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All Journal Jurnal Penelitian Pendidikan Al Ishlah Jurnal Pendidikan MUDRA Jurnal Seni Budaya Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Dewa Ruci : Jurnal Pengkajian dan Penciptaan Seni Gelar : Jurnal Seni Budaya Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal Evaluation in Education (JEE) Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Agus Cahyono
Universitas Negeri Semarang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Dulmuluk Theater into Character Education: A Cultural Approach to Social Transformation in Schools Nugroho Notosutanto Arhon Dhony; Wadiyo Wadiyo; Nur Sahid; Agus Cahyono
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7950

Abstract

This study examines how Dulmuluk theater—a traditional performing art from Palembang, Indonesia—can be integrated into formal education as a medium for character development and social transformation. While recognized as cultural heritage, its pedagogical use in schools remains underexplored. A qualitative hermeneutic phenomenological approach was employed to understand the lived experiences of educators and students involved in Dulmuluk-based learning. Data were collected through classroom observations, semi-structured interviews with 3 teachers and 6 students, documentation review, and audiovisual materials. Thematic analysis was used to interpret the data. Findings revealed that Dulmuluk theater effectively conveys moral values such as honesty, discipline, environmental awareness, respect for parents, social solidarity, and responsibility. These values are internalized through a three-stage process: understanding (exploration of scripts and character analysis), application (performance-based learning and collaboration), and habituation (reflection and behavior reinforcement). Students demonstrated improved moral reasoning, social interaction, and empathy through their engagement with the theater. The integration of Dulmuluk into character education aligns with constructivist and socio-cultural learning theories by fostering experiential, affective, and culturally relevant learning. It serves as a powerful tool for reinforcing local values, enhancing emotional literacy, and supporting inclusive, democratic learning environments. The study recommends formal curriculum integration and teacher training to support this approach.
Conservative Ideology in Community-Based Arts Education: An Ethnographic Study of Dance Learning Treny Hera; Agus Cahyono; Malarsih Malarsih; Eko Sugiarto; Muhammad Fazli Taib Bin Saearani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8323

Abstract

Community-based arts education plays a vital role in cultural preservation, yet it is often shaped by ideological forces. This ethnographic study explores how conservative ideology manifests within the traditional dance education practices of Sanggar Dinda Bestari in South Sumatra, Indonesia, and its implications for pedagogy, cultural identity, and intergenerational transmission. Using a qualitative ethnographic approach, data were collected over three months through participant observation, in-depth interviews with dance instructors, students, and studio managers, and documentation of teaching practices. Thematic analysis was conducted following Braun and Clarke’s framework, with critical discourse analysis used to examine power dynamics and ideological reproduction in dance pedagogy. Findings reveal that conservative ideology is embedded in dance learning through hierarchical teacher-student relationships, sacred framing of traditional repertoires, norms of modesty, and obedience in instruction. While these practices preserve cultural authenticity, they also restrict creative expression and dialogue, particularly among younger learners. Tensions arise between tradition and modernity, as seen in efforts to adapt dance instruction for social media or engage youth participation. Sanggar Dinda Bestari serves as both a site of cultural reproduction and ideological negotiation. While conservative values support continuity and discipline, they may also limit innovation. A hybrid pedagogical model that balances tradition with participatory and adaptive strategies is proposed. This study contributes to broader discourses on how ideology shapes non-formal arts education and offers insights into navigating cultural preservation in the context of globalization and generational change.
From Tradition to Innovation: Conservative and Liberal Perspectives on Kemidi Rudat's Nonformal Learning M Okta Dwi Sastra FM Marijo; Wadiyo Wadiyo; Suwardi Endraswara; Agus Cahyono; Girmaw Ashebir Sinshaw
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8607

Abstract

Kemidi Rudat, a traditional Sasak theater from Lombok, functions as a nonformal educational medium that transmits cultural, moral, and religious values through performance. While its aesthetic and historical aspects have been previously studied, limited research has examined its pedagogical role amidst sociocultural change, particularly the interplay of conservative and liberal educational values. This study employs a qualitative case study approach at the Panca Pesona Art Studio, using participatory observation, in-depth interviews, and documentation. Data were analyzed through the Miles and Huberman interactive model to explore how nonformal learning practices within Kemidi Rudat integrate preservation and innovation. Findings show that conservative values emphasize authenticity, such as traditional language, music, and etiquette, promoting cultural identity and character education. Liberal values, meanwhile, allow for innovation through story adaptation, use of modern instruments, and inclusivity, making the art form more appealing to younger generations. The Panca Pesona Studio mediates these values through a hybrid pedagogical model that balances tradition with creativity. Rather than conflicting, conservative and liberal perspectives function complementarily—conservatism anchors authenticity, while liberalism ensures relevance and sustainability. This dialectical learning model supports the preservation of cultural heritage while adapting to contemporary challenges. The study offers practical implications for educators, policymakers, and cultural practitioners in strengthening community-based arts education.
EFEKTIVITAS PENGGUNAAN APLIKASI BANDLAB DALAM MENINGKATKAN KREATIVITAS GURU MUSIK DI SMAN 1 KABUPATEN TANGERANG Kingkin Prasetyo Wati; Agus Cahyono; Muh Fakhrihun Naam
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10700

Abstract

Music learning at SMAN 1 Kabupaten Tangerang has long been constrained by the limited availability of musical instruments, requiring teachers to adopt digital technology to sustain instructional quality. This study aims to analyze the effectiveness of the BandLab application in enhancing music teachers’ creativity and its contributions to overall learning quality. Using a qualitative approach with a case study design, data were collected through classroom observations, in-depth interviews, and documentation involving the music teacher and tenth-grade students. The findings reveal that BandLab effectively addresses the scarcity of physical instruments through its virtual instruments, multi-track recording, and collaboration workspace features. The use of this application enhances teachers’ ability to design creative instruction, diversify teaching strategies, and produce innovative digital learning materials. BandLab integration also improves student participation, motivation, and musical competence through digital exploration of rhythm, melody, and harmony. Thus, BandLab is proven effective in enhancing teacher creativity and the quality of music learning in the context of secondary education.
PENDIDIKAN KARAKTER AGAMA DALAM PEMBELAJARAN SENI: RELIGIOUS CHARACTER EDUCATION IN ART LEARNING Dwina Mada Kamila; Agus Cahyono; Muh. Fakhrihun Naam
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10944

Abstract

Islamic character values that include piety, honesty, discipline, tolerance, and social concern must be internalized from an early age. To address the challenges of internalization that tend to be rigid, approaches through art, particularly visual expression, become relevant. Visual arts, like drawing, are the universal language of children that facilitate authentic self-expression, where emotions, understanding, and values can be realized without verbal barriers, thus becoming a potential medium for instilling character. This research uses a qualitative approach with literature review or by looking at previous research as reference material in article writing. Based on the results of the research obtained, children's drawings can be a very effective foundation for knowing character education in children. In addition, it helps shape children into better individuals, have strong characters, balance emotionally, intellectually, socially, and spiritually. Integrative in character education through religion and art provides significant theoretical benefits in synthesizing the philosophy of Islamic education, fine arts education, and the psychology of child development.
Reassessing Moral Education: A Critical Evaluation of Gendang Bugis as Pedagogical Practice in the Digital Era Rachmat Rachmat; Sunarto Sunarto; Agus Cahyono
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1869

Abstract

Purpose of the study: In the context of the digital era, the transmission of moral values faces increasing challenges due to the dominance of globalized, visual, and fast-paced content. This study aims to explore how Gendang Bugis a traditional Bugis musical performance, functions as a medium of moral pedagogy when represented and recontextualized on digital platforms Methodology: This research adopts an exploratory qualitative approach, employing digital ethnographic techniques. Data were collected through in-depth interviews, participatory observations, and content analysis of Gendang Bugis representations on social media platforms including YouTube, Instagram, and TikTok. Survey instruments: semi-structured interview guide and observation checklist. Main Findings: The main results indicate that digital performances of Gendang Bugis effectively transmit core moral values such as discipline, respect, solidarity, and cooperation. Senior performers act as moral role models, while youth audiences engage through affective and interactive virtual platforms. This online interaction fosters deeper value internalization. Moreover, digital platforms broaden access, promote intergenerational moral dialogue, and reinforce the pedagogical strength of traditional arts, even amid concerns over cultural authenticity and shifting modes of transmission in modern contexts Novelty/Originality of this study: This study presents a novel evaluative framework that integrates traditional performance pedagogy with digital ethnography. The results highlight the active role of digitalized traditional arts in moral education. It emphasizes the urgency of developing culturally grounded, digitally adaptive educational content and encourages the integration of traditional arts into both formal and informal education systems in a relevant and contextual manner.
Co-Authors -, Baiq Larre Ginggit Sekar Wangi Arina Restian Deasylina Da Ary Dhani Windra Guspa Dilfa, Alrizka Hairi Dwina Mada Kamila Eko Haryanto Eko Sugiarto Fajry Sub'haan Syah Sinaga Fifiet Dwi Tresna Santana Frihastyayu Bintyar Mawasti Galuh Fatma Hedianti Girmaw Ashebir Sinshaw Hartono & Wahyu Lestari Hartono Hartono Harum Sunya Iswara I Wayan Adnyana Imma Fretisari Kingkin Prasetyo Wati Kusrina Widjayantie M Okta Dwi Sastra FM Marijo M. Ibnan Syarif M. Jazulli Malarsih Malarsih Muh Fakhrihun Naam Muh. Fakhrihun Naam Muhamad Jazuli Muhammad Fazli Taib Bin Saearani Muhammad Jazuli Nadia Sigi Prameswari Nike Suryani Nugroho Notosutanto Arhon Dhony Nur Sahid Pande Putu Yogi Arista Pratama Prusdianto Prusdianto R Angga Bagus Kusnanto Rachmat Rachmat Ratih Ayu Pratiwinindya Rivaldi Indra Hapidzin Septian Cipto Nugroho Setyo Yanuarti Slamet Subiyantoro Sofia Rachmawati Sofyan Salam Sunarto Sunarto Suwardi Endraswara Syahrul Syah Sinaga Syakhruni, Syakhruni Tati Narawati Tjetjep Rohendi Rohidi Treny Hera Trianti Nugraheni Udi Utomo Wadiyo Wadiyo Warananingtyas Palupi