The Implementation Of Deep Learning Approach In Phase D Visual Art Education
Keywords:
Deep Learning, Visual Art Education, Phase D, Mindful Learning, Meaningful Learning, Joyful Learning
Abstract
Visual art education in Phase D of the Merdeka Curriculum demands active student engagement across four core elements: experiencing, creating, reflecting, and impacting. However, instruction is still dominated by rigid, product-oriented surface learning, leading to artistic anxiety and highly imitative artwork. This descriptive-contextual qualitative study analyzes the implementation of the Deep Learning approach—encompassing Mindful, Meaningful, and Joyful Learning pillars—in Phase D Visual Art education at SMP Widiatmika Jimbaran. Subjects included Grade VIII students and the visual art teacher. Data gathered through classroom observations, portfolio documentation, reflective interviews, and student logs were analyzed using the interactive model by Miles, Huberman, and Saldana. Findings reveal that Mindful Learning enhances focus during ideation. Meaningful Learning connects visual concepts with personal experiences and local wisdom to produce authentic creations. Meanwhile, Joyful Learning establishes a psychologically safe environment, reducing evaluation anxiety and encouraging technical experimentation. Overall, the Deep Learning approach effectively shifts the paradigm toward a holistic, contextual artistic experience while significantly enhancing the quality of students' aesthetic-visual expression
References
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Rachman, F., & Wijaya, I. M. (2022). Creating a Safe Risk-Taking Environment in Middle School Art Classrooms. Jurnal Ilmu Pendidikan Dan Kebudayaan, 11(1), 42–55.
Risan, R. (2022). Identifying the characteristics of the student: An evaluation for English teachers pedagogical competence. Journal of English Language Teaching, 11(2), 147–159.
Ritchhart, R., & Perkins, D. (2019). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. Educational Leadership, 76(5), 22–29.
Saldana, J. (2021). The Coding Manual for Qualitative Researchers (4th ed.). SAGE Publications.
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Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28(12), 16017–16040. https://doi.org/10.1007/s10639-023-11848-9
Valanides, N. (2014). Technological Pedagogical Content Knowledge. Springer.
Watanabe, M., & Kusuma, I. W. (2021). Mindfulness Practices in Aesthetic Education: Cultivating Emotional Well-Being in Early Adolescents. Asia-Pacific Journal of Art and Education, 12(3), 87–101.
Wida, I. M., & Yulia, N. (2022). Implementasi Kurikulum Merdeka Dalam Pembelajaran Seni Budaya di SMP Bali. Jurnal Estetika Seni Rupa, 8(2), 134–148.
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Yuliani, R., & Hartono, H. (2023). Pengaruh Safe Risk-Taking Environment Terhadap Self-Efficacy Siswa Dalam Eksplorasi Media Seni Rupa. Jurnal Pendidikan Dan Kebudayaan, 13(1), 66–79.
Zimmerman, B. J. (2020). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Educational Psychologist, 55(3), 160–171.
Astuti, N. L., & Arifin, Z. (2022). Pembentukan Identitas Visual Siswa Melalui Pendekatan Contextual Teaching and Learning (CTL). Jurnal Imersi Seni Rupa, 4(1), 12–25.
Budiarto, M., & Susanti, R. (2021). Mengatasi Surface Learning Pada Pembelajaran Seni Rupa SMP Melalui Metode Experiential Learning. Jurnal Reformasi Pendidikan, 9(2), 201–214.
Csikszentmihalyi, M. (2014). Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi. Springer.
Damayanti, D., & Nurgiyantoro, B. (2019). Carpon: Local Wisdom Integrated with Character Education for Primary Students BT - 6th International Conference on Educational Research and Innovation (ICERI 2018). 112–117.
Darmuki, A., & Hariyadi, A. (2021). Metodologi Penelitian Pendidikan Bahasa dan Seni. Pustaka Pelajar.
Dewey, J. (2015). Art as Experience (Perigee ed.). MGP Books.
Eisner, E. W. (2017). The Arts and the Creation of Mind. Yale University Press.
Fullan, M., Quinn, J., & McEachen, J. (2020). Divergent Thinking for Deep Learning: Engaging the World to Change the World. Corwin Press.
Halimah, L., & Sukmayadi, V. (2019). The Role of" Jigsaw" Method in Enhancing Indonesian Prospective Teachers’ Pedagogical Knowledge and Communication Skill. International Journal of Instruction, 12(2), 289–304. http://www.e-iji.net
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32. https://doi.org/10.1007/s40692-020-00169-2
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2018). Studio Thinking 2: The Real Benefits of Visual Arts Education (2nd ed.). Teachers College Press.
Hidayat, A. S. E., & Setyawan, F. (2020). Analysis of secondary school mathematics teachers’ pedagogical content knowledge and intended teaching in curriculum reformation. Journal of Physics: Conference Series, 1613(1), 012082. https://doi.org/10.1088/1742-6596/1613/1/012082
Irdalisa, I., Fuadi, T. M., Elvianasti, M., & Yanto, B. E. (2022). Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia. International Journal of Educational Research Review, 7(2), 114–123. https://doi.org/10.24331/ijere.1050594
Kaufman, J. C., & Beghetto, R. A. (2019). Do You Want to Be Creative? Managing Everyday Creativity in the Classroom. Journal of Creative Behavior, 53(2), 129–141.
Koster, J. B. (2017). Growing Teachers, Growing Children: Mindful Art Education for Young Learners. Cengage Learning.
Latif, M. A. (2018). Analisis Tingkat Literasi Teknologi Informasi dan Komunikasi Guru Sekolah Dasar di Kabupaten Garut. Universitas Pendidikan Indonesia.
Lin, M. P. C., & Chang, D. (2023). CHAT-ACTS: A pedagogical framework for personalized chatbot to enhance active learning and self-regulated learning. Computers and Education: Artificial Intelligence, 5(May), 100167. https://doi.org/10.1016/j.caeai.2023.100167
Miles, M. B., Huberman, A. M., & Saldana, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). SAGE.
Nurseto, T., & Rahmawati, D. (2023). Integrasi Asesmen Formatif Portofolio Dalam Kurikulum Merdeka Fase D. Jurnal Evaluasi Pendidikan, 14(2), 95–107.
Papakostas, C. (2025). Artificial Intelligence in Religious Education: Ethical, Pedagogical, and Theological Perspectives. Religions, 16(5), 563.
Perdani, B. U. M., & Andayani, E. S. (2021). The Effect Of Technological Pedagogical Content Knowledge (TPACK) On Become Teacher Readiness. Jurnal Pendidikan Akuntansi Indonesia, 19(2), 99–115.
Prahani, B. K., Limatahu, I., Winata, S. W., Yuanita, L., & Nur, M. (2016). Effectiveness of physics learning material through guided inquiry models to improve student’s problem-solving skills based on multiple representations. International Journal of Education and Research, 4(12), 231–244.
Pratama, A. R., & Wulandari, S. (2023). Transformation of Contextual Art Education in Secondary Schools: Overcoming Art Anxiety Through Meaningful Process. Indonesian Journal of Visual Art and Design, 5(2), 118–129.
Purnomo, H., & Lestari, S. (2023). Integration of Balinese Cultural Context in Visual Art Education to Enhance Creative Authentic Expression. Jurnal Pendidikan Seni Rupa Indonesia, 8(1), 54–67.
Rachman, F., & Wijaya, I. M. (2022). Creating a Safe Risk-Taking Environment in Middle School Art Classrooms. Jurnal Ilmu Pendidikan Dan Kebudayaan, 11(1), 42–55.
Risan, R. (2022). Identifying the characteristics of the student: An evaluation for English teachers pedagogical competence. Journal of English Language Teaching, 11(2), 147–159.
Ritchhart, R., & Perkins, D. (2019). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. Educational Leadership, 76(5), 22–29.
Saldana, J. (2021). The Coding Manual for Qualitative Researchers (4th ed.). SAGE Publications.
Santrock, J. W. (2021). Educational Psychology (7th ed.). McGraw-Hill Education.
Setiawan, B., & Rahmawati, A. (2023). Shifting from Product-Oriented to Process-Oriented Learning in Secondary School Art Education. Jurnal Edukasi Dan Seni Visual, 6(2), 89–102.
Silvester, Sumarni, M. L., & Saputro, T. V. D. (2024). Pengaruh Kompetensi Technological Pedagogical Content Knowledge (TPACK) terhadap Keterampilan Guru dalam Mengimplemtasikan Pembelajaran Berbasis Digital. Journal of Education Research, 5(4), 4958–4965.
Sugiarto, E. (2021). Metodologi Penelitian Seni Rupa dan Desain: Konsep, Teori, dan Aplikasi Portofolio. Ombak.
Sugiyono, P. D. (2022). Metode Penelitian Kualitatif Dan Kuantitatif. CV Alfabeta.
Suratno, S., & Handayani, T. (2022). Penguatan Karakter Profil Pelajar Pancasila Melalui Pembelajaran Seni Rupa Berbasis Kearifan Lokal. Jurnal Pendidikan Seni Rupa Indonesia, 10(1), 45–58.
Suryana, Y., & Priatna, N. (2022). The Facilitative Role of Educators in Merdeka Curriculum Execution. Jurnal Metodologi Penelitian Pendidikan, 15(3), 110–124.
Tishman, S. (2018). Slow Looking: The Art and Practice of Learning Through Observation. Routledge.
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2
Trianto. (2021). Mendesain Model Pembelajaran Inovatif, Progresif, dan Konsektual. Kencana.
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28(12), 16017–16040. https://doi.org/10.1007/s10639-023-11848-9
Valanides, N. (2014). Technological Pedagogical Content Knowledge. Springer.
Watanabe, M., & Kusuma, I. W. (2021). Mindfulness Practices in Aesthetic Education: Cultivating Emotional Well-Being in Early Adolescents. Asia-Pacific Journal of Art and Education, 12(3), 87–101.
Wida, I. M., & Yulia, N. (2022). Implementasi Kurikulum Merdeka Dalam Pembelajaran Seni Budaya di SMP Bali. Jurnal Estetika Seni Rupa, 8(2), 134–148.
Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2019). Art for Art’s Sake? The Impact of Arts Education. OECD Publishing.
Wong, K.-T., Hwang, G.-J., Choo Goh, P. S., & Mohd Arrif, S. K. (2020). Effects of blended learning pedagogical practices on students’ motivation and autonomy for the teaching of short stories in upper secondary English. Interactive Learning Environments, 28(4), 512–525. https://doi.org/10.1080/10494820.2018.1542318
Yuliani, R., & Hartono, H. (2023). Pengaruh Safe Risk-Taking Environment Terhadap Self-Efficacy Siswa Dalam Eksplorasi Media Seni Rupa. Jurnal Pendidikan Dan Kebudayaan, 13(1), 66–79.
Zimmerman, B. J. (2020). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Educational Psychologist, 55(3), 160–171.
Published
2026-10-02
How to Cite
Pramana, I. P. D. A., Mawan, I. G., & Karja, I. W. (2026). The Implementation Of Deep Learning Approach In Phase D Visual Art Education . International Journal of Education, Vocational and Social Science , 5(04), 2318-2336. https://doi.org/10.63922/ijevss.v5i04.6735
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
