Ikebana training for students: A multidisciplinary part of SDGs 4

Abstract

Ikebana training, the Japanese art of flower arrangement, serves as a creative learning medium integrating culture, art, and 21st-century education. Conducted at SMAN 1 Batang Anai, Padang Pariaman, the program involved 36 Japanese Club members and one teacher, aiming to enhance knowledge of ikebana philosophy and techniques, foster creativity, build self-confidence, and broaden perspectives on simple entrepreneurial opportunities. The experiential learning approach applied 30% theory and 70% practice, including material delivery, demonstrations, hands-on practice, discussions, gallery walks, and evaluations. Data were collected via a five-point Likert-scale questionnaire, rubric-based assessments of student works, open-ended questions, and facilitator observations, analyzed using descriptive quantitative methods and qualitative thematic analysis. The results showed that the vast majority of students gained new knowledge and found the material easy to follow. Many students reported increased motivation and self-confidence, and a significant portion grasped Ikebana's basic philosophy. Assessment of their works revealed balanced compositions and notable creativity, although neatness posed a technical challenge. Qualitative findings highlighted high enthusiasm and positive reflections on creative economy opportunities. In conclusion, Ikebana training is an effective multidisciplinary strategy for promoting cultural literacy and developing 21st-century skills, thereby contributing to the achievement of quality education.

Abstrak

Pelatihan ikebana, seni merangkai bunga tradisional Jepang, berpotensi sebagai media pembelajaran kreatif yang mengintegrasikan budaya, seni, dan pendidikan abad ke-21. Kegiatan ini dilaksanakan di SMAN 1 Batang Anai, Padang Pariaman, dengan melibatkan 36 anggota Klub Jepang dan satu guru pendamping, bertujuan meningkatkan pemahaman filosofi dan teknik dasar ikebana, menumbuhkan kreativitas, membangun rasa percaya diri, serta memperluas wawasan terkait peluang kewirausahaan sederhana. Pendekatan pembelajaran pengalaman diterapkan dengan proporsi 30% teori dan 70% praktik, meliputi penyampaian materi, demonstrasi, praktik langsung, diskusi, gallery walk, dan evaluasi. Data dikumpulkan melalui kuesioner skala Likert lima poin, penilaian karya peserta didik berbasis rubrik, pertanyaan terbuka, serta observasi fasilitator, dianalisis menggunakan metode kuantitatif deskriptif dan analisis tematik kualitatif. Hasil menunjukkan mayoritas peserta didik memperoleh pengetahuan baru dan merasa materi mudah diikuti. Banyak peserta didik melaporkan peningkatan motivasi dan rasa percaya diri, serta mampu memahami filosofi dasar Ikebana. Penilaian karya menunjukkan komposisi yang seimbang dan kreativitas yang menonjol, meskipun kerapian menjadi tantangan teknis. Temuan kualitatif menyoroti antusiasme tinggi dan refleksi positif terkait peluang ekonomi kreatif. Disimpulkan bahwa pelatihan Ikebana efektif sebagai strategi multidisipliner untuk mendorong literasi budaya dan mengembangkan keterampilan abad ke-21, serta berkontribusi pada pencapaian pendidikan yang berkualitas.

Kata Kunci: Ikebana; kreativitas; pembelajaran eksperiensial; pendidikan berkualitas; pendidikan budaya; SDGs 4