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Widyawati, Setya
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Arts Humanities

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MAKNA SIMBOLIS TARI JARO ROJAB DI KECAMATAN WANGON KABUPATEN BANYUMAS Pravitasari , Galuh Lutfa; Widyawati, Setya
Greget : Jurnal Kreativitas dan Studi Tari Vol. 23 No. 1 (2024)
Publisher : Institut Seni Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33153/grt.v23i1.3575

Abstract

This journal examines the dance creations of Banyumasan style, namely Jaro Rojab Dance by Ida Restina. This dance was created to participate in Festival dan Lomba Seni Siswa Nasional (FLS2N) for high school in Banyumas Regency. Although dance creations but there are stories and plots there must be meanings and values expressed through symbols. This is interesting to research, so the problem is formulated as follows: 1. What is the form of Jaro Rojab Dance? 2. What is the symbolic meaning of Jaro Rojab Dance? To explain the problem use the form theory of Sri Rochana Widyastutieningrum, the theory of symbols from Wiryamartana and the theory of Allegra Snyder. The presentation of this research data is a description of the analysis. The results of observations on the form of Jaro Rojab Dance to analyze the symbol which is externally the constituent of Jaro Rojab Dance inspired by the traditional ceremony procession of jaro change in Cikakak Village and the movement of Lengger banyumas art. While internally is the treasury of motion that undergoes stages of stimulation, transformation, unity. Overall, Jaro Rojab Dance is a picture and symbol of the nature of the local community where the dance created. In other side, Jaro Rojab dance also performed the potential of cultural tourism owned by Cikakak Village and Banyumas Regency.   
IMPLEMENTASI IMPERATIF KATEGORIS DALAM SISTEM PENDIDIKAN Widyawati, Setya
Acintya Vol. 8 No. 2 (2016)
Publisher : Institut Seni Indoensia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (476.467 KB) | DOI: 10.33153/acy.v8i2.1935

Abstract

This study entitled The Implementation Categorical Imperatives in The Education System aims to determine the ethical thinking of Immanuel Kant, his inference, as well as its implementation in learning. This is a literature study using axiological approach in the branch of ethics. The material object is the implementation of ethical thinking into learning while the formal object is axiological philosophy. Immanuel Kant was a German philosopher (1724-1804) who suggested that the first argument of morality is to have true oral values. Deeds needed to be done in terms of liability. The second proposition is an act done out of obligation that does not have the moral objectives to be achieved through but in the doctrine in which it is determined. Therefore, the moral value does not depend on the realization of the object but only works on the principle of volition by which the act is done without regard to the objects of basic skills. The government’s policy in shaping characters is done gradually starting in 2004 with Kurikulum Berbasis Kompetensi (KBK; Competency-based Curriculum). At 2011, the government issued Kurikulum Pendidikan Karakter (Character Education Curriculum).The most actual policy for higher education was issued in 2013 entitled Standar Nasional Pendidikan Tinggi (SNPT; National Standard of Higher Education) referring to Kerangka Kualifikasi Nasional Indonesia (KKNI; National Framework’s Qualification of Indonesia). Learning is one of the objects in the education system. Art education system is a unique educational system because it accentuates the value of ethnic cultural heritage as part of the national identity. Relevance between Immanuel Kant’s categorical imperative with the world of education lies in the role of the categorical imperative thatinspires people to realize the importance of good will unconditionally. Internal awareness of inherent is a soft skill so as to contribute in the education world. In turn, education will produce quality output that is sought after by the world of work.Keywords: ethics, curriculum, learning, educational system, the categorical imperative.
IMPLEMENTASI IMPERATIF KATEGORIS DALAM SISTEM PENDIDIKAN Widyawati, Setya
Acintya Vol. 8 No. 2 (2016)
Publisher : Institut Seni Indoensia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33153/acy.v8i2.1935

Abstract

This study entitled The Implementation Categorical Imperatives in The Education System aims to determine the ethical thinking of Immanuel Kant, his inference, as well as its implementation in learning. This is a literature study using axiological approach in the branch of ethics. The material object is the implementation of ethical thinking into learning while the formal object is axiological philosophy. Immanuel Kant was a German philosopher (1724-1804) who suggested that the first argument of morality is to have true oral values. Deeds needed to be done in terms of liability. The second proposition is an act done out of obligation that does not have the moral objectives to be achieved through but in the doctrine in which it is determined. Therefore, the moral value does not depend on the realization of the object but only works on the principle of volition by which the act is done without regard to the objects of basic skills. The government’s policy in shaping characters is done gradually starting in 2004 with Kurikulum Berbasis Kompetensi (KBK; Competency-based Curriculum). At 2011, the government issued Kurikulum Pendidikan Karakter (Character Education Curriculum).The most actual policy for higher education was issued in 2013 entitled Standar Nasional Pendidikan Tinggi (SNPT; National Standard of Higher Education) referring to Kerangka Kualifikasi Nasional Indonesia (KKNI; National Framework’s Qualification of Indonesia). Learning is one of the objects in the education system. Art education system is a unique educational system because it accentuates the value of ethnic cultural heritage as part of the national identity. Relevance between Immanuel Kant’s categorical imperative with the world of education lies in the role of the categorical imperative thatinspires people to realize the importance of good will unconditionally. Internal awareness of inherent is a soft skill so as to contribute in the education world. In turn, education will produce quality output that is sought after by the world of work.Keywords: ethics, curriculum, learning, educational system, the categorical imperative.
MAKNA SIMBOLIS TARI JARO ROJAB DI KECAMATAN WANGON KABUPATEN BANYUMAS Pravitasari , Galuh Lutfa; Widyawati, Setya
Greget: Jurnal Kreativitas dan Studi Tari Vol. 23 No. 1 (2024)
Publisher : Institut Seni Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33153/grt.v23i1.3575

Abstract

This journal examines the dance creations of Banyumasan style, namely Jaro Rojab Dance by Ida Restina. This dance was created to participate in Festival dan Lomba Seni Siswa Nasional (FLS2N) for high school in Banyumas Regency. Although dance creations but there are stories and plots there must be meanings and values expressed through symbols. This is interesting to research, so the problem is formulated as follows: 1. What is the form of Jaro Rojab Dance? 2. What is the symbolic meaning of Jaro Rojab Dance? To explain the problem use the form theory of Sri Rochana Widyastutieningrum, the theory of symbols from Wiryamartana and the theory of Allegra Snyder. The presentation of this research data is a description of the analysis. The results of observations on the form of Jaro Rojab Dance to analyze the symbol which is externally the constituent of Jaro Rojab Dance inspired by the traditional ceremony procession of jaro change in Cikakak Village and the movement of Lengger banyumas art. While internally is the treasury of motion that undergoes stages of stimulation, transformation, unity. Overall, Jaro Rojab Dance is a picture and symbol of the nature of the local community where the dance created. In other side, Jaro Rojab dance also performed the potential of cultural tourism owned by Cikakak Village and Banyumas Regency.   
Co-Authors Pravitasari , Galuh Lutfa