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All Journal Journal for Lesson and Learning Studies Mejuajua
Malarsih
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Humanities Education Languange, Linguistic, Communication & Media Public Health Other

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The Interpretation of Philosophical and Religious Values in Gending Sriwijaya Dance as an Instructional Medium for Teaching Local Culture in Formal Education Setyaningrum, Naomi Diah Budi; Hartono; Malarsih; Brotosejati, Widodo
Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i2.97630

Abstract

The interest of the younger generation in understanding and preserving traditional dance is steadily declining, as school learning remains focused on cognitive aspects and rarely utilizes cultural arts as learning resources. Consequently, the philosophical and religious values embedded in the Gending Sriwijaya dance are not optimally conveyed to students. This study aims to explore and interpret the philosophical and religious values contained in the Gending Sriwijaya dance as a representation of the local cultural identity of the Palembang community in Indonesia. Using an Aesthetics Philosophy approach (phenomenology), this study examines how these values reflect the spiritual and cultural worldview of the local community. A qualitative descriptive method was employed, with data collected through literature review, field observation, and in-depth interviews. The analysis was conducted using a phenomenological approach to uncover the deeper meanings behind the dance movements and accompanying cultural symbols. The findings indicate that the Gending Sriwijaya dance, functioning as a welcoming performance, embodies values of respect and hospitality while employing symbolic properties such as tanggai, tepak, and prindon. Movements such as Siguntang Mahameru, Mudra, Sembah, and Tolak Arus carry profound philosophical meanings. In addition to its religious functions, the dance also plays roles in education, performance, and cultural tourism. These findings suggest that the Gending Sriwijaya dance has significant potential as an instructional medium in teaching local culture within formal education, while also strengthening students’ understanding of the nation’s cultural, philosophical, and religious values.
PENGEMBANGAN KOMPETENSI GURU ABAD 21 MELALUI PELATIHAN PEMBELAJARAN DEEP LEARNING DI SD LABSCHOOL UNNES Zulfikasari, Sony; Malarsih; Prihatin, Titi; Astuti, Tri; Pradipta, Anindhyta Putri
Mejuajua: Jurnal Pengabdian pada Masyarakat Vol. 5 No. 2 (2025): Desember 2025
Publisher : Yayasan Penelitian dan Inovasi Sumatera (YPIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/mejuajuajabdimas.v5i2.291

Abstract

Labschool UNNES, as a laboratory school within a teacher education institution, holds a strategic position in fostering innovative instructional practices. However, teachers’ understanding of meaningful, mindful, and joyful learning strategies within a deep learning pedagogical framework remains limited, indicating the need for targeted capacity building. This training program was designed to strengthen teachers’ competencies in implementing deep learning–oriented instruction aligned with 21st-century learning demands. The program comprised interactive training sessions, structured group discussions, and guided mentoring involving teachers from SD Labschool UNNES. Data were analyzed descriptively using a participant satisfaction survey. Findings demonstrate a marked improvement in teachers’ conceptual understanding of deep learning and their ability to design innovative instructional activities. Participants expressed highly positive evaluations of the program’s content relevance, delivery clarity, and opportunities for active engagement. Furthermore, 56.5% of participants reported the highest level of willingness to engage in subsequent collaborative initiatives. These outcomes indicate that the training not only enhanced teachers’ pedagogical literacy but also fostered motivation to apply deep learning practices in classroom settings. The program contributed to strengthening teachers’ readiness to implement meaningful, reflective, and student-centered learning experiences, while also providing a foundation for sustained development through continued mentoring and institutional collaboration.
Co-Authors Brotosejati, Widodo Hartono Hartono Naomi Diah Budi Setyaningrum, Naomi Diah Budi Pradipta, Anindhyta Putri Sony Zulfikasari, Sony Titi Prihatin Tri Astuti