Calligraphy-Based Instruction for Establishing Students’ Creativity in Arabic Alphabet Writing

Abstract

This study investigates the development of students’ creativity through Arabic calligraphy activities at TPQ Darul Ulum Petung Glagasan Bangsalsari, a non-formal Islamic educational institution. While Taman Pendidikan Al-Qur’an (TPQ) traditionally emphasizes Qur’anic recitation and memorization, this institution integrates structured calligraphy instruction as a medium for artistic and cognitive development. Employing a qualitative case study design, data were collected through observation, semi-structured interviews, and documentation. Participants included the TPQ head, the calligraphy instructor, and selected students actively involved in the program. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing, with triangulation applied to ensure credibility. The findings reveal that creativity development occurs through a structured and progressive instructional process, beginning with mastery of basic letter anatomy, followed by guided compositional exercises, and culminating in decorative elaboration. Indicators of creativity observed include fluency in design variation, flexibility in spatial arrangement, elaboration of ornamental details, persistence, and enhanced intrinsic motivation. Supporting factors include institutional commitment, instructional competence, availability of basic facilities, public recognition of student work, and parental encouragement. Inhibiting factors involve limited instructional time, student fatigue, varying initial writing abilities, and motivational fluctuations. The study concludes that Arabic calligraphy can serve as an effective pedagogical medium for fostering creativity within non-formal Islamic education, contributing to holistic child development by integrating technical discipline, aesthetic sensitivity, and character formation.