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G.R. Lono Lastoro Simatupang

Pengkajian Seni Pertunjukan dan Seni Rupa, Sekolah Pascasarjana, Universitas Gadjah Mada

Author-ID : 4380914

Arts Humanities Education Social Sciences

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Menyemai Benih Nilai Multikultural melalui Pembelajaran Penciptaan Tari Kelompok di Sekolah Menengah Atas Titik Putraningsih; G.R. Lono Lastoro Simatupang; Suminto A. Sayuti
Jurnal Kajian Seni Vol 5, No 1 (2018): Jurnal Kajian Seni Vol 5 No 1 November 2018
Publisher : Universitas Gadjah Mada

Negara Indonesia dengan penduduk yang multietnis perlu mengupayakan bagaimana membangun sikap menjauhi prasangka SARA (suku, agama, ras dan antar golongan), agar memiliki sikap untuk saling toleransi, menerima dan menghormati perbedaan. Hal itu dilakukan antara lain melalui pendidikan di Sekolah Menengah Atas (SMA), pada khususnya pembelajaran tari dianggap strategis sebagai alat pendidikan multikultural di sekolah. Artikel ini bertujuan untuk mengidentifikasi bagaimana Sekolah Mengah Atas Yogyakarta menterjemahkan kurikulum 2013 dalam pembelajaran tari, bagaimana memaknai empat sifat multilingual, multidimensi, multikultural, dan multikecerdasan dalam dimensi koqnitif, affektif, dan motorik. Artikel ini difokuskan untuk mengkritisi praktik pembelajaran tari sebagai alat pendidikan dan bermanfaat untuk menyemai nilai multikultural agar siswa mempunyai sikap toleransi dan apresiatif terhadap keberagaman budaya Indonesia. Observasi dilakukan di Sekolah Menengah Atas (SMA) Yogyakarta dengan metode purposive sumpling, mendiskripsikan, dan mengidentifikasi sekolah yang menyelenggarakan pembelajaran tari dalam perspektif multikultural. Selain itu dengan kriteria menggunakan kurikulum 2013, materi tari yang diajarkan berasal dari berbagai daerah di Indonesia terutama pembelajaran penciptaan tari kelompok, siswa berasal dari beberapa daerah termasuk dari desa dan kota. Hasil pengamatan bagaimana menyemai atau menanamkan nilai multikultural perlu digali dan diupayakan terus menerus melalui pembelajaran penciptaan tari kelompok. Siswa mendapat pengalaman menciptakan tari kelompok, diharapkan akan membentuk karakter kerjasama, kreatif, dan estetis. Nilai multikultural dalam pembelajaran penciptaan tari kelompok adalah toleransi, apresiatif, dan menerima perbedaan

Pengalaman Musikal dalam Teori Kecerdasan Majemuk Howard Gardner Untsa Akramal Atqa; G.R. Lono Lastoro Simatupang; Royke B. Koapaha
Jurnal Kajian Seni Vol 5, No 1 (2018): Jurnal Kajian Seni Vol 5 No 1 November 2018
Publisher : Universitas Gadjah Mada

The interest in music studies from various disciplines has increased in recent years. This is because the results of studies that show musical abilities are related to non-musical abilities. One example is research on music and intelligence. Music with intellectual intelligence and emotional intelligence has been proven to have strong relationships. Therefore, this paper was made as one of the studies on the relationship of music with intelligence, especially multiple intelligences that have not been widely studied before. The research method used is the study of literature. This literature study aims to build and construct conceptions more strongly based on empirical studies that have been done before.

Plot Sebagai Penjelasan Sejarah: Perihal Kembalinya Arjuna dari Kematian atau Hilangnya Sri Kuncoro; G.R. Lono Lastoro Simatupang; Timbul Haryono
Jurnal Kajian Seni Vol 5, No 1 (2018): Jurnal Kajian Seni Vol 5 No 1 November 2018
Publisher : Universitas Gadjah Mada

Arjuna died. He was accidentally killed by Prabu Suteja. There was a war between Prabu Suteja and Raden Purwagada, sons of Prabu Kresna. In its next few scenes, Arjuna is revived and appears in Dwarawati Kingdom’s scene without any explanation. It is narrated in a play entitled Kresna Adu Jago by Ki H. Anom Rusdi from Cirebon. Arjuna disappeared since the war between Prabu Kresna and Dewi Pertiwi’s son Bomanerakasura and Samba the son of Prabu Kresna and Dewi Jembawati. Punakawan reported that Arjuna had died in the war. Arjuna and punakawan were both vanished while Arjuna actually lives as an ascetic in Mintaraga cave and later be called as Begawan Ciptaning Mintaraga. Arjuna as Begawan Ciptaning Mintaraga appears in Mintaraga play by Ki Timbul Hadiprayitno from Yogyakarta. Kresna Adu Jago and Mintaraga plays are not identical. Names of the involved characters are different though problems within both plays are similar: a war between sons of Kresna which exacerbates the next problem. The next problem in Kresna Adu Jago is Nerakasura’s grudge against the death of his father, Prabu Suteja, which makes him face Gatutkaca and meet the same fate: died in Gatutkaca’s hands. Problem in Mintaraga is liberation efforts of Dewi Supraba in avoiding Prabu Nirbita Niwatakaca’s intention to marry the angel. Both plays appear identical only on matters of Arjuna’s death, disappearance, as well as his reappearance. Arjuna’s reappearance have the most important difference: Arjuna’s reappearance in Kresna Adu Jago is without reason while it has reasons in Mintaraga. In theories of plot, this cause-effect or effect-cause patterns (instead of a time-based sequence) are called plot. In historical theories, this cause-effect interaction, rather than a sequence of events based on the background of time, is referred to as historical explanation. Through theories of plot, Arjuna’s death in Kresna Adu Jago is a muted history. Through historical theories, Arjuna’s reappearance in Mintaraga is a forged history. Both ways of telling, as options of storytelling, are equally valuable as aesthetic strategies.

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