STRATEGI VISUAL INTERAKTIF, PEMBELAJARAN MENDALAM, DAN PROJECT-BASED LEARNING DALAM PEMBELAJARAN SEJARAH SENI RUPA DI SEKOLAH
DOI:
https://doi.org/10.37802/candrarupa.v5i1.1293Keywords:
pembelajaran sejarah seni rupa, pembelajaran mendalam,, Strategi visual interaktif, Project-Based Learning, Literasi visualAbstract
Art history learning in schools is often limited to textual explanations, chronological memorization, and teacher-centered lectures, resulting in low conceptual understanding, weak visual literacy, and minimal student engagement. In the era of digital transformation and the 2025 Deep Learning Curriculum, these traditional approaches are no longer adequate for developing higher-order thinking, reflective analysis, creativity, and cultural understanding. This literature study examines the integration of interactive visual strategies, deep learning, and Project-Based Learning (PjBL) as an innovative framework for teaching art history. The review synthesizes findings from national and international studies on multimedia-based art learning, virtual museums, digital timelines, reflective pedagogy, and project-based creative production. Results indicate that interactive visual media enhance student motivation and expand access to artworks, while deep learning encourages critical interpretation, contextual analysis, and reflective understanding. PjBL facilitates the transformation of historical knowledge into creative outcomes through collaborative projects, digital exhibitions, and artwork production. The study identifies key gaps in existing research: limited integration of visual technology with deep learning; minimal use of PjBL in art history contexts; and insufficient empirical models tailored to the Indonesian curriculum. Based on these gaps, an integrative three-stage model is proposed: visual exploration, deep learning analysis, and PjBL-based creative project development. This model aligns with the 2025 curriculum and supports the development of visual literacy, critical thinking, creativity, and cultural awareness. Recommendations highlight the need for teacher training in digital arts pedagogy, improved school technological infrastructure, and future empirical studies to validate the model’s effectiveness.
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