Strategi LPWP NTB untuk Mengembangkan Imajinasi Siswa Sekolah Dasar di Lombok Barat Melalui Lomba Menggambar
Keywords:
LPWP NTB, imagination, creativity, drawing competition, elementary schoolAbstract
The development of imagination in elementary school students is a crucial aspect in fostering creativity, critical thinking, and problem-solving skills from an early age. This study aims to analyze the strategies of the Regional Development Institute of West Nusa Tenggara (LPWP-NTB) in developing students’ imagination through a drawing competition program in West Lombok. A descriptive qualitative approach was employed to explore in depth the planning, implementation, and evaluation of the drawing competition organized by LPWP-NTB. Data were collected through in-depth interviews with LPWP administrators, accompanying teachers, and student participants, supported by field observations and documentation. The findings reveal that LPWP-NTB designed the drawing competition by integrating local themes closely related to students’ daily lives, such as Sasak culture, the natural beauty of Lombok, and local wisdom values. This strategy not only stimulated students’ imagination but also instilled pride in their cultural identity. Moreover, the use of creative mentoring methods and a healthy competitive atmosphere encouraged students to freely explore and express their ideas visually. The analysis further shows that the success of the program was influenced by collaboration between LPWP, schools, and local art communities in West Lombok. These findings contribute theoretically to studies on the development of children’s creativity based on local wisdom while offering an implementable model for educational institutions in other regions. The study also emphasizes the importance of continuous support from various stakeholders to ensure the sustainable development of students’ imagination. Thus, the drawing competition initiated by LPWP-NTB serves not only as a contest but also as a creative educational platform relevant to contemporary educational needs and character-based learning.
References
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press.
Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education. Münster: Waxmann.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: SAGE.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods. New York: Routledge.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Efland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York: Teachers College Press.
Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Ewing, R. (2010). The arts and Australian education: Realising potential. Camberwell: Australian Council for Educational Research.
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569–598. https://doi.org/10.1146/annurev.psych.093008.100416
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio thinking 2: The real benefits of visual arts education. New York: Teachers College Press.
Jalongo, M. R., & Stamp, L. N. (1997). The arts in children’s lives: Aesthetic education in early childhood. Boston, MA: Allyn & Bacon.
Lowenfeld, V., & Brittain, W. L. (1970). Creative and mental growth (5th ed.). New York: Macmillan.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE.
OECD. (2019). OECD future of education and skills 2030: OECD learning compass 2030. Paris: OECD Publishing.
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: W. W. Norton.
Rideout, V. (2017). The Common Sense census: Media use by kids age zero to eight, 2017. San Francisco, CA: Common Sense Media.
Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that’s transforming education. New York: Penguin.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Sawyer, R. K. (2012). Explaining creativity: The science of human innovation (2nd ed.). New York: Oxford University Press.
Torrance, E. P. (1990). The Torrance tests of creative thinking: Norms-technical manual. Bensenville, IL: Scholastic Testing Service.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.
UNESCO. (2006). Road map for arts education. Lisbon: UNESCO.
Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210
Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for art’s sake? The impact of arts education. Paris: OECD Publishing.
Wright, S. (2012). Children, meaning-making and the arts (2nd ed.). Frenchs Forest, NSW: Pearson.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Taufik Mawardi, Agus Wira Tahir
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
