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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar GETER : Jurnal Seni Drama, Tari dan Musik Linggau Journal of Elementary School Education
Gustia ningsih, Lora
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Arts Education Social Sciences Other

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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.
Evaluasi Pembelajaran Tari melalui Sistem Daring Pendidikan Tari Universitas Lampung 2020/2021 Wendhaningsih, Susi; Tiya Juwita, Dwi; Gustia Ningsih, Lora
Linggau Journal of Elementary School Education Vol. 2 No. 1 (2022): Linggau Journal of Elementary School Education
Publisher : LP3MKIL

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.355 KB)

Abstract

Tujuan penelitian ini adalah untuk menganalisis evaluasi pembelajran tari melalui sistem daring pada Pendidikan Tari Univeristas Lampung 2020/2021. Penelitian ini menggunakan metode kualitatif dengan analisis menggunakan model evaluasi Iluminatif. Hasil penelitian ini yaitu pembelajaran daring dilaksanakan berdasarkan dua jenis yaitu pembelajaran asynchronous dan synchronous. Penggunaan media dalam menunjang pembelajaran dianggap cukup mudah. Dosen dan mahasiswa dapat mengoperasikan media tetapi belum maksimal. Presensi mahasiswa dilakukan dengan menyediakan form presensi. Waktu pelaksanaan perkuliaan tidak sesuai dengan seharusnya. Metode pembelajaran yang paling sering digunakan adalah pemberian video materi dan diskusi tanya jawab. Lingkungan belajar mahasiswa dan dosen menjadi fleksibel. Berkaitan dengan tempat perkuliahan, mahasiswa rata-rata melaksanakan perkuliahan di rumah dan rumah kost. Sementara dosen melaksanakan perkuliahan di rumah dan di kampus. Kondisi perkuliahan kurang kondusif sehingga hasil pembelajaran menjadi cukup baik tetapi tidak maksimal. Pengalaman dalam melaksanan pembelajaran daring yaitu meningkatnya kompetensi dalam mengoperasikan berbagai media dalam menunjang perkuliahan, serta menjadi lebih mandiri.
KESULITAN BELAJAR NOTASI LABAN BAGI MAHASISWA PROGRAM STUDI PENDIDIKAN TARI UNIVERSITAS LAMPUNG Marsanda Putri, Dera; Habsary, Dwiyana; Gustia Ningsih, Lora
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60305

Abstract

This study aims to describe the learning difficulties of students of the Dance Education Study Program, class of 2022, University of Lampung in understanding Laban Notation in the Dance Documentation course. The study used a descriptive qualitative method with 29 students and one lecturer as subjects. Data were collected through observation, interviews, and document studies, then analyzed using data reduction, data presentation, and conclusion drawing. The results of the study showed that students had difficulty reading symbols for direction, level, support, and rotation, as well as converting symbols into movements. In the writing aspect, students still made mistakes in writing symbols for direction, level, support, rotation, and symbol completeness. In the counting aspect, some students still had difficulty adjusting calculations to changes in movement. The results of the ability test showed that only 1 of 29 students was able to read Laban Notation well through Lenggang movement practice, the others were almost correct and good, while 10 students were able to write movements into Laban Notation through Tahtim movement well. Based on the research results, it can be concluded that difficulties in learning Laban Notation among students include the ability to read, write and calculate which are interrelated so that they are included in academic learning difficulties in the form of dyslexia, dysgraphia and dyscalculia.
Co-Authors Fitri Daryanti Habsary, Dwiyana Marsanda Putri, Dera Susi Wendhaningsih Tiya Juwita, Dwi