The Implementation of Visual Creativity Media in Developing Social Character Posters among Fifth-Grade Students in Indonesian Language Learning

Abstract

Elementary education is expected to foster students’ academic achievement, creativity, active engagement, and social character. However, preliminary observations at SD Negeri 070999 Tarakhaini indicated that fifth-grade learning remained predominantly teacher-centered, with limited use of visual media and students experiencing difficulties in developing creative poster designs and communicating social character values. This study aimed to examine the implementation of visual creativity media in creating social character posters and improve students’ creativity and learning outcomes through project-oriented learning activities. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research involved 20 fifth-grade students and was conducted in two cycles, each comprising two meetings. Data were collected through observation, essay tests, field notes, and documentation and analyzed using quantitative and qualitative approaches. The intervention incorporated visual stimuli, including infographics and poster examples, as well as drawing, collage, and mixed-media techniques. The findings demonstrated progressive improvements in researcher activity, student engagement, and learning achievement. Researcher activity increased from 54% and 63% in Cycle I to 71% and 85% in Cycle II, while student activity increased from 58% and 67% to 90% and 95%, respectively. Students’ average achievement increased from 66% to 86%, exceeding the 80% mastery target. The findings indicate that visual creativity media supported students’ creative expression, active participation, and learning achievement in poster-making activities. Thus, visual creativity media may serve as an alternative approach for integrating creative learning with social character development.