Nerosti Nerosti
Jurusan Sendratasik, Fakultas Bahasa dan Seni, Universitas Negeri Padang, Indonesia

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Tari Salendang Keturunan Puti-Puti Tarusan: Embodied Cultural Learning and Intangible Heritage in Minangkabau Wedding Ceremonies Alhani Miranda Jamil; Nerosti Nerosti
Jurnal Riset dan Inovasi Pembelajaran Vol. 6 No. 3 (2026): September-December 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v6i3.5884

Abstract

Intangible cultural heritage is sustained not only by preserving performance forms but also by passing on the knowledge, values, and social meanings embedded in community practices. This study examines the historical development and performance form of Tari Salendang Keturunan Puti-Puti Tarusan and identifies the educational and cultural values expressed through its performance elements in wedding ceremonies in Koto XI Tarusan, Pesisir Selatan, West Sumatra, Indonesia. A context-bounded qualitative design was used, drawing on observations, semi-structured interviews, literature studies, and documentation. The data were analyzed using thematic and qualitative content analyses. The findings show that the dance developed through three historical stages and was reconstructed as a structured performance comprising eight movements: Warih, Paga, Anta, Balabeh, Limpapeh, Kuriak Kundi, Ikek, and Anjuang. Its educational value is embedded in movement control, adherence to performance sequences, coordination, responsibility, cooperation, politeness, self-control, and respect for others. Its cultural meanings are expressed through lineage, women's dignity, family relationships, marital bonding, and the continuity of the Minangkabau tradition within the Puti Puti community. The contribution of this study lies in the historical reconstruction, ceremonial performance, lineage, and value transmission in a single analysis. It offers a context-sensitive view of traditional dance as embodied cultural learning and indicates that safeguarding should preserve not only choreographic forms but also the community knowledge that gives these forms their meaning.​