TRANSFORMASI HOLISTIK PENGAJARAN SENI VISUAL ABAD KE-21 MELALUI INTEGRASI STEAM DAN PEMBELAJARAN BERASASKAN PROJEK (PBL)

HOLISTIC TRANSFORMATION OF 21ST CENTURY VISUAL ARTS EDUCATION THROUGH THE INTEGRATION OF STEAM AND PROJECT-BASED LEARNING (PBL)

Abstract

Cabaran pendidikan abad ke-21 menuntut murid bukan sahaja menguasai kemahiran literasi asas, malah turut mengembangkan kreativiti visual dan kemahiran motor halus bagi menyokong perkembangan kognitif dan ekspresi kendiri secara seimbang. Dalam konteks murid Kelas Peralihan Tingkatan 1 di Sabah, isu peralihan bahasa, tahap literasi visual yang rendah serta kekurangan bahan bantu belajar yang bersifat visual dan interaktif dikenal pasti sebagai cabaran utama yang menjejaskan penglibatan dan motivasi pembelajaran. Sehubungan itu, kajian ini bertujuan meneroka keberkesanan Kit Mewarna berasaskan pendekatan STEAM yang diintegrasikan dengan Pembelajaran Berasaskan Projek (PBL) sebagai satu intervensi pedagogi dalam meningkatkan literasi visual, kreativiti seni dan kemahiran motor halus murid peralihan. Kajian ini menggunakan reka bentuk kajian kes kualitatif dengan pengumpulan data melalui pemerhatian bilik darjah, temu bual separa berstruktur serta analisis artefak hasil kerja murid. Seramai 55 orang murid Tingkatan 1 daripada sebuah sekolah menengah di Sabah terlibat dalam intervensi yang dilaksanakan selama empat minggu. Analisis tematik mendapati bahawa murid menunjukkan perkembangan yang jelas dalam aspek literasi visual, termasuk keupayaan mengenal dan menyusun elemen visual secara lebih sistematik; peningkatan kreativiti melalui variasi penggunaan warna dan reka bentuk; serta pengukuhan kemahiran motor halus dari segi kawalan dan ketepatan pewarnaan. Selain itu, tahap penglibatan dan motivasi murid dalam aktiviti pembelajaran turut memperlihatkan perubahan yang positif berdasarkan pemerhatian dan maklum balas reflektif. Kajian ini menyumbang kepada literatur tempatan dengan menyediakan bukti empirikal tentang potensi integrasi STEAM dan PBL dalam pendidikan seni visual bagi murid Kelas Peralihan, khususnya dalam konteks luar bandar di Sabah. Dapatan ini mencadangkan bahawa pendekatan intervensi berasaskan seni yang bersifat multisensori dan berfokuskan murid mampu menyokong perkembangan holistik merangkumi domain kognitif, psikomotor dan afektif.

The challenges of 21st-century education require students not only to master foundational literacy skills but also to develop visual creativity and fine motor skills to support balanced cognitive development and self-expression. In the context of Transition Class Form 1 students in Sabah, issues related to language transition, low levels of visual literacy, and the lack of engaging visual and interactive learning materials have been identified as key challenges that affect students’ motivation and classroom engagement. In response to these concerns, this study aims to explore the effectiveness of a STEAM-based Colouring Kit integrated with Project-Based Learning (PBL) as a pedagogical intervention to enhance visual literacy, artistic creativity, and fine motor skills among transition students. This study employed a qualitative case study design, with data collected through classroom observations, semi-structured interviews, and analysis of students’ artwork artefacts. A total of 55 Form 1 students from a secondary school in Sabah participated in a four-week intervention. Thematic analysis revealed clear developmental progress in students’ visual literacy, particularly in their ability to recognise and organise visual elements more systematically. Improvements were also observed in artistic creativity through more varied use of colour and design, as well as in fine motor skills in terms of control and precision in colouring tasks. Additionally, students demonstrated increased classroom engagement and motivation based on observational data and reflective feedback. This study contributes to the local body of literature by providing empirical evidence on the potential of integrating STEAM and PBL within visual arts education for Transition Class students, particularly in rural Sabah contexts. The findings suggest that a multisensory, learner-centred arts-based intervention can support holistic student development across cognitive, psychomotor, and affective domains.