Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) Vol. 03, No. 03, March 2023 e-ISSN: 2807-8691 | p-ISSN: 2807-839X IJSSR Page 795 https://doi.org/ 10.46799/ijssr.v3i3.290 This work is licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) AREA LEARNING MODEL OF CONECTIVISM BASED IN FINE ART AND CRAFT LEARNING TO IMPROVE SOCIAL, METACOGNITIVE SKILLS IN ELEMENTARY SCHOOL STUDENTS Tri Linggo Wati*, Mustaji, Andi Mariono Educational Technology, Universitas Negeri Surabaya, East Java, Indonesia Email: tri.19002@mhs.unesa.ac.id*, mustaji@unesa.ac.id, andimariono@unesa.ac.id Article Information ABSTRACT Received: February 19, 2023 Revised: February 28, 2023 Approved: March 20, 2023 Online: March 24, 2023 This research aims to test area learning model of connectivism based in art and craft learning to improve social and metacognitive skills in second grade of elementary school students. This learning model is a learning model that gives students the freedom to choose learning activities in the area they interest (learning area). It consists of drawing, shaping, and craft areas. By starting to read material and to select material are activities to select the learning area. Moreover, for work appreciation activities use IT as a basis for connectivism. This learning model is one of the solutions to overcome the problems of learning which is monotonous manner. It tends to be a large amount of intervention in students’ work processes, which makes them to be less able to develop their social and metacognitive skills. After the treatment was carried out on the students, the results on the social skills variable obtained the calculation data using the N-gain score with the criteria: 0.63 (N-Gain score 0.3 < N-gain < 0.7, included in the medium category), whereas if N-Gain score > 0.7 (High category). The results obtained from the combination of the pretest-posttest scores on the aspect of social skills were classified as high criteria for 22 students, while at a moderate increase of 2 students, the metacognitive data obtained test data 1 and test 2 on pre-test scores and post-test scores on improvement moderate as many as 3, while in the high improvement category there were 21 students out of 24 students. Keywords Area; Conectivisme; Fine Art and Craft; Social Skill; Metacognitive INTRODUCTION Empirical studies mention that teaching and learning have been going on for centuries, especially in the last few decades, more and more scientific literature has investigated how teaching and the effects of various teaching practices in the learning process will have an influence on student learning. As educators, teachers are asked to use learning practices that are able to lead their students to process a material through their cognition and also teach the process of interaction with their social environment. After that, they should understand how the brain works and how the brain is affected by social interactions with parents, peers and teachers. Then, they learn how to deal with such barrier factors in the environment as poverty or trauma. Lastly, they inform the teacher pedagogical practice. Therefore, teachers can provide adaptations to learn, not only in the form of knowledge but also motivation in adjusting the ability level of students. Thus, the teacher is obliged to help students in their learning process by designing and compiling lessons to enable students to learn something in depth, and not just learn on the surface (Sonia, 2017). In providing learning facilities, teacher as a facilitator. It states in the role of educational technology in facilitating the improvement of the quality of education which is very large. Referring to the official definition