The Effect of the Progressive Art Trail Board on Art Elements among Foundation Phase Children Aged 5–6 Years

Heri Hidayat; Fadilla Ayuningtyas; Delia Imas Nurbayanti; Muthia Maullyza Tazrin; Zaki Al-Faruq

doi:10.54371/jiepp.v6i2.1535

Authors

Heri Hidayat Universitas Islam Negeri Sunan Gunung Djati Bandung, Jawa Barat, Indonesia
Fadilla Ayuningtyas Universitas Islam Negeri Sunan Gunung Djati Bandung, Jawa Barat, Indonesia
Delia Imas Nurbayanti Universitas Islam Negeri Sunan Gunung Djati Bandung, Jawa Barat, Indonesia
Muthia Maullyza Tazrin Universitas Islam Negeri Sunan Gunung Djati Bandung, Jawa Barat, Indonesia
Zaki Al-Faruq Universitas Islam Negeri Sunan Gunung Djati Bandung, Jawa Barat, Indonesia

DOI:

https://doi.org/10.54371/jiepp.v6i2.1535

Keywords:

Artistic development, Early childhood, Educational play medium, Progressive Art Trail Board, Visual arts

Abstract

The development of artistic abilities in early childhood plays an important role in fostering creativity, self-expression, and aesthetic sensitivity during the foundational phase, highlighting the need for learning media that align with children’s developmental characteristics and learning experiences. This study aimed to analyze changes in the artistic development of children aged 5–6 years following the implementation of the Progressive Art Trail Board as an educational play medium. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving eight Group B children at RA Al-Ihsan. Data were collected through structured observation and documentation and analyzed using descriptive statistics and a paired-samples t-test. The results showed an increase in the mean artistic development score from 21.88 at pretest to 31.38 at posttest. Hypothesis testing yielded a t-value of 9.029, exceeding the critical t-value of 2.365 at the 0.05 significance level, indicating a significant difference between scores before and after the intervention. These findings suggest that the Progressive Art Trail Board has the potential to support children’s artistic development through active, creative, and enjoyable learning activities. This study provides an alternative educational play medium that educators may use to support artistic development during the foundational phase; however, the findings should be interpreted in light of the study’s pre-experimental design and relatively small sample size.

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