Developing Students’ Visual-Spatial Intelligence Through Calligraphy Extracurricular Activities at Darul Huda Mayak Islamic Boarding School

Abstract

Background

Children today possess various types of multiple intelligences, one of which is visual-spatial intelligence. However, there are still children who misuse this intelligence in inappropriate ways, potentially damaging public facilities and negatively impacting their character. To channel this potential positively, visual-spatial intelligence can be stimulated and developed through structured art activities, such as the creation of Arabic calligraphy, particularly in the decorative branch.

Objectives

This study aims to present and analyze in depth two main focuses: (1) the actual implementation of the Arabic calligraphy extracurricular activity held at the Darul Huda Mayak Islamic Boarding School; and (2) the profile of the students’ visual-spatial intelligence abilities and development after participating in this extracurricular activity.

Methods

This study employs a qualitative approach using field research in the form of a case study. Research data was collected directly through participant observation, structured interviews, and documentation involving instructors, administrators, and students. The collected data was then analyzed interactively through three systematic stages: data reduction, data display, and drawing conclusions or verification.

Results

The research results indicate that the students’ visual-spatial intelligence developed effectively through decorative calligraphy activities. Based on test results, the percentage of achievement in the students’ intelligence aspects includes: combining colors and shapes at 81%, sensitivity to color at 80%, demonstrating creativity in producing a work at 74%, sensitivity to size at 71%, identifying parts based on function at 70%, and the ability to express ideas at 63%.

Conclusion

The research concludes that (1) the implementation of the calligraphy extracurricular program at the Darul Huda Mayak Islamic Boarding School is effective through three management stages: planning (meetings of administrators and instructors), implementation (agreement on schedules, methods, and resources), and evaluation through the "Harlah" art exhibition. (2) Calligraphy extracurricular activities have been proven to significantly sharpen and develop all aspects of students’ visual-spatial intelligence.