INSTRUCTIONAL DESIGN USING JOHN DEWEY’S THEORY AND SITUATIONAL LEARNING THEORY TO ENHANCE THE LEARNING INTEREST AND ACHIEVEMENT OF ART STUDENTS

Abstract

The purposes of this research were: 1) to study the current state and problems in learning interest and achievement of art students; 2) to draft the instructional model using John Dewey’s theory and situational learning theory to enhance learning interest and achievement of art students. This research employed a comprehensive mixed-method approach. The research instruments included a semi-structured interview, questionnaire, achievement test, and evaluation form for the appropriateness of
the instructional model. All instruments were validated by five qualified experts with the IOC score ranging between 0.60–1.00. The research results showed as follows:  1. The art students showed a moderate to high level of interest in their learning, especially when the lessons included real-life activities. However, their ability to stay engaged and apply what they learned over time was limited. The test results showed that they had a good grasp of basic knowledge but struggled with more abstract materials, which suggests that more interactive and context-related methods would be beneficial. and 2. The instructional model was validated by five experts and received a perfect IOC score of 1.00. It also had a high level of appropriateness, with a mean of 4.87 and a standard deviation of 0.3. It comprises of six components: introduction, theoretical foundation, guiding principles, objectives, instructional procedures, and expected outcomes. The instructional procedures include seven steps: introducing objectives and tasks, creating real-life situations, formulating problem, solving problems, concluding, validating conclusion, and evaluating. This instructional model boosts student engagement and success by offering hands-on, meaningful, and personalized learning opportunities.