PEMBELAJARAN TARI DENGAN STIMULUS ACTION PAINTING UNTUK MENINGKATKAN KREATIVITAS SISWA SMAN 1 BIREUEN ACEH

• Main Author: Fonna, Olivia (Author)
• Format: Book
• Published: 2017-07-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/30479/1/T_PSN_1502383_Title.pdf; http://repository.upi.edu/30479/2/T_PSN_1502383_Abstract.pdf; http://repository.upi.edu/30479/3/T_PSN_1502383_Table_of_content.pdf; http://repository.upi.edu/30479/4/T_PSN_1502383_Chapter1.pdf; http://repository.upi.edu/30479/5/T_PSN_1502383_Chapter2.pdf; http://repository.upi.edu/30479/6/T_PSN_1502383_Chapter3.pdf; http://repository.upi.edu/30479/7/T_PSN_1502383_Chapter4.pdf; http://repository.upi.edu/30479/8/T_PSN_1502383_Chapter5.pdf; http://repository.upi.edu/30479/9/T_PSN_1502383_Bibliography.pdf; http://repository.upi.edu/30479/10/T_PSN_1502383_Appendix1.pdf; http://repository.upi.edu/30479/11/T_PSN_1502383_Appendix2.pdf; http://repository.upi.edu/30479/12/T_PSN_1502383_Appendix3.pdf
• Keywords: LB Theory and practice of education; LB1603 Secondary Education. High schools; NX Arts in general

Penelitian ini dilatarbelakangi oleh pelaksanaan pembelajaran seni tari yang masih berpusat pada guru, sehingga siswa tidak diberikan kesempatan untuk mengembangkan kemampuan dan kreativitasnya. Penelitian ini bertujuan untuk menghasilkan perbaikan pada pembelajaran seni tari yang dilaksanakan pada siswa kelas XI IPA B SMA Negeri 1 Bireuen Aceh. Pembelajaran menggunakan pendekatan cara terpadu antara seni rupa dan seni tari yang melibatkan semua siswa dalam meningkatkan kreativitas pembelajaran tari dengan stimulus action painting. Pembelajaran dilaksanakan dalam 4 (empat) siklus. Satu siklus dilakukan dengan langkah perencanaan, tindakan, observasi dan refleksi. Penelitian ini menggunakan pendekatan kualitatif dengan metode action research. Teknik pengumpulan data dilakukan dengan observasi, wawancara, studi dokumen, tes dan personal refleksi. Temuan penelitian membuktikan bahwa terjadi peningkatan pada setiap siklus pembelajaran. Pada siklus 1 dilakukan pembelajaran apresiasi dan kreasi action painting. Hasil kreasi action painting siswa dijadikan sebagai stimulus untuk berkreativitas tari. Siswa memperoleh nilai kreativitas 2,66 dalam skala 4. Pada siklus 2 dilakukan pembelajaran apresiasi dan kreasi unsur warna ke dalam unsur tenaga. Nilai kreativitas siswa meningkat menjadi 2,69 dalam skala 4. Pada siklus 3 dilakukan pembelajaran apresiasi dan kreasi unsur garis ke dalam unsur ruang gerak. Nilai kreativitas siswa meningkat lagi menjadi 2,70 dalam skala 4. Serta pada siklus 4 dilakukan pembelajaran apresiasi dan kreasi unsur bidang ke dalam unsur waktu. Nilai kreativitas siswa meningkat kembali menjadi 2,71 dalam skala 4. Siswa dengan potensi yang dimiliki dan melalui stimulus action painting, dapat berkolaborasi bersama kelompok secara kreatif dalam menciptakan dan menampilkan karya kreasinya. Perubahan yang terjadi pada pelaksanaan belajar mengajar seni tari yang sebelumnya siswa mengikuti apa yang diberikan guru, kini siswa mampu menyajikan ide-ide kreatifnya berdasarkan stimulus yang diberikan sehingga siswa mampu menciptakan karya tari. ----------- The present study is inspired by teacher-centered learning strategy of dance art. Thus, students are not exposed to develop their skill and creativity. The study aims at improving dance art learning process at class XI IPA B, SMA Negeri 1 Bireuen, Aceh. The learning process was conducted through integrated approach between fine art and dance art, involving all students in improving dance learning creativity through action painting stimulus. The learning process was done in the 4 cycles. Each cycle was applied through planning, treatment, observation, and reflection. The present study used qualitative approach with action research method. The data collection method covers observation, interview, document study, test, and personal reflection. The finding proves that there was an improvement in each learning cycle. In the first cycle, appreciation learning and action painting creation were conducted. The outcome of students' action painting became stimulus to create dancing creatively. Students obtained 2.66 for their creativity value in the scale 4. In the second cycle, appreciation learning and the creation of 'colour' element into 'power' element were done. Students' creativity value was improved into 2.69 in the scale 4. In the third cycle, appreciation learning and the creation of 'line' element into 'elbow room' element were conducted. Again, students creativity value was improved into 2.70 in the scale 4. In the fourth cycle, appreciation learning and the creation of 'area' element into 'time' element were done. Students' creativity value was enhanced to be 2.71 in the scale 4. It can be concluded that through their own prior knowledge and action painting stimulus, students can collaborate creatively to create and perform their own creativity. In addition through the changing of learning strategy, students are able to provide their creative ideas based on given stimulus. So that, they can create dance art.