Pengaruh Teknik Modeling Terhadap Motivasi Belajar Pendidikan Seni Rupa Siswa Kelas 3 Di SDK Tunas Daud Cakranegara

This study aims to examine continuous curriculum changes and educational programs designed to advance future education. Within these ongoing revisions lie inherent significance and structural improvements. Integrating modeling techniques and daily life experiences into instruction yields distinct learning outcomes. By utilizing technology, modeling techniques, and direct hands-on experience, students gain firsthand insights, allowing them to observe and concretely perceive the learning process. Based on social-emotional learning literature, students acquire problem-solving skills through social interactions and prior experiences. Addressing challenges in elementary school visual arts education, this research offers two perspectives on how students solve problems through visual media guidance and personal experience, enabling them to create freely yet systematically to grasp basic emphasis patterns. The findings revealed that 5 out of 20 students initially faced difficulties developing creativity in visual arts, specifically regarding emphasis techniques in repeating patterns and floor plan drawing. However, in the subsequent session using the modeling technique, all students successfully completed their assignments using the emphasis technique, yielding diverse artworks aligned with their individual creativity. In conclusion, students' entry skills account for 50% of their learning outcomes (Bloom, 1976). Furthermore, the implementation of the modeling technique significantly enhanced learning achievement among the five students who previously experienced difficulties.