Visual Art-Based Instruction for Improving Fine Motor Skills among Kindergarten Children
DOI:
https://doi.org/10.22437/fmhrn371Keywords:
Art-Based Learning, Early Childhood Education, Fine Motor Skills, Kindergarten, Visual Art-Based InstructionAbstract
This study aimed to investigate the implementation of visual art-based instruction as a pedagogical strategy for improving the fine motor skills of kindergarten children. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, involving two instructional cycles, each consisting of planning, action, observation, and reflection. The participants were ten children aged 4–5 years enrolled in Group A at TK As-Salam Alam Barajo, Jambi. Data were collected through structured classroom observations and documentation, while descriptive quantitative and qualitative analyses were used to evaluate children's learning progress and instructional implementation. The findings revealed a continuous improvement in children's fine motor performance throughout the intervention. The average achievement increased from 51.5% during the preliminary observation to 60.5% after Cycle I and reached 72.5% after Cycle II, representing an overall improvement of 21 percentage points and exceeding the predetermined success criterion. Classroom observations further indicated increased learner engagement, participation, confidence, and independence during visual art learning activities. These findings demonstrate instructional improvement within the research context for integrating creative exploration with fine motor development through active and meaningful learning experiences. The study contributes to early childhood pedagogy by positioning visual art not merely as a classroom activity but as a structured instructional strategy capable of improving both instructional quality and children's developmental outcomes in kindergarten education.
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