PEMBELAJARAN SENI VISUAL DIGITAL DALAM PENDIDIKAN FORMAL SEBAGAI SARANA PENGUATAN KREATIVITAS KRITIS PESERTA DIDIK ABAD KE-21

Muhammad Widyan Ardani; Ita Tryas Nur Rochbani; Hennira Rohyatin; Irwan Hariyanto; Mohammad Nasih Al Hashas; Sonia Isna Suratin

doi:10.48094/raudhah.v10i3.1061

Authors

Muhammad Widyan Ardani Universitas Negeri Surabaya
Ita Tryas Nur Rochbani STAI Ibnu Sina Batam
Hennira Rohyatin Universitas Al Amien Prenduan
Irwan Hariyanto Universitas Sunan Gresik
Mohammad Nasih Al Hashas Universitas Sunan Gresik
Sonia Isna Suratin UIN Sunan Kalijaga Yogyakarta

DOI:

https://doi.org/10.48094/raudhah.v10i3.1061

Keywords:

Digital Visual Arts, Critical Creativity, Technology Based Learning

Abstract

Digital visual arts learning continues to develop in line with advances in information technology and requires a pedagogical paradigm that extends beyond technical skill acquisition toward the strengthening of students’ critical creativity. However, art learning practices often remain reproductive, lack critical reflection, and have not optimally utilized digital media as a space for visual expression and analysis. This study aims to examine the role of digital visual arts learning in strengthening students’ critical creativity within formal education contexts. Employing a qualitative approach, this research adopts a systematic literature review of books, peer-reviewed journal articles, and relevant empirical studies on digital visual arts, critical creativity, and technology-based learning. Data were analyzed through processes of reduction, categorization, and conceptual synthesis. The findings indicate that digital visual arts learning contributes to the development of critical creativity through visual exploration, problem-solving, reflective practices, and the production of contextual artworks engaging with social and cultural issues. The novelty of this study lies in its conceptual integration of digital visual literacy and critical creativity as interrelated competencies essential to 21st-century education, which remain underexplored in art education scholarship. The study underscores the need for reflective, contextual, and participatory digital visual arts learning models to support the development of creative, critical, and adaptive learners in response to technological and societal challenges. These findings are expected to serve as a theoretical and practical reference for educators, curriculum developers, and researchers in advancing sustainable digital visual arts education in secondary and higher education contexts

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