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All Journal Widyanatya: Jurnal Pendidikan Agama dan Seni International Journal of Educational Narratives
Ni Nyoman Wahyu Adi Gotama
Universitas Hindu Indonesia
Religion Arts Education

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STRATEGI PEMBELAJARAN SENI TARI PADA ANAK DISABILITAS PADA SANGGAR SEKAR DEWATA DESA SERONGGA KECAMATAN GIANYAR KABUPATEN GIANYAR Ni Nyoman Wahyu Adi Gotama; Komang Agus Triadi Kiswara
WIDYANATYA Vol 1 No 2 (2019): WIDYANATYA
Publisher : UNHI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32795/widyanatya.v1i2.502

Abstract

Disability is an inability of the body to carry out certain activities or activities as normal people in general are caused by a condition of disability in terms of physiological, psychological and structural abnormalities or anatomic functions. Disability was formerly better known by people as people with disabilities. then the Sekar Dewata dance studio in Serongga village, gianyar district took an action to restore the social function of children with disabilities in this study examines three things, namely 1) why an important strategy in dance learning is violated by sekar dewata village, Serongga village, Serongga district, Kab.gianyar2) dance learning strategies for children with disabilities violated by sekar dewata? 3) what are the implications of implementing the senitari learning strategy at Sanggara Sekar Deawata? This study uses qualitative research methods where data collected in the form of words. Theories used in this study are 1) Phenomenology theory 2) Structural functional theory 3) Behaviorism theory. The results of this study are 1) the importance of the role of strategy in learning dance in Sanggar Sekar Dewata are a. Cultural reasons see that dance art is an activity that is very closely related to Balinese life both in social and religious life. B. human social reasons are challenged as social creatures so to restore the social function is needed a plan (strategy) c. economic reasons where the skills possessed by children with disabilities can be an economic bridge. 2 How is the application of dance learning that is divided into several sub. A. the process of introducing various types of dance b. determining the type of dance to be given. C. basic training in a dance. D. dance learning in its entirety. The process is also supported by internal and external factors. 3. The method used is a method. demonstration method, 2. Driil method. 3. Is the method of imitation.
AKTUALISASI KONSEP PENDIDIKAN KIHAJAR DEWANTORO PADA TARI REJANG LILIT DI DESA TINGGASARI KECAMATAN BUSUNGBIU KABUPATEN BULELENG (Persefekif Seni Tari Keagamaan Hindu) Ni Nyoman Wahyu Adi Gotama; A A Dwi Dirgantini; I Gusti Ayu Ngurah; Komang Agus Triadi Kiswara
WIDYANATYA Vol 5 No 1 (2023): WIDYANATYA: JURNAL PENDIDIKAN AGAMA DAN SENI
Publisher : UNHI PRESS

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Abstract

Abstrak Agama Hindu dan kesenain merupakan dua hal yang tak dapat dipisah terutama di Bali. Kehadiran pelaksanaan upacara agama senantiasa memberikan ruang terhadpa kesenian di Bali terutama senitari. Shingga dalam bentuk pementasan dikennal dengan jenis kesenian yaitu Tari wali, Tari Bebali, dan Balih-balihan. Pementasan seni tari senan tiasa memakai konsep. Salah satu konsep yang unik yaitu dimana terdapat aktualisasi nilai-nilai pendidikan Ki haar dewantoro. Nilai-nilai pendidikan ki Hajar Dewantoro dibangun dari mrwah nilai-nilai yang bersumber pada Bangsa iNdonesia. Nilai-nilai pendidikan yang beliau sapaikan tertuang dala semboyaan Ing arso Sung Tulodo, Ing Madyo Mangun Karso dan Tut wuri Handayani. Ketiga konsep pendidikan yang beliau sampaikan tentunya tidak berlangsung hanya dalam proses pembelajaran namun juga dlam berbagai dimensi salah satunya tertuang dalam seni tari rejang lilit yang dipentaskan dlam upacara di desa Tinggarsari Kecamatan Busungbiu Kabupaten Buleleng. Kata Kunci : Pendidikan Ki Hajr dewantoro, Tari, Rejang Lilit. Abstract Hinduism and art are two things that cannot be separated, especially in Bali. The presence of religious ceremonies always provides space for art in Bali, especially dance. So that in the form of staging it is known as the type of art, namely Wali Dance, Bebali Dance, and Balih-balihan. Art performances of Senan dance always use concepts. One of the unique concepts is where there is the actualization of Ki Haar Dewantoro's educational values. Ki Hajar Dewantoro's educational values ??were built from the spirit of values ??originating from the Indonesian nation. The educational values ??he conveyed are contained in the motto Ing arso Sung Tulodo, Ing Madyo Mangun Karso and Tut wuri Handayani. The three educational concepts that he conveyed certainly did not only take place in the learning process but also in various dimensions, one of which was contained in the art of Rejang Lilit dance which was staged in a ceremony in Tinggarsari Village, Busungbiu District, Buleleng Regency. Keywords: Ki Hajr Dewantoro Education, Dance, Rejang Lilit.
Future Literacies through Digital Narratives: Preparing Students for the Storytelling Society of Tomorrow Ida Bagus Purwa Sidemen; Ni Nyoman Wahyu Adi Gotama; Ida Ayu Putu Sari; Irene Rosalina; Sokha Dara
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2559

Abstract

Background. The rapid evolution of digital communication has transformed storytelling into a foundational literacy of the 21st century, redefining how students create, interpret, and share meaning. Purpose. This study explores the role of digital narratives in cultivating “future literacies,” emphasizing creativity, critical thinking, collaboration, and digital ethics as essential competencies for the storytelling society of tomorrow.   Method. The research aims to identify how digital storytelling can be integrated into formal education to prepare learners for a future dominated by narrative-driven communication across media platforms. Results. The findings demonstrate that digital storytelling fosters multiliteracies visual, media, and technological while strengthening students’ reflective and ethical awareness in digital environments. Participants exhibited enhanced capacity to structure arguments, convey empathy, and critically evaluate digital content.   Conclusion. The study concludes that digital narratives are not merely tools for creative expression but frameworks for developing adaptive literacy practices aligned with global digital transformation. Integrating digital storytelling into education equips learners to become responsible and innovative communicators in a networked world.
Co-Authors A A Dwi Dirgantini I Gusti Ayu Ngurah Ida Ayu Putu Sari Ida Bagus Purwa Sidemen Irene Rosalina Komang Agus Triadi Kiswara Sokha Dara