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All Journal GETER : Jurnal Seni Drama, Tari dan Musik Jurnal Seni dan Pembelajaran Linggau Journal of Elementary School Education Avant-garde: Jurnal Ilmiah Pendidikan Seni Pertunjukan Jurnal Pendidikan Seni dan Industri Kreatif
Susi Wendhaningsih
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Pembelajaran Elemen Gerak Tari Menggunakan Model ARCS di SMP Negeri 1 Sumberjaya Lampung Barat Ita Ani Rosita; I Wayan Mustika; Susi Wendhaningsih
Jurnal Seni dan Pembelajaran Vol 7, No 4 (2019): Jurnal Seni dan Pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

This study aims to describe the use of learning models of attention, relevance, confidence, satisfaction (ARCS) in the learning of dance movement elements in SMP Negeri 1 Sumberjaya, West Lampung. This type of research is qualitative descriptive. Data collection techniques in this study are observation, interviews, and documentation. Data sources are cultural arts teachers and 32 students in class VII A. The teacher carries out dance movement learning elements based on 7 steps and 4 principles of the ARCS learning model. The seven steps are reminding students of the concepts that have been learned, conveying the goals and benefits of learning, conveying the subject matter, using concrete examples, providing tutoring, giving opportunities for students to participate in learning, providing feedback. Step by step, the four principles, namely attention, relevance, confidence, satisfaction, are carried out along with the implementation of learning steps. Penelitian ini bertujuan untuk mendeskripsikan penggunaan model pembelajaran attention, relevance, confidence, satisfaction (ARCS) pada pembelajaran elemen gerak tari di SMP Negeri 1 Sumberjaya, Lampung Barat. Jenis penelitian ini ialah deskriptif kualitatif. Teknik pengumpulan data pada penelitian ini adalah observasi, wawancara, dan dokumentasi. Sumber data yakni guru seni budaya dan 32 siswa di kelas VII A. Guru melaksanakan pembelajaran elemen gerak tari berdasarkan 7 langkah dan 4 prinsip model pembelajaran ARCS. Ketujuh langkah tersebut yaitu mengingatkan kembali siswa pada konsep yang telah dipelajari, menyampaikan tujuan dan manfaat pembelajaran, menyampaikan materi pelajaran, menggunakan contoh-contoh yang konkrit, memberi bimbingan belajar, memberi kesempatan kepada siswa untuk berpartisipasi dalam pembelajaran, memberikan umpan balik. Sedangkan, keempat prinsip yaitu  attention, relevance, confidence, satisfaction, terlaksana seiring dengan terlaksananya langkah-langkah pembelajaran.Kata kunci: Elemen Gerak Tari, Model ARCS, Pembelajaran
PENERAPAN VISUAL-AUDITORY- KINESTETIK DALAM TARI MELINTING PADA EKSTRAKURIKULER SMPN 1 SEKAMPUNG UDIK Bambang Sutejo; Susi Wendhaningsih; Fitri Daryanti
Jurnal Seni dan Pembelajaran Vol 3, No 4 (2015): Jurnal Seni dan Pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

The problem in this research was how the process and outcomes of melinting dance using VAK (visual-auditory-kinesthetic) in extracurricular activities Junior High School seven grade 1 Sekampung Udik. The theory used was VAK learning theory (visual-auditory-kinesthetic) on melinting dance. This type of research was a qualitative descriptive. Sources of data in this study were teacher, 12 students, and shapes of melinting dance. Data collection techniques source used were observation, interviews, and documentation. Procedures were using approach VAK (visual-auditory-kinesthetic), first give the materials. second, teachers demonstrate motion. third, gives the opportunity to the students to practice. fourth, evaluation. The evaluation was given based on four aspects such as wiraga, wirama, wirasa, and memorizing the kind of movement. Learning outcomes melinting dance can be seen that the average student getting sufficient criteria with an average value of 69.58Permasalahan dalam penelitian ini adalah bagaimana proses dan hasil pembelajaran tarimelintingmenggunakan VAK (visual-auditori-kinestetik) pada kegiatan ekstrakurikuler di SMPN 1 Sekampung Udik. Teori yang digunakan yaitu teori pembelajaran VAK (visual-auditori-kinestetik) pada tarimelinting. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Sumber data dalam penelitian ini adalah guru, 12 siswa, dan ragam gerak tari melinting. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Prosedur penggunaan pendekatan VAK (visual-auditori-kinestetik), pertama menyampaikan materi. kedua, guru mendemonstrasikan gerak. ketiga memberi kesempatan kepada siswi berlatih. Keempat, evaluasi. Penilaian diberikan melalui empat aspek yaituwiraga, wirama, wirasadan hafalan ragam gerak. Hasil pembelajaran tarimelintingdapat diketahui bahwa rata-rata siswi mendapatkan kriteria cukup dengan rata-rata nilai 69,58.Kata kunci: pembelajaran, pendekatan VAK, tari melinting.
PEMBELAJARAN TARI MELINTING MENGGUNAKAN MODEL QUANTUM DALAM KEGIATAN EKSTRAKULIKULER DI SMK Gita Shervina; Agung Kurniawan; Susi Wendhaningsih
Jurnal Seni dan Pembelajaran Vol 3, No 2 (2015): jurnal seni dan pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

Research on melinting dance learning using quantum models was based by the desire of the cultural arts teacher to have reference and variations of the concept of learning. This study aimed to describe the process and learning outcomes of melinting dance using quantum learning model in extracurricular activities at SMK Gajah Mada Bandar Lampung. Learning theory used in this research was constructivist theory. Data collection techniques used were observation, interviews, documentation and assessment instrument. The stage of data analysis done by data reduction, data presentation and verification or conclusion. Assessment of learning outcomes seen from the aspect wiraga assessment, wirama, wirasa. Results showed that students are learning using a melinting dance quantum models, including both the average value of 83,35. On the aspects of student activity in learning can be summed up very well with the acquisition of the average value of 87,7.Penelitian pembelajaran tari melinting menggunakan model quantum didasarkan oleh keinginan guru seni budaya untuk memiliki referensi dan variasi konsep pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil pembelajaran tari melinting menggunakan model pembelajaran quantum pada kegiatan ekstrakulikuler di SMK Gajah Mada Bandar Lampung. Teori yang digunakan dalam penelitian ini adalah teori belajar konstruktivistik. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara,dokumentasi dan instrument penilaian. Tahap analisis data dilakukan dengan cara mereduksi data, penyajian data dan verifikasi atau penarikan kesimpulan. Penilaian hasil belajar dilihat dari aspek penilaian wiraga, wirama, wirasa. Hasil belajar siswa menunjukkan bahwa pembelajaran tari melinting menggunakan model quantum termasuk baik dengan nilai rata-rata 83,35. Penilaian pada aspek aktivitas siswa dalam pembelajaran dapat disimpulkan baik sekali dengan perolehan nilai rata- rata 87,7.Kata kunci: belajar, model pembelajaran quantum, tari melinting
PENGGUNAAN MEDIA VIDEO PADA PEMBELAJARAN TARI BEDANA SISWA SMPN 1 BATANGHARI NUBAN Gracia Gesti Nawangsasi; Agung Kurniawan; Susi Wendhaningsih
Jurnal Seni dan Pembelajaran Vol 1, No 4 (2013): jurnal seni dan pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

 The purpose of this study was to describe the use of media in instructional dance videos Bedana SMPN 1 Batanghari Nuban. Methods of this study uses a qualitative descriptive approach. Sources of data in this study were eighth grade students who are 20 students consisting of 12 girls and 8 boys. Data collection techniques and the role of observation observation of direct observations, interviews, and documentation. Guide research instrument using observation, interview guides, documentation guide, student activity assessment guide, user's video media, and guide assessment practice test. Video media can facilitate students to learn the Bedana dance that had never known before. Learning outcomes Bedana dance using video media that is getting an average value of 74 with sufficient criteria. Ratings given by the three indicators namely wiraga , wirama and wirasa.Tujuan penelitian ini adalah untuk mendeskripsikan penggunaan media video pada pembelajaran tari bedana SMPN 1 Batanghari Nuban. Metode penelitian ini menggunakan pendekatan deskriptif kualitatif. Sumber data dalam penelitian ini adalah siswa kelas VIII yang berjumlah 20 siswa yang tediri dari 12 siswa perempuan dan 8 siswa laki-laki. Teknik pengumpulan data observasi berperan serta yaitu obeservasi pengamatan secara langsung, wawancara, dan dokumentasi. Instrumen penelitian menggunakan panduan observasi, panduan wawancara, panduan dokumentasi, panduan penilaian aktivitas siswa, panduan penggunaan media video, dan panduan penilaian tes praktik. Media video dapat mempermudah siswa untuk mempelajari tari Bedana yang belum pernah diketahui sebelumnya. Hasil pembelajaran tari Bedana menggunakan media video yaitu mendapatkan rata-rata nilai 74 dengan kriteria cukup. Penilaian diberikan melalui tiga indikator yaitu wiraga, wirama dan wirasa.Kata kunci: media video, SMPN 1 batanghari nuban, tari bedana
PEMBELAJARAN TARI MENGGUNAKAN TAHAPAN KOREOGRAFI PADA KEGIATAN EKSTRAKURIKULER DI SMA NEGERI 1 KALIREJO Rendri Feriana Lazorgi; Susi Wendhaningsih; Riyan Hidayatullah
Jurnal Seni dan Pembelajaran Vol 3, No 3 (2015): Jurnal Seni dan Pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

The formulation of problem in this research was how the activities dance lesson using coreography step in extracurricular activities in SMA Negeri 1 Klirejo, Central Lampung. This study used the theory of nonformal learning and coreography. This study used qualitative descriptive. Data collection techiques used observation, interview, and documentation. Choreography step were performed by using audio and visual step, exploration step, improvisation step, and formation step. The result of study used the coreography step showed 67 average scores for practice test that categorized to pass.Rumusan masalah dalam penelitian ini adalah bagaimana efektivitas pembelajaran tari menggunakan tahapan koreografi pada kegiatan ekstrakurikuler di SMA Negeri 1 Kalirejo. penelitian ini menggunakan teori pembelajaran nonformal dan koreografi. Penelitian ini menggunakan pendekatan penelitian deskriptif kualitatatif. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Tahapan koreografi yaitu menggunakan tahap media audio visual, tahap eksplorasi, tahap improvisasi, dan tahap pembentukan. Hasil belajar siswa menggunakan tahap koreografi sudah ditunjukkan dengan rata-rata nilai tes praktik siswa 67 dengan kriteria lulus.Kata Kunci : kegiatan ekstrakurikuler, pembelajaran tari, tahapan koreografi
PEMBELAJARAN TARI BEDANA MELALUI MEDIA AUDIO VISUAL DI SMA NEGERI 4 METRO Marlina Zulkarnain; Susi Wendhaningsih; I Wayan Mustika
Jurnal Seni dan Pembelajaran Vol 2, No 2 (2014): jurnal seni dan pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

The purpose of this study was to describe to describe the process and outcomes bedana  dance learning at SMAN 4 Metro by using audio visual  media. This research uses descriptive qualitative method. Sources of data used in this study were all students and teachers X.1  arts and culture class. Data collection techniques used were participant observation, interviews, documentation, and  assesment practice test. Steps use of visual audio media provide materials on bedana dance, video broadcast bedana dance, students practicing. Assessment is provided through three aspects wirasa, memorizing the sequence of motion and precision motion with music, but also an  assessment of student learning activities at each meeting. Bedana dance learning outcomes by using visual audio media show that the average assessment of all aspects of bedana dance got sufficient criteria with an average score of 65.Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil belajar tari bedana di SMA Negeri 4 Metro dengan menggunakan media audio visual. Penelitian ini menggunakan metode deskriptif kualitatif. Sumber data yang diperoleh  dalam penelitian ini adalah seluruh siswa kelas  X.1 dan guru seni budaya. Teknik pengumpulan  data  yang  digunakan adalah observasi partisipan, wawancara, dokumentasi,  dan  tes praktik. Langkah-langkah  penggunaan  media  audio  visual memberikan  materi tentang tari bedana, menayangkan video tari bedana, siswa mempraktikannya, siswa mempraktikan secara berpasangan. Penilaian diberikan melalui tiga aspek yaitu wirasa, hafalan urutan gerak dan ketepatan gerak dengan musik, selain itu juga penilaian tentang aktivitas belajar siswa pada setiap pertemuan. Hasil  pembelajaran  tari  Bedana dengan  menggunakan  media  audio  visual menunjukkan  bahwa rata-rata  dari  seluruh  aspek  penilaian  tari  Bedana  mendapat kriteria cukup dengan rata-rata skor 65.Kata kunci: pembelajaran, penilaian, tari bedana.
PEMBELAJARAN TARI BEDANA MODEL TEAMS GAMES TOURNAMENTS SMP N 16 BANDAR LAMPUNG Fani Santi Aziza; Muhammad Fuad; Susi Wendhaningsih
Jurnal Seni dan Pembelajaran Vol 4, No 1 (2016): jurnal seni dan pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

The objective of this research was to describe the processes and learning results of bedana dance in SMP N 16 Bandar Lampung. This research used behavioral learning theory. This was a descriptive qualitative research. Data were collected by using observation, interview, documentation, test of practice, and activeness of students. Data sources came from school principal, one teacher and 12 students. Steps in using Teams Games Tournaments model were that the teacher delivered learning objectives, delivered materials with demonstrations, the teacher divided students into groups, the teachers conducted Games Tournaments, the teacher evaluated results of students, and the best performers were awarded. The result showed that the application of Teams Games Tournaments model was not good, the teacher didnt change groups in each meeting and didnt make any variation in the games. Learning results showed that students in the aspect of memorizing sequential movements and simultaneity obtained average grade of 87% with very good criteria.Tujuan penelitian adalah mendeskripsikan proses dan hasil pembelajaran tari bedana di SMP N 16 Bandar Lampung. Teori yang digunakan adalah behavior. Jenis penelitian adalah deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah panduan observasi, panduan wawancara, panduan dokumentasi, tes praktik dan non-tes. Sumber data dalam penelitian adalah kepala sekolah, guru dan 12 siswa. Langkah-langkah penerapan model Teams Games Tournaments yaitu, guru menyampaikan tujuan pembelajaran, guru menyampaikan materi, guru membagi kelompok, guru mengadakan Games Tournaments, guru mengevaluasi siswa dan kelompok terbaik diberi penghargaan. Hasil pembelajaran ragam gerak tari bedana menggunakan model Teams Games Tournaments belum baik dalam penerapannya, guru tidak mengubah kelompok dalam setiap pertemuan dan tidak melakukan variasi dalam Games, dari aspek penilaian guru menunjukkan bahwa siswa memperoleh rata-rata 87% dengan kriteria baik sekali.Kata kunci: model kooperatif, pembelajaran, tari bedana.
IMPLEMENTATION OF DIFFERENTIATED LEARNING ON CULTURAL ARTS SUBJECTS IN SENIOR HIGH SCHOOL: IMPLEMENTASI PEMBELAJARAN BERDEFERENSIASI PADA MATA PELAJARAN SENI BUDAYA DI SEKOLAH MENENGAH ATAS Daryanti, Fitri; Wendhaningsih, Susi; Gustia ningsih, Lora
GETER : Jurnal Seni Drama, Tari dan Musik Vol 7 No 1 (2024): April 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/geter.v7n1.p97-106

Abstract

The purpose of this research is to identify the implementation of differentiated learning in cultural arts subjects at SMAN 2 Kalianda. This research is a qualitative research, data collection was conducted through observation, interview, and documentation. Data analysis was conducted using Miles and Huberman interactive data analysis, starting from the reduction, display, and conclusion stages. Based on data analysis, the results show that differentiated learning is carried out by teachers using several steps, the first step is the teacher mapping the learning needs of students by analyzing three aspects of students' learning readiness, learning styles, and digging up information about students' interests. The second step is to design a learning strategy using the peer tutor method. Step three teachers carry out learning in accordance with the differentiated learning implementation plan that has been made, using the content differentiation approach, process differentiation and product differentiation. Step four teachers evaluate and reflect on learning to determine the achievement of learning objectives. The implementation of differentiated learning is very important and appropriate to be applied in SMAN 2 Kalianda which is located in the coastal area with different economic backgrounds, characteristics, socio-cultural conditions. The impact of the implementation of differentiated learning in this school shows that, students who have indigenous cultural background become motivated to learn the material, this can be seen from the implementation of content, process, and product differentiation. The results vary according to the learners' characters, learners are happy to get attention from the teacher, and learners' learning needs are well facilitated.
The Symbolic Meaning of the Melinting Dance in Wana Village, East Lampung Dwi Tiya Juwita; Susi Wendhaningsih
Avant-garde: Jurnal Ilmiah Pendidikan Seni Pertunjukan Vol. 2 No. 1 (2024): February
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ag.v2i1.146

Abstract

This research aims to find the symbolic meaning of the Melinting dance in Wana village, East Lampung. This research uses an interdisciplinary approach consisting of the disciplines of Anthropology of Art and Sociology of Art. The type of research used is qualitative with descriptive analysis methods. Data collection techniques consist of observation, interviews and document study. The data validity technique used is the source triangulation technique. The data analysis technique is carried out in three stages, namely by reducing data, presenting data, and drawing conclusions. The research results show that the symbolic meaning of the Melinting dance can be seen from the main elements (movement) and supporting elements (musical accompaniment and clothing). The symbolic meaning of the Melinting dance in movement is being open, respecting each other, being good at maintaining attitudes and behavior, maintaining the dignity of the family, being responsible and having the courage to look after oneself. The symbolic meaning of the Melinting dance accompanied by music is an expression of joy, community skill and peaceful life. Meanwhile, the symbolic meaning of fashion is that people's behavior must be in accordance with the teachings of the Islamic religion.
EVALUASI PROSES PEMBELAJARAN SENI BUDAYA MENGGUNAKAN METODE DISKUSI DI SDN 1 PERUMNAS WAY KANDIS Indika, Indika; Saputri, Amelia Hani; Wendhaningsih, Susi
Jurnal Seni dan Pembelajaran Vol 11, No 3 (2023): Junal Seni dan Pembelajaran
Publisher : Jurnal Seni dan Pembelajaran

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Abstract

This research aims to describe the Evaluation of the Arts and Culture Learning Process Using the Discussion Method at SDN 1 Perumnas Way Kandis. The stages in carrying out an evaluation of the learning process using the discussion method are the planning, implementation and results stages. The method used in this research is qualitative with data collection techniques, namely observation, interviews and documentation. The data analysis techniques used include the data collection stage, data reduction stage, data presentation stage, and drawing conclusions. The research results show that there are three stages in evaluating the arts and culture learning process using the discussion method at SDN 1 Perumnas Way Kandis. Starting from the planning stage by preparing a Learning Implementation Plan and preparing student assessment instruments. In the implementation stage, the teacher creates a conducive learning atmosphere by asking questions about the material that has been studied, providing direction for the discussion by forming students into four groups and providing the main material. In the results stage, the teacher gives a score to the learning process by looking at affective, cognitive and psychomotor aspects. Student scores on the affective, cognitive and psychomotor aspects of the evaluation of the learning process using the discussion method are used as added value in arts and culture learning.
Co-Authors Adellia Fitriani Afila Leoni Yunanda Agung Kurniawan Agung Kurniawan Ali Djamhuri Amelia Hani Saputri Amelia Hani Saputri, Amelia Hani Anarika Sasmita Anastasia Asih Kartikawaty Andini Kusuma Negara Ani Asmara Annisa Chairiyah Ardan Rahmat Senogala ARI SAPUTRA Arum Chandrawati Ashariii Ashariii atika nur tsabita Citra Aulia Sanjaya Dara Novita Saputri Devielia Vebriana Junete dewi rinjani Dian Yulianawati Dirga Harto Pratomo Dwi Desi Lutfiah Dwi Saktia Ningrum Dwi Tiya Juwita Dwiyana Habsary Eka Sofia Agustina Elisabeth Hesti Erfan Septian Fani Santi Aziza Fatimah Azzahrah Febrianto Wikan Jaya Ali Febrilyan Sakuntala Devi Fiqral Ifthahul Pahla Novriza Fitri Daryanti Fransiska Dwi Ariani Galuh Sukmawati Ghaluh Tasya Mustika Gita Shervina Gracia Gesta Nawangsasi Gracia Gesti Nawangsasi Gustia ningsih, Lora hasyimkan hasyimkan Helda Siregar Hirna Soca Panggayuh I Wayan Mustika I Wayan Mustika Indika, Indika Inka Rizkiyani intan hikmah sari Ita Ani Rosita Junardi Junardi Kuat Slamet Widodo Ladri, Nasywa Dwi Lestari, Goesthy Ayu Mariana Devi Luphita Tiontinov Marlina Zulkarnain Maulida Sopia Mei Novita Sari merly violita Mindayu Nantashinta Mirnawati Dewi, Mirnawati MUHAMMAD FUAD Nadia Aprina Ngadimun Ngadimun Ni Nyoman Wetty Nike Sri Utami Novi Pasa Jelita Nur Fadhilah Nurcahya Surya Barunawati Nurul Oktavia Nurul Utami Putra, Ricky Warman Putri Stephanie Rahmawati pamungkas Rani Okta Safitri Rani Oktarina Rendri Feriana Lazorgi Resti Pamuji Ningsih Rido Amalgrah Rien Gusmi Marisa Rika Arif Septiana Risa Alufha Risma Intan Kartika Riyan Hidayatullah Riyan Hidyatullah Rosita Wati Sari, Eni Sevia Setiawan, Afrizal Yudha Thrresia Prima Yanti Tiya Juwita, Dwi Twin Destiana Sari Wayan Murnita Meilani Winda Prastika Ningrum Yuliana Yuliana Zakia Nurul Jannaty