills (Character, Critical Thinking, Creativity, Citizenship, Collaboration, and Communication). The model is designed by integrating a constructivist approach through the stages of Contextualize, Reflect, Imitate, Convince, and Activate, and by utilizing recyclable items as the main media for 3D craft learning. Implementation of visual arts learning in elementary schools offers opportunities for students to develop their experiences through various creative activities. Through these activities, students not only learn to express themselves but also improve critical thinking, cooperation, communication, as well as build character and a sense of citizenship. The strength of this model lies in the use of recycled materials such as plastic bottles, food cans, and similar items. In addition to supporting environmental sustainability, the use of recycled materials also encourages students to create innovative and creative 3D craft artworks. The research employed a Research and Development (R&D) approach with stages including model design, Focus Group Discussions (FGD), expert validation, and classroom implementation. Data were collected through questionnaires, interviews, and observations. The research sample focused on fourth-grade elementary school students in Bandung, West Java, Indonesia. The findings revealed significant improvements in all aspects of the 6C skills, both cognitively, affectively, and psychomotorically. The model also fosters environmental care, creativity, teamwork, and students’ communication skills. Teachers and students responded very positively to the learning model, with acceptance scores rated as “excellent.” The developed model was declared valid with a validity level of 98%, and its implementation demonstrated high effectiveness, with students’ 6C skill improvement reaching 90.8%. The normalized gain (n-gain) ranged from 60.14% to 71.53% (in the moderate to high category), and the effect size was categorized as large to very large. These findings indicate that the developed 3D craft literacy learning model is not only relevant and effective for teaching visual arts in elementary schools but also has the potential to be applied to other art subjects. It is recommended that future research develops and broadens the application of this model in other fields of art to provide greater positive impact on the development of students’ 6C skills. Keywords: learning model; 3-dimensional craft literacy; visual arts; 6C; recycled materials

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Item Type:	Thesis (S3)
Additional Information:	SINTA ID DOSEN PEMBIMBING Juju Masunah: 258201 Tati Narawati: 5995150 Tri Karyono:5994642
Uncontrolled Keywords:	Kata kunci : model pembelajaran; litersi kriya 3 dimensi; seni rupa; 6C; barang bekas Keywords: learning model; 3-dimensional craft literacy; visual arts; 6C; recycled materials
Subjects:	H Social Sciences > HE Transportation and Communications L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Sekolah Pasca Sarjana > Pendidikan Seni S-3
Depositing User:	- IR Ira Rengganis
Date Deposited:	15 Sep 2025 08:00
Last Modified:	15 Sep 2025 08:00
URI:	http://repository.upi.edu/id/eprint/138481

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