Peningkatan Literasi Visual dan Kompetensi Desain Komunikasi Melalui Pelatihan Desain Grafis Berbasis Proyek Bagi Siswa Sekolah Menengah Kejuruan (SMK) Mutiara Ilmu Makassar

Abstract

Abstrak: Pendidikan vokasional, khususnya di bidang desain grafis, memegang peran penting dalam menyiapkan tenaga kerja kreatif yang kompeten. Namun, di SMK Mutiara Ilmu Makassar masih terdapat beberapa kendala, seperti ,minimnya literasi visual siswa, pembelajaran berbasis proyek nyata yang belum maksimal. Program pengabdian ini bertujuan meningkatkan literasi visual dan kompetensi desain komunikasi siswa melalui pelatihan desain grafis berbasis project-based learning (PjBL). Metode pelaksanaan mencakup penyusunan modul pembelajaran kontekstual, pelatihan desain grafis menggunakan perangkat lunak profesional maupun alternatif daring, pendampingan pengerjaan proyek riil (poster, logo, kemasan, konten media sosial), evaluasi karya berbasis rubrik standar industri. Dengan pendekatan ini, diharapkan siswa mampu memahami prinsip komunikasi visual, menghasilkan portofolio berkualitas, serta meningkatkan kemandirian dan kreativitas dalam menyelesaikan proyek desain. Luaran program meliputi modul pembelajaran replikatif, peningkatan kompetensi siswa dan guru, portofolio digital, serta penguatan jejaring kolaborasi dengan industri kreatif. Dampak jangka panjang yang diharapkan adalah terbentuknya kultur kreatif sekolah serta kesiapan lulusan SMK dalam menghadapi kebutuhan industri desain grafis dan ekonomi kreatif.

Kata Kunci: literasi visual; desain komunikasi; project-based learning; desain grafis.

Abstract:  Vocational education, particularly in graphic design, plays an important role in preparing competent creative workers. However, SMK Mutiara Ilmu Makassar still faces several challenges, such as limited visual literacy among students and the suboptimal implementation of project-based learning. This community service program aims to improve students’ visual literacy and communication design skills through project-based graphic design training (PjBL). The implementation methods include developing contextual learning modules, providing graphic design training using professional and online alternative software, mentoring students in real projects (posters, logos, packaging, social media content), and evaluating works based on industry-standard rubrics. With this approach, students are expected to understand the principles of visual communication, produce high-quality portfolios, and enhance independence and creativity in completing design projects. The program’s outputs include replicable learning modules, improved competencies of both students and teachers, digital portfolios, and strengthened collaboration networks with the creative industry. In the long term, this program is expected to establish a creative school culture and prepare SMK graduates to meet the demands of the graphic design and creative economy industries.

Keywords: visual literacy; communication design; project-based learning; graphic design.