Uncovering the Art Learning Mindset: Dinamika Persepsi Guru dan Kepala Sekolah di PAUD

Abstract

This study aims to explore the perceptions of teachers and school principals regarding art learning in early childhood education. The study is based on the tendency for art learning to be positioned as an extracurricular activity delivered by guest instructors, rather than as an integral part of the core learning process. A descriptive qualitative approach with a case study design was employed in this research. The participants consisted of two school principals and ten teachers selected through purposive sampling. Data were collected using semi-structured interviews and documentation. Thematic analysis was used to identify key themes emerging from the data. The findings reveal that most teachers and principals perceive art learning as a supplementary activity rather than as a primary medium for fostering children's holistic development. In addition, several challenges were identified in the implementation of art learning, including limited teacher competence in the arts, difficulty in accessing suitable art instructors for young children, and low teacher confidence in delivering art lessons independently. Nevertheless, all participants recognized that art learning contributes significantly to developing children's creativity, character, and confidence in self-expression. This study contributes to a deeper understanding of the role of art in early childhood education and highlights the need to position art learning as an essential part of the curriculum. It also emphasizes the importance of strengthening teacher capacity through ongoing training and sustained policy support.