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All Journal Harmonia: Journal of Research and Education
Sri Ambarwangi
Teacher of Vocational School 1 Pringapus Semarang District, Indonesia
Arts Education

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PENDIDIKAN MULTIKULTURAL DI SEKOLAH MELALUI PENDIDIKAN SENI TRADISI Ambarwangi, Sri; Suharto, S.
Harmonia: Journal of Arts Research and Education Vol 13, No 1 (2013): (DOI & DOAJ Indexed, June 2013)
Publisher : Department of Drama, Dance, and Musik (Sendratasik), Semarang State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v13i1.2535

Abstract

Indonesia adalah negara yang terdiri dari banyak budaya, karakter, etnik yang tersebar di pelosok negeri. Itulah sebabnya masyarakat Indonesia dianggap sangat plural. Keragaman budaya dengan berbagai karakter ini juga ternyata menjadi ancaman perpecahan yang disebabkan kurangnya kesadaran tentang makna keberagaman ini. Gesekan-gesekan yang berbau sara terus terjadi karena kurangnya kesadaran budaya masyarakatnya. Pelajaran seni tradisi di sekolah menengah bisa menjadi wahana pembelajaran multikultural bagi peserta didik. Pembelajaran multikultural ini penting bagi agar  mereka siap dan sadar menjadi anggota masyarakat yang plural. Indonesia is a country consisting of countless cultures, characters, ethnic groups spread in various regions. That’s why Indonesian community is very pluralistic. The diverse cultures with these considerable characters have threatened disunity caused by people’s consciousness of this diversity. The ethnic segregation and conflict have kept going because of the lack of community’s cultural awareness. Subject on tradition and art in high schools could be a medium for multicultural learning for students. This multicultural learning is important in order that they are ready and aware of being pluralistic community members.
Holistic Academic Supervision Model for Cultural Art Teachers of Vocational High Schools Ambarwangi, Sri; Rachman, Maman
Harmonia: Journal of Arts Research and Education Vol 15, No 1 (2015): (EBSCO, DOAJ & DOI Indexed, June 2015)
Publisher : Department of Drama, Dance, and Musik (Sendratasik), Semarang State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v15i1.3756

Abstract

This study is aiming at (1) describing and analyzing the current implementation of academic supervision (factual model),  (2) generating and analyzing academic supervision model as needed (hypothetical model), and (3) identifying and analyzing the effectiveness of a holistic model of academic supervision (the final model). The method employed in this research was the Research and Development (R&D) method, which was divided into three phases: a preliminary study, stage of development and evaluation stages. The data sources were the school superintendents, teachers, as well as students. Further, the data were collected by conducting interviews, questionnaires, and observations. Results showed that the current implementation of academic supervision was considered less effective. The academic supervision which is considered as appropriate for cultural art teachers is a holistic academic supervision. It involves school superintendents and cultural art teachers who are supervised, starting from the planning stage up to the follow-up stage, so that, a good relationship between them will be established. It is concluded in this study that a holistic academic supervision model is effective to enhance the professional competence of cultural art teachers.
REOG AS MEANS OF STUDENTS’ APPRECIATION AND CREATION IN ARTS AND CULTURE BASED ON THE LOCAL WISDOM Ambarwangi, Sri
Harmonia: Journal of Arts Research and Education Vol 14, No 1 (2014): (DOI & DOAJ Indexed, June 2014)
Publisher : Department of Drama, Dance, and Musik (Sendratasik), Semarang State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v14i1.2789

Abstract

This paper is the result of the study and the implementation of learning in the field  of the author, especially in the implementation of the study of Arts and Culture in the vocational schools. The purpose of this paper is to show that by learning local culture based on learning objectives the corresponding to the curriculum can be reached. In fact, the local culture also containing more local wisdom is felt directly by the students. The art of Reog, known around Pringapus Semarang Regency, can be used as means of learning arts for students, especially in the activities of appreciation and expressions. The existing values in the art of Reog can be conceptually presented in class, as well as directly through the students’ activities of appreciation and expression in the form of performances in the school environment. Students can easily receive learning materials and can be more expressive while presenting the show. The values that are in the presentation of the art of Reog are social, religion, nationalism, and culture. Students can present Reog with enthusiasm and expressive as a show that has already exist since a long time in the environment of their own, and even many have become the performers of Reog in their neighborhood. Reog has already been part of his life that has the role of self-actualization, expression, social, and cultural. Most of those students feel proud to be a part in the show in his living quarters so that they do not feel ashamed of serving the art in school.
REOG AS MEANS OF STUDENTS’ APPRECIATION AND CREATION IN ARTS AND CULTURE BASED ON THE LOCAL WISDOM Ambarwangi, Sri; Suharto, Suharto
Harmonia: Journal of Arts Research and Education Vol 14, No 1 (2014): June 2014
Publisher : Department of Drama, Dance and Music, FBS, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v14i1.2789

Abstract

This paper is the result of the study and the implementation of learning in the field of the author, especially in the implementation of the study of Arts and Culture in the vocational schools. Thepurpose of this paper is to show that by learning local culture based on learning objectives the corresponding to the curriculum can be reached. In fact, the local culture also containing more local wisdom is felt directly by the students. The art of Reog, known around Pringapus Semarang Regency, can be used as a means of learning arts for students, especially in the activities of appreciation and expressions. The existing values in the art of Reog can be conceptually presented in class, as well as directly through the students’ activities of appreciation and expression in theform of performances in the school environment. Students can easily receive learning materials and can be more expressive while presenting the show. The values that are in the presentation of the art of Reog are social, religion, nationalism, and culture. Students can present Reog with enthusiasm and expressive as a show that has already exist for a long time in the environment of their own, and even many have become the performers of Reog in their neighborhood. Reog has already been part of his life that has the role of self-actualization, expression, social, and cultural. Most of those students feel proud to be a part in the show in his living quarters so that they do not feel ashamed of serving the art in school.
PENDIDIKAN MULTIKULTURAL DI SEKOLAH MELALUI PENDIDIKAN SENI TRADISI Ambarwangi, Sri; Suharto, S.
Harmonia: Journal of Arts Research and Education Vol 13, No 1 (2013): June 2013
Publisher : Department of Drama, Dance and Music, FBS, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v13i1.2535

Abstract

Indonesia adalah negara yang terdiri dari banyak budaya, karakter, etnik yang tersebar di pelosok negeri. Itulah sebabnya masyarakat Indonesia dianggap sangat plural. Keragaman budaya dengan berbagai karakter ini juga ternyata menjadi ancaman perpecahan yang disebabkan kurangnya kesadaran tentang makna keberagaman ini. Gesekan-gesekan yang berbau sara terus terjadi karena kurangnya kesadaran budaya masyarakatnya. Pelajaran seni tradisi di sekolah menengah bisa menjadi wahana pembelajaran multikultural bagi peserta didik. Pembelajaran multikultural ini penting bagi agar  mereka siap dan sadar menjadi anggota masyarakat yang plural. Indonesia is a country consisting of countless cultures, characters, ethnic groups spread in various regions. That’s why Indonesian community is very pluralistic. The diverse cultures with these considerable characters have threatened disunity caused by people’s consciousness of this diversity. The ethnic segregation and conflict have kept going because of the lack of community’s cultural awareness. Subject on tradition and art in high schools could be a medium for multicultural learning for students. This multicultural learning is important in order that they are ready and aware of being pluralistic community members.
Holistic Academic Supervision Model for Cultural Art Teachers of Vocational High Schools Ambarwangi, Sri; Rachman, Maman
Harmonia: Journal of Arts Research and Education Vol 15, No 1 (2015): June 2015
Publisher : Department of Drama, Dance and Music, FBS, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v15i1.3756

Abstract

This study is aiming at (1) describing and analyzing the current implementation of academic supervision (factual model),  (2) generating and analyzing academic supervision model as needed (hypothetical model), and (3) identifying and analyzing the effectiveness of a holistic model of academic supervision (the final model). The method employed in this research was the Research and Development (RD) method, which was divided into three phases: a preliminary study, stage of development and evaluation stages. The data sources were the school superintendents, teachers, as well as students. Further, the data were collected by conducting interviews, questionnaires, and observations. Results showed that the current implementation of academic supervision was considered less effective. The academic supervision which is considered as appropriate for cultural art teachers is a holistic academic supervision. It involves school superintendents and cultural art teachers who are supervised, starting from the planning stage up to the follow-up stage, so that, a good relationship between them will be established. It is concluded in this study that a holistic academic supervision model is effective to enhance the professional competence of cultural art teachers.
REOG AS MEANS OF STUDENTS’ APPRECIATION AND CREATION IN ARTS AND CULTURE BASED ON THE LOCAL WISDOM Ambarwangi, Sri; Suharto, Suharto
Harmonia: Journal of Arts Research and Education Vol 14, No 1 (2014): June 2014
Publisher : Department of Drama, Dance and Music, FBS, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v14i1.2789

Abstract

This paper is the result of the study and the implementation of learning in the field of the author, especially in the implementation of the study of Arts and Culture in the vocational schools. Thepurpose of this paper is to show that by learning local culture based on learning objectives the corresponding to the curriculum can be reached. In fact, the local culture also containing more local wisdom is felt directly by the students. The art of Reog, known around Pringapus Semarang Regency, can be used as a means of learning arts for students, especially in the activities of appreciation and expressions. The existing values in the art of Reog can be conceptually presented in class, as well as directly through the students’ activities of appreciation and expression in theform of performances in the school environment. Students can easily receive learning materials and can be more expressive while presenting the show. The values that are in the presentation of the art of Reog are social, religion, nationalism, and culture. Students can present Reog with enthusiasm and expressive as a show that has already exist for a long time in the environment of their own, and even many have become the performers of Reog in their neighborhood. Reog has already been part of his life that has the role of self-actualization, expression, social, and cultural. Most of those students feel proud to be a part in the show in his living quarters so that they do not feel ashamed of serving the art in school.
Co-Authors Maman Rachman S. Suharto Suharto Suharto