DEVELOPMENT OF A PROJECT-BASED ARTS LEARNING MANAGEMENT MODEL TO FOSTER CREATIVE AND MEANINGFUL LEARNING IN ELEMENTARY SCHOOLS
DOI:
https://doi.org/10.31949/jcp.v11i4.15955Abstract
Arts education in elementary schools plays a strategic role in fostering students' creativity, critical thinking, collaboration, and aesthetic appreciation. However, its implementation continues to face several challenges, including fragmented instructional planning, unsystematic learning management, and the limited availability of management models that effectively support project-based arts learning. This study aimed to develop a Project-Based Arts Learning Management Model that is valid, practical, and effective in promoting creative and meaningful learning in elementary schools. The study employed a Research and Development (R&D) approach using the Plomp development model, which consists of three phases: preliminary research, prototyping phase, and assessment phase. During the preliminary research phase, a needs analysis was conducted through classroom observations, semi-structured interviews, and document analysis. The prototyping phase involved designing the model, validating it through experts in educational management, arts education, and elementary education, and revising the prototype based on expert feedback. Subsequently, the assessment phase was carried out through a limited field trial to evaluate the model's validity, practicality, and effectiveness. Data were collected using validation sheets, questionnaires, classroom observations, and documentation, and were analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the developed model satisfies the criteria of validity, practicality, and effectiveness in improving the quality of arts learning management and enhancing students' engagement throughout the learning process. The proposed model provides a systematic and innovative framework for elementary school teachers to manage arts learning while promoting meaningful learning experiences and fostering students' creativity.
Keywords:
learning management, arts education, project-based learning, elementary schoolDownloads
References
Bamford, A. (2023). The Wow Factor: Global Research Compendium on the Impact of the Arts in Education (Updated ed.). Waxmann.
OECD. (2023). Creative Minds, Creative Schools: Education for Innovation. Paris: OECD Publishing.
UNESCO. (2024). Framework for Culture and Arts Education. Paris: UNESCO.
Hallinger, Philip. (2024). Educational leadership and learning management: Emerging perspectives for improving teaching quality. Educational Management Administration & Leadership.
Harris, Alma., & Jones, Michelle. (2023). School leadership, teacher collaboration and learning improvement: A systematic review. Educational Management Administration & Leadership.
Winner, Ellen., Goldstein, T. R., & Vincent-Lancrin, S. (2022). Art for Art's Sake? The Impact of Arts Education. OECD Publishing.
Beghetto, Ronald A.. (2022). Uncertainty x Design: Educating for Creative Thinking in the Real World. Teachers College Press.
Chen, Chih-Ming., & Yang, Yu-Tzu. (2024). Project-based learning and students' creativity: A systematic review of recent empirical evidence. Education Sciences.
Guo, Pengyue., et al. (2023). Effects of project-based learning on student learning outcomes: An updated systematic review. International Journal of Educational Research.
Henriksen, Danah., et al. (2024). Creativity and twenty-first century competencies in education: Emerging perspectives. Thinking Skills and Creativity.
Kokotsaki, Dimitra., Menzies, V., & Wiggins, A. (2021). Project-based learning: A review of the literature. Improving Schools, 24(3), 267–286.
Lucas, Bill., & Spencer, Ellen. (2024). Teaching Creative Thinking: Developing Learners Who Generate Ideas and Can Think Critically. Crown House Publishing.
Voogt, Joke., & Roblin, Natalie Pareja. (2023). Twenty-first century competencies: Implications for curriculum and pedagogy. Curriculum Perspectives.
Bell, Stephanie. (2021). Project-based learning for 21st century skills: An updated perspective. The Clearing House: A Journal of Educational Strategies, Issues and Ideas.
Burnard, Pamela., & Colucci-Gray, Laura. (2022). Creativity, collaboration and arts education in primary schools. Thinking Skills and Creativity.
Marshall, Julia. (2023). Authentic art learning and creative engagement in elementary education. International Journal of Education Through Art.
Martínez, Ana., & Díez, José. (2024). Project-based learning in primary education: Effects on creativity and collaborative learning. Education Sciences.
Torres-Crespo, María., et al. (2023). Project-based learning as a strategy to foster creativity and meaningful learning in primary education. European Journal of Educational Research.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2021). Project-based learning: A review of the literature. Improving Schools, 24(3), 267–286.
Zhang, L., & Ma, Y. (2023). A meta-analysis of the effectiveness of project-based learning on students' learning outcomes. Frontiers in Psychology, 14, 1202728.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2024). The effectiveness of project-based learning in improving students' learning outcomes: An updated systematic review. International Journal of Educational Research.
de Oliveira, A. M., Fleith, D. S., & Almeida, L. S. (2023). Creativity in education: A systematic review of interventions and learning environments. Thinking Skills and Creativity, 49, 101365.
Said-Metwaly, S., Van den Noortgate, W., & Kyndt, E. (2023). The effectiveness of creativity interventions in education: An updated meta-analysis. Thinking Skills and Creativity, 48, 101296.
Sannomiya, M., Nakano, T., & Shi, J. (2024). Meta-analysis of creativity training in primary and secondary education. Educational Psychology Review.
Vincent-Lancrin, S., Urgel, J., Kar, S., & Jacotin, G. (2024). Fostering students' creativity and critical thinking: Evidence from educational interventions. OECD Education Working Papers.
Chen, C. H., & Yang, Y. C. (2023). Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. Educational Research Review.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2024). The effectiveness of project-based learning in improving students' learning outcomes: An updated systematic review. International Journal of Educational Research.
Hallinger, P. (2024). Educational leadership and learning management: Contemporary perspectives for improving teaching quality. Educational Management Administration & Leadership.
Harris, A., & Jones, M. (2023). Leading professional learning for school improvement: A review of contemporary evidence. Educational Management Administration & Leadership.
Anderson, T., & Milbrandt, M. (2022). Art for Life: Authentic Instruction in Art Education.
McLachlan, C., Fleer, M., & Edwards, S. (2023). Early Childhood Curriculum: Planning, Assessment and Implementation.
Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). Sage.
Hake, R. R. (1999). Analyzing Change/Gain Scores. Indiana University.
Kim, K. H. (2011). The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23(4), 285–295.
McKenney, S., & Reeves, T. C. (2019). Conducting Educational Design Research (2nd ed.). Routledge.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). Sage.
Nieveen, N. (2013). Educational Design Research. Netherlands Institute for Curriculum Development (SLO).
Plomp, T. (2013). Educational Design Research: An Introduction. Netherlands Institute for Curriculum Development (SLO).
Plomp, T., & Nieveen, N. (2020). Educational Design Research (4th ed.). SLO.
Polit, D. F., & Beck, C. T. (2021). Nursing Research: Generating and Assessing Evidence for Nursing Practice (11th ed.). Wolters Kluwer.
Tessmer, M. (1993). Planning and Conducting Formative Evaluations. Kogan Page.
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Indani Damayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
