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All Journal Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Education and Human Development Journal Indonesian Journal Of Educational Research and Review
Da Ary, Deasylina
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Inhibiting Factors of Dance Learning in the Higher Grades of Elementary School Students Da Ary, Deasylina; Markamah
Indonesian Journal of Educational Research and Review Vol. 7 No. 2 (2024): July 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i2.80997

Abstract

The dance learning process in elementary schools’ experiences imbalances with the demands of the applicable curriculum. In reality, dance learning has not been paid attention to by various parties so that students do not get the opportunity to develop creativity and imagination in dance movements. This research aims to analyze the factors inhibiting dance learning among high grade students in elementary schools in depth. This research includes descriptive qualitative research that uses a case study approach. Data collection techniques through interviews, observation and documentation. Data validity techniques include triangulation of sources and techniques. The data analysis technique used is the Miles and Huberman model. The results of this research indicate that the implementation of dance learning for high class students in elementary schools is still not optimal because there are inhibiting factors in various aspects, including the school, curriculum, school policies, facilities, infrastructure, class management, students, teachers, environment, and society's perception regarding dance learning, so that students' basic development becomes stagnant. The results of this research can be input for various parties to increase collaboration in order to improve the quality of learning in a more progressive direction than before.
Pengembangan Media Edukatif SliMotion untuk Pembelajaran Seni Tari Kelas III Sekolah Dasar Azzahra, Fatimah; da Ary, Deasylina
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 22 No. 2 (2025): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2025.vol22(2).25165

Abstract

This study addresses the limited variety of engaging learning resources for teaching dance in elementary schools by developing SliMotion, an educational medium designed for third-grade students within the topic of movement and expression. The development process followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), integrating a board game and flashcards to encourage creativity, motivation, and active participation in learning dance. Data collection involved questionnaires validated by one content expert, one media expert, one practitioner, and trials conducted with 17 students. Data were analyzed using both qualitative descriptive and quantitative approaches. Validation results showed an average score of 3.65, categorized as very valid, with feasibility ratings above 92% from experts and practitioners. Student responses indicated high practicality at 93.2%, confirming that the medium is effective and easy to implement. The findings demonstrate that SliMotion provides an innovative and enjoyable alternative to conventional methods, significantly improving student engagement and learning outcomes. The originality of this research lies in integrating board game mechanics with expressive dance education, a rarely explored combination. This contribution highlights the potential of gamified media to enrich elementary arts education and promote interactive, student-centered learning.
Reclaiming Freedom in Play: A Critical Review of Early Childhood Education Discourse Salsabila Rizqi Ramadhanty Alisa, Salsa; Kurniawati Sugiyo Pranoto, Yuli; da Ary, Deasylina; Formen, Ali
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8219

Abstract

This study critically examines how the concept of Free Play has been constructed, represented, and contested within early childhood education (ECE) discourses between 2019 and 2025. Using a Critical Literature Review grounded in Teun A. van Dijk’s Critical Discourse Analysis (CDA), this study investigates how language and ideology shape understandings of play, freedom, and childhood across global and local contexts, not only as a methodological approach but also as a form of critical ideology deconstruction. 25 peer-reviewed articles were analyzed from Scopus, Taylor & Francis, ERIC, and SINTA databases, focusing on themes of play-based learning, child agency, and educational policy. Findings reveal four dominant themes. First, the academicization and instrumentalization of play illustrate how play is reframed as a tool for academic achievement, reducing its intrinsic value. Second, the negotiation of teacher authority and child agency highlights the tension between adult control and children’s autonomy in play-based settings. Third, cultural contextualization of play demonstrates that meanings of play are embedded within moral and social values, differing across Western and non-Western traditions. Lastly, the ideological reconstruction of freedom exposes how policy rhetoric about autonomy and creativity often conceals regulatory control through assessments and standards. This study concludes that Free Play operates as a contested discursive field shaped by educational ideologies, institutional pressures, and cultural contexts. Reclaiming freedom in play requires reorienting pedagogy toward child-centered practices that value agency, participation, and human dignity. The findings offer implications for educators and policymakers seeking to align early education with democratic and inclusive values
Co-Authors Ali Formen Fatimah Azzahra Kurniawati Sugiyo Pranoto, Yuli Markamah Salsabila Rizqi Ramadhanty Alisa, Salsa