Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Women, Education, and Social Welfare
Marcella Nadya Irafany
Universitas Negeri Semarang
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
KATABEL Flashcards for Fable-Based Dance Learning in Primary School Marcella Nadya Irafany; Deasylina da Ary
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.435

Abstract

Dance instruction in primary school requires learning media that make movement concepts concrete, engaging, and usable for young learners. This study developed KATABEL, a fable-based dance flashcard medium, and examined its feasibility and preliminary effectiveness in Grade 4 dance learning. The study employed research and development using the ADDIE framework and involved 29 students at a public primary school in Pati Regency, Indonesia. KATABEL combines animal-fable narratives, illustrations, QR-code-linked movement videos, and prompts for imitating, adapting, sequencing, and presenting movement. Feasibility was assessed by content and media experts; implementation evidence was obtained through sequential small-group (n = 6) and large-group (n = 23) pretest-posttest trials. Content and media validation yielded 93% and 96%, respectively, placing the product in the highly feasible category. Shapiro-Wilk results supported normality, and paired-sample tests indicated significant gains in both trials (small group: t = -8.174, p < .001; large group: t = -18.325, p < .001). Mean normalized gains were 0.6879 and 0.7366. KATABEL offers a low-cost, human-centered physical-digital learning resource that supports movement exploration, participation, and equitable access to primary arts learning.
Co-Authors Deasylina Da Ary