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All Journal Harmonia: Journal of Research and Education
Nilam Cahyaningrum
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Arts Education

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Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten Cahyaningrum, Nilam
Harmonia: Journal of Arts Research and Education Vol 14, No 2 (2014): (EBSCO, DOAJ & DOI Indexed, December 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.v14i2.3289

Abstract

Taman Kanak- kanak Mekarsari (Mekarsari Kindergarten) is a school that choses dolanan anak dance lesson which is taught using demonstration methods. This study aims to find, understand, and describe the process and learning outcomes of dolanan anak dance in Mekarsari Kindergarten, Kandeman District of Batang. This study uses qualitative research methods with a phenomenological approach to research sites in Mekarsari Kindergarten, Kandeman District of Batang. Data collection techniques used were observation, interview techniques, and technical documentation. Data analysis were using data reduction, data presentation, drawing conclusions, and verification. The validity test were using triangulation of data sources, techniques, and time. Dolanan anak dance learning in Mekarsari Kindergarten consists of several components, namely teaching and learning activities, goals, teachers, students, materials, methods, media, tools and learning resources, and evaluation. Dolanan dance learning was using demonstration method implemented through three stages: pre-development activities, core activities, and closing activities. The learning outcomes of dolanan anak dance learning in Mekarsari kindergarten were categorized into three aspects, namely cognitive, affective, and psychomotor. Cognitive aspects can be seen from the students’ ability to remember, memorize and understand the dance. Affective aspects include familiar levels, namely learning to know friends and dance movements, respond the movements amomg friends, and appreciate the teacher’s explanation given to each student. Psychomotor aspects can be seen from the students’ ability to imitate the dance movements, use the concept of doing the movements and precision of movements, weave movement and exercise appropriately.
Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten Cahyaningrum, Nilam
Harmonia: Journal of Arts Research and Education Vol 14, No 2 (2014): December 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.v14i2.3289

Abstract

Taman Kanak- kanak Mekarsari (Mekarsari Kindergarten) is a school that choses dolanan anak dance lesson which is taught using demonstration methods. This study aims to find, understand, and describe the process and learning outcomes of dolanan anak dance in Mekarsari Kindergarten, Kandeman District of Batang. This study uses qualitative research methods with a phenomenological approach to research sites in Mekarsari Kindergarten, Kandeman District of Batang. Data collection techniques used were observation, interview techniques, and technical documentation. Data analysis were using data reduction, data presentation, drawing conclusions, and verification. The validity test were using triangulation of data sources, techniques, and time. Dolanan anak dance learning in Mekarsari Kindergarten consists of several components, namely teaching and learning activities, goals, teachers, students, materials, methods, media, tools and learning resources, and evaluation. Dolanan dance learning was using demonstration method implemented through three stages: pre-development activities, core activities, and closing activities. The learning outcomes of dolanan anak dance learning in Mekarsari kindergarten were categorized into three aspects, namely cognitive, affective, and psychomotor. Cognitive aspects can be seen from the students’ ability to remember, memorize and understand the dance. Affective aspects include familiar levels, namely learning to know friends and dance movements, respond the movements amomg friends, and appreciate the teacher’s explanation given to each student. Psychomotor aspects can be seen from the students’ ability to imitate the dance movements, use the concept of doing the movements and precision of movements, weave movement and exercise appropriately.
Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten Cahyaningrum, Nilam
Harmonia: Journal of Arts Research and Education Vol 14, No 2 (2014): December 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.v14i2.3289

Abstract

Taman Kanak- kanak Mekarsari (Mekarsari Kindergarten) is a school that choses dolanan anak dance lesson which is taught using demonstration methods. This study aims to find, understand, and describe the process and learning outcomes of dolanan anak dance in Mekarsari Kindergarten, Kandeman District of Batang. This study uses qualitative research methods with a phenomenological approach to research sites in Mekarsari Kindergarten, Kandeman District of Batang. Data collection techniques used were observation, interview techniques, and technical documentation. Data analysis were using data reduction, data presentation, drawing conclusions, and verification. The validity test were using triangulation of data sources, techniques, and time. Dolanan anak dance learning in Mekarsari Kindergarten consists of several components, namely teaching and learning activities, goals, teachers, students, materials, methods, media, tools and learning resources, and evaluation. Dolanan dance learning was using demonstration method implemented through three stages: pre-development activities, core activities, and closing activities. The learning outcomes of dolanan anak dance learning in Mekarsari kindergarten were categorized into three aspects, namely cognitive, affective, and psychomotor. Cognitive aspects can be seen from the students’ ability to remember, memorize and understand the dance. Affective aspects include familiar levels, namely learning to know friends and dance movements, respond the movements amomg friends, and appreciate the teacher’s explanation given to each student. Psychomotor aspects can be seen from the students’ ability to imitate the dance movements, use the concept of doing the movements and precision of movements, weave movement and exercise appropriately.
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