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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Kurnia Adzan, Nabilla
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IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN SENI TARI PADA KURIKULUM MERDEKA DI KELAS X SMA NEGERI 1 TUMIJAJAR Ayu Lestari, Bunga; Habsary, Dwiyana; Kurnia Adzan, Nabilla
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42820

Abstract

This study aims to describe the implementation of the deep learning approach in cultural arts learning, particularly dance material, within the Merdeka Curriculum for Grade X students at SMA Negeri 1 Tumijajar. This research employed a descriptive qualitative method. Primary data sources consisted of the cultural arts teacher and students of class X.1, while secondary data included learning materials, lesson plans (RPM), attendance records, students’ score lists, and documentation of learning activities. Data were collected through observation, interviews, and documentation. Data validity was ensured through technique triangulation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of dance learning integrates three principles of deep learning, namely mindful learning, meaningful learning, and joyful learning. The application of mindful learning is reflected in students’ engagement and concentration during the learning process, as well as their ability to reflect on the feedback provided by the teacher. The principle of meaningful learning is demonstrated through students’ ability to understand dance concepts and connect them with practical movement performance in a continuous manner. Meanwhile, joyful learning is manifested through the use of varied instructional media and the provision of teacher appreciation, creating a conducive learning atmosphere that enhances students’ self-confidence and encourages active participation. Despite challenges such as limited instructional time and differences in students’ movement abilities, the deep learning approach is considered effective in supporting dance learning and is aligned with the characteristics and principles of the Merdeka Curriculum.
PENERAPAN MEDIA PEMBELAJARAN TARI (MENTARI) DI SEKOLAH INKLUSI DCC GLOBAL SCHOOL Erina; Kurnia Adzan, Nabilla; Wedhaningsih, Susi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11749

Abstract

This study aims to describe the implementation of audiovisual-based dance learning media (Mentari) in an inclusive school at DCC Global School. The study employed a qualitative approach with primary data sources consisting of classroom teachers, assistant teachers, shadow teachers, and sixth-grade students, while secondary data were obtained from learning documents, teaching modules, Mentari videos, and learning activity documentation. Data were collected through observation, interviews, and documentation, and then analyzed using the Miles and Huberman data analysis model, which includes data collection, data reduction, data display, and conclusion drawing. The results indicate that the audiovisual-based dance learning media (Mentari) functions as an effective stimulus in dance learning within an inclusive classroom. Clear movement visualization and appropriate musical accompaniment help students understand and imitate dance movements with greater confidence. Both regular students and students with special needs were able to participate in the learning process together with the support of teachers and shadow teachers. Students’ responses were reflected in increased participation, focus, and enthusiasm during the learning process. Reinforcement in the form of praise, guidance, and repeated practice provided by teachers was proven to strengthen students’ learning responses. The implementation of Mentari aligns with behavioristic theory, which emphasizes the relationship between stimulus, response, and reinforcement in supporting dance learning in inclusive classrooms.
Co-Authors Ayu Lestari, Bunga Erina Habsary, Dwiyana Susi Wedhaningsih, Susi