Desain Kurikulum Pembelajaran Ekstrakurikuler Drawing and Coloring Di Sd Ib Annisa Semarang

The success of visual art extracurricular activities in elementary schools requires explicit curriculum orientation to avoid becoming mere recreational routines lacking measurable competencies. This study aims to analyze and describe the curriculum design implemented in the drawing and coloring extracurricular program at SD IB Annisa Semarang. This descriptive qualitative study involved the school principal, extracurricular coordinator, accompanying teachers, and 38 students from grades III–V as research subjects. Data were gathered through structured classroom observations, in-depth interviews, literature reviews, and visual documentation. The findings indicate that the curriculum is contextually and systematically structured by integrating cognitivism, constructivism, and integrated learning models. The curriculum components comprise sequential objectives, graded instructional materials, direct demonstration-based methods, and continuous formative evaluation. This instructional design effectively nurtures students' artistic potential while reinforcing the school's visual literacy initiatives. ABSTRAK Keberhasilan ekstrakurikuler seni di sekolah dasar memerlukan kejelasan arah kurikulum agar tidak sekadar menjadi kegiatan rekreatif tanpa capaian kompetensi yang terukur. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan desain kurikulum yang diterapkan pada kegiatan ekstrakurikuler drawing and coloring di SD IB Annisa Semarang. Penelitian kualitatif deskriptif ini melibatkan kepala sekolah, koordinator ekstrakurikuler, guru pendamping, dan 38 siswa kelas III–V sebagai subjek penelitian. Pengumpulan data dilakukan melalui observasi terstruktur, wawancara mendalam, studi pustaka, dan dokumentasi visual. Hasil penelitian menunjukkan bahwa kurikulum dirancang secara kontekstual dan sistematis dengan memadukan teori kognitivisme, konstruktivisme, dan pendekatan terpadu. Komponen kurikulum mencakup tujuan bertingkat, materi bertahap, metode demonstrasi berbasis praktik langsung, serta evaluasi formatif berkelanjutan. Desain kurikulum terbukti efektif memfasilitasi bakat seni rupa peserta didik sekaligus mendukung penguatan literasi visual sekolah.