Extracurricular Painting and Elementary Student’s Social Interaction: A Symbolic Interactionist Perspective

Miftakhul Firman Ferdiansyah Efendi; Djuli Djatiprambudi; Setyo Yanuartuti

doi:10.58421/gehu.v5i6.2071

DOI:

https://doi.org/10.58421/gehu.v5i6.2071

Authors

Miftakhul Firman Ferdiansyah Efendi Universitas Negeri Surabaya
Djuli Djatiprambudi Universitas Negeri Surabaya
Setyo Yanuartuti Universitas Negeri Surabaya

Keywords:

Elementary school students, George Herbert Mead, Painting extracurricular activity, Social interaction, Symbolic interactionism

Abstract

Painting extracurricular activities provide elementary school students with opportunities to develop artistic abilities while engaging in social interaction beyond the formal classroom setting. However, studies examining how painting extracurricular activities shape students’ social interaction through a symbolic interactionist perspective, particularly in elementary madrasahs, remain limited. This study aims to analyze how painting extracurricular activities shape social interaction among elementary school students at MI Ihyaul Islam Bolo from a symbolic interactionist perspective. This study employed a descriptive qualitative approach involving nine informants, consisting of one painting extracurricular instructor and eight students. The eight students comprised one male and one female student from each of Grades 1–4, all of whom actively participated in the painting extracurricular activity. The informants were selected through purposive sampling. Data were collected through observation, semi-structured group interviews with students, instructor interviews, and documentation. Data credibility was established through source and technique triangulation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing, while George Herbert Mead’s concepts of mind, self, and society were used as the theoretical framework for interpreting the findings. The findings indicate that the painting extracurricular activity provided opportunities for students to communicate, cooperate, assist one another, share materials, appreciate peers’ artwork, exchange opinions, and interact across grade levels. The instructor facilitated these interactions by providing guidance, encouraging communication, and supporting students who experienced difficulties. These interactional processes can be understood through Mead’s concepts of mind, self, and society: students interpreted and responded to others during communication, developed responses to peers’ and the instructor’s reactions, and participated in recurring patterns of cooperation within the extracurricular group. The study contributes to elementary visual arts education by demonstrating how painting activities can provide a contextual setting for the construction of social interaction through communication, mutual assistance, and participation in a shared artistic environment.

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