The Role of Digital Content Design in the Formation of Visual-Communicative Creativity in Grade V Students

Abstract

This study aims to describe the role of designing digital content in the form of posters in the formation of visual-communicative creativity in grade V students of SD Negeri 2 Pagutan Manyaran Wonogiri through reading literacy learning. The research uses a qualitative approach with case study methods to deeply understand the process of forming students' creativity. The research subjects included 1 class V teacher, 25 class V students, and the principal. Data was collected through participatory observation, in-depth interviews, and documentation studies of students' digital poster work. Data analysis used the interactive model Miles, Huberman, and Saldaña with stages of data condensation, data presentation, and conclusion drawn. The validity of the data is maintained through triangulation of sources and methods as well as member checking. Research has found that designing digital posters plays a significant role in the formation of visual-communicative creativity through four main mechanisms. The experience of reading literacy texts is an initial stimulus that triggers students' visual imagination. The process of transforming verbal ideas into visual representations develops divergent thinking skills. The use of the Canva app as a design tool provides a technical scaffolding that facilitates creative expression. Presentations and discussions of the works strengthen students' visual communication skills. The components of creativity that develop include fluency, flexibility, originality, and elaboration. Implementation challenges include limited digital infrastructure and variations in students' digital literacy abilities. This research makes a theoretical contribution by integrating Guilford's creativity theory, Dondis visual communication, and digital literacy in the context of elementary school learning based on the Independent Curriculum.