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All Journal Jurnal Pendidikan Tari Catharsis
Lissa Maharani
Universitas Negeri Jakarta
Arts Humanities Education

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MULTIMODAL TEACHING MATERIALS FOR MALAY DANCE BASED ON ARTS LITERACY: JEPIN LANGKAH BUJUR SERONG DANCE Lissa Maharani; Sulistiani; Selly Oktarini; Endik Guntaris
Catharsis Vol. 15 No. 1 (2026): juni 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/catharsis.v15i1.62376

Abstract

Traditional dance instruction in schools remains dominated by movement practice and lacks teaching materials that integrate conceptual understanding, cultural values, and arts literacy. Consequently, students focus more on psychomotor aspects than on understanding the meaning, history, and cultural identity embodied in the dance. This study aims to gain an in-depth understanding of Malay dance instruction practices, teachers' needs regarding learning resources, and the utilization of arts literacy-based multimodal teaching materials in teaching the Jepin Langkah Bujur Serong dance. A qualitative approach with a case study design was employed at SMA Negeri 1 Tempunak, West Kalimantan. The study focuses on Malay dance instruction practices characterized by demonstration, imitation, movement repetition, and video viewing, where teachers lack adequate teaching materials to present movement, conceptual, and cultural aspects in an integrated manner. Data were collected through observation, interviews, and document analysis, with analysis proceeding through data reduction, data presentation, and conclusion drawing. The results indicate that the teaching materials integrate various multimodal elements text, images, audio, and video into a single learning medium. The content is structured around arts literacy components, recognizing, examining, understanding, and creating dance, enabling students to learn not only the movement techniques of Jepin Langkah Bujur Serong but also its underlying cultural context. The findings also demonstrate that the multimodal approach facilitates independent learning, enhances conceptual understanding, and supports student-centered instruction. Thus, arts literacy-based multimodal teaching materials offer a potential alternative learning resource that effectively strengthens arts literacy while supporting the preservation of Malay culture through dance education.
The Role of Women and Cultural Negotiation in Topeng Betawi Mak Kinang Sulistiani; LISSA MAHARANI
Catharsis Vol. 15 No. 1 (2026): juni 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/catharsis.v15i1.62098

Abstract

This study aims to analyze the role of women in preserving the Betawi Topeng Betawi through a study of Mak Kinang as a female maestro and Kartini Kisam as a tradition inheritor and preserver. The study uses a qualitative method with an ethnographic approach. At the same time, data are obtained through library research, interviews, and digital ethnography of audiovisual documentation containing track records and testimonies about both figures. The analysis is conducted using the Cavalli-Sforza and Feldman cultural transmission theory as the main foundation, combined with the concept of cultural negotiation to understand the dynamics of tradition preservation amidst social change. The results of the study indicate that the process of inheritance of the Topeng Betawi Dance takes place through vertical cultural transmission within the family environment, where Mak Kinang transmits not only technical dance skills but also the values ​​of honesty, sincerity, responsibility, and artistic ethics to Kartini Kisam through role models, direct teaching, and involvement in performance activities. As the function of the Topeng Betawi Dance changes from being a part of people's lives to being a performing art, entertainment, and educational medium, Kartini Kisam carries out a process of cultural negotiation by maintaining traditional values ​​while adapting inheritance strategies, learning methods, and performance spaces to suit the needs of today's society. This study concludes that women not only play a role as cultural inheritors, but also as transmission agents and cultural negotiators who maintain the continuity of the Topeng Betawi Dance through adaptations that remain grounded in traditional identity and values.
Penguatan Literasi Seni Melalui Pembelajaran Tari Tradisional dalam Mewujudkan SDGs 4 (Quality Education) Lissa Maharani; Imma Fretisari; Ni Ketut Santi Sukma Melati
Jurnal Pendidikan Tari Vol 6 No 1 (2025): Inovasi dan Penguatan Metode Pembelajaran Seni Tari yang Berorientasi Pada Keterl
Publisher : LPPM UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPT.611

Abstract

This study aims to analyze the empowerment of arts literacy through traditional dance learning in realizing SDGs 4 (Quality Education). The focus of the research is directed at the implementation of Traditional Dance at SMA Negeri 1 Tempunak, West Kalimantan. The research method used is qualitative with a case study approach. Data were collected through observation, interviews, and documentation of teachers and students, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusions. The results of the study indicate that traditional dance learning makes a significant contribution to improving the quality of 21st-century education. Teachers have integrated local cultural values ​​into teaching and learning activities despite being limited by learning resources and understanding of arts literacy. Students showed improvements in critical thinking skills, creativity, communication, collaboration, and understanding of cultural meaning. Traditional dance learning has proven to be an effective arts literacy medium in developing students' cognitive, affective, and psychomotor potential while fostering character and love for national culture. Thus, the conclusion is that the implementation of traditional dance-based arts learning not only strengthens arts and cultural literacy but also supports the achievement of Sustainable Development Goal (SDG) 4 through inclusive, contextual, and sustainable education.  
Co-Authors Endik Guntaris Imma Fretisari Ni Ketut Santi Sukma Melati Selly Oktarini Sulistiani