Improving Illustration Drawing Skills Through Project-Based Experimental Methods for Slow Learner Students in Junior High School Fine Arts Learning

Abstract

Fine arts education essentially serves as a medium to develop students' creativity and ability to convey visual ideas. However, field conditions indicate that illustration drawing learning still faces various obstacles, which become more complex for slow learner students. Slow learner students have below-average learning abilities, thus requiring more time to understand concepts. This research aims to find a solution for improving the illustration drawing skills of slow learner students in fine arts learning through the application of a project-based experimental method. This study uses a Classroom Action Research (CAR) approach conducted cyclically in two cycles, comprising planning, action, observation, and reflection stages. The subjects of this research focused on eighth-grade slow learner students at SMP Negeri 1 Malinau Kota. The results showed that the implementation of the project-based experimental method significantly improved the quality of the learning process, shifting it from teacher-centered to student-centered. This quality improvement directly impacted learning outcomes. In the pre-action stage, the average score for students' illustration drawing skills was 65, with a completeness percentage of 40%. After the action, the average score increased to 72 in Cycle I with 56% completeness, and reached 84 in Cycle II with an 87% learning completeness percentage. Based on the analysis using the N-Gain index, a score of 0.54 was obtained, falling into the medium category. The application of the project-based experimental method proved effective in improving the illustration drawing skills of slow learner students, as well as developing aspects of student creativity, self-confidence, and independence.