Fostering Student Character Through Art Performances: A Qualitative Study in Primary Education

Abstract

This study aims to identify and analyze character development among students through art performance activities at Madrasah Ibtidaiyah Al-Hikmah. A qualitative research method with a descriptive approach was employed, involving observation, interviews, and document analysis. Research subjects included students, teachers, and parents. This study supports a holistic educational approach, emphasizing not only academic aspects but also students' character development and soft skills. The findings reveal that art performances contribute significantly to students’ character-building through four stages: planning, organizing, executing, and controlling, using four habituation methods by fostering discipline, applying rewards and penalties, utilizing the school environment to nurture solidarity, and setting examples. Out of 18 character values identified, 8 were specifically developed through these activities: religious, disciplined, hardworking, creative, independent, patriotic, friendly/communicative, and responsible. However, challenges remain, originating from both internal and external factors; internal factors arise within individuals and the school itself, while external factors come from outside influences. This research illustrates that art performances serve not only as an artistic expression venue but also as an essential tool in character development, from preparation and execution to post-activity reflection. Recognizing the positive impact of art activities on student character, schools can design and integrate these activities into the curriculum, which has the potential to enhance the overall quality of education.