Kusnadi (2017) Pengaruh strategi pembelajaran eksperiensial dan minat artistik terhadap apresiasi seni tari klasik Jawa siswa SMP di Kabupaten Sleman Daerah Istimewa Yogyakarta / Kusnadi. Doctoral thesis, Universitas Negeri Malang.
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ABSTRAK Kusnadi 2017. Pengaruh Strategi Pembelajaran Eksperiensial dan Minat Artistik terhadap Apresiasi Seni Tari Klasik Jawa Siswa SMP di Kabupaten Sleman Daerah Istimewa Yogyakarta. Disertasi. Program Studi Teknologi Pembelajaran Pascasarjana Universitas Negeri Malang. Pembimbing (I) Prof. Dr. I Wayan Ardhana M.A. (II) Prof. Dr. Punaji Setyosari M.Ed. (III) Prof. Dr. Mohammad Efendi M.Pd. M.Kes. Kata Kunci strategi pembelajaran eksperiensial minat artistik apresiasi seni tari klasik Jawa Tujuan penelitian ini adalah untuk menguji (1) perbedaan apresiasi seni tari klasik Jawa antara siswa SMP yang mengikuti pembelajaran dengan strategi pembelajaran eksperiensial (interaksi langsung) dan strategi pembelajaran tradisional berbantuan video (tidak langsung) (2) perbedaan apresiasi seni tari klasik Jawa antara siswa SMP yang minat artistiknya tinggi sedang dan rendah dan (3) interaksi antara strategi pembelajaran dengan minat artistik dalam pengaruhnya terhadap apresiasi seni tari klasik Jawa pada siswa SMP. Penelitian ini menggunakan metode eksperimen semu dengan desain faktorial 3X2 versi non-equivalent control group design. Penelitian dilakukan di dua sekolah yaitu SMPN 2 Ngemplak Sleman dan SMPN 3 Godean Sleman pada semester gasal tahun ajaran 2015/2016. Penentuan sekolah tersebut didasarkan pada pertimbangan kesetaraan kualitas sekolah lokasi sekolah pengalaman guru tari dan kesamaan jenis kelamin guru tari. Penelitian ini melibatkan 72 orang siswa kelas VIII yang dibagi menjadi dua kelompok. Kelompok pertama terdiri atas 36 siswa dari SMPN 2 Ngemplak Sleman yang belajar dengan strategi pembelajaran eksperiensial. Kelompok kedua terdiri atas 36 siswa dari SMPN 3 Godean yang belajar dengan strategi pembelajaran tradisional. Jumlah siswa laki-laki dan perempuan pada masing-masing kelompok dibuat sama. Penentuan sekolah yang mengimplementasikan strategi pembelajaran eksperiensial dan tradisional tersebut dilakukan dengan acak. Pengumpulan data minat artistik dan apresiasi seni tari klasik Jawa dilakukan dengan teknik angket. Ada dua skala yang dipergunakan dalam penelitian ini yakni (1) skala minat artistik model Likert terdiri atas 26 item dengan indeks reliabilitas instrumen (dengan Rumus Alpha) r 0 944 dan (2) skala apresiasi seni tari klasik Jawa model Likert yang terdiri atas 26 item dengan indeks reliabilitas instrumen r 0 924. Kedua instrumen tersebut disusun sendiri oleh peneliti. Pengujian validitas konstruk instrumen minat artistik dan apresiasi seni tari klasik Jawa dilakukan dengan analisis faktor eksploratori. Pengujian persyaratan analisis (uji asumsi) ada dua macam yaitu uji normalitas data menggunakan Formula Shapiro Wilk dan uji homoskedastisitas data menggunakan Levene Test dengan taraf signifikansi 945 0 05. Teknik analisis data yang dipergunakan adalah Anava Dua Jalur untuk mengetahui main effect dan interaction effect dan analisis lanjutan untuk mengetahui perbedaan antar pasangan dipergunakan Uji Tukey. Hasil penelitian menunjukkan bahwa (1) ada perbedaan apresiasi seni tari klasik Jawa yang signifikan antara siswa SMP yang mengikuti pembelajaran dengan strategi pembelajaran eskperiensial dan strategi pembelajaran tradisional (F 3860 126 p 0 001). Siswa SMP yang mengikuti pembelajaran dengan strategi pembelajaran eksperiensial terbukti lebih unggul apresiasi seni tari klasik Jawanya dibandingkan siswa yang mengikuti pembelajaran dengan strategi pembelajaran tradisional dengan mean 98 08 90 31 (2) ada perbedaan apresiasi seni tari klasik Jawa yang signifikan antara siswa SMP yang minat artistiknya tinggi sedang dan rendah (F 18 319 p 0 001). Secara rinci teruji bahwa (a) ada perbedaan apresiasi seni tari klasik Jawa yang signifikan antara siswa dengan minat artistik tinggi dengan minat artistik sedang (mean difference 8 55 p 0 005) (b) ada perbedaan apresiasi seni tari klasik Jawa yang signifikan antara siswa dengan minat artistik tinggi dengan minat artistik rendah (mean difference 17 40 p 0 001) (c) ada perbedaan apresiasi seni tari klasik Jawa yang signifikan antara siswa dengan minat artistik sedang dengan minat artistik rendah (mean difference 8 85 p 0 005) dan (3) tidak ada interaksi antara strategi pembelajaran dengan minat artistik dalam pengaruhnya terhadap apresiasi seni tari klasik Jawa pada siswa SMP (F 0 512 p 0 05). Perolehan skor apresiasi seni tari klasik Jawa pada siswa dengan minat artistik tinggi sedang dan rendah adalah 102 35 93 80 84 95. Penggunaan strategi pembelajaran eksperiensial terbukti lebih unggul dibandingkan dengan strategi pembelajaran tradisional baik pada siswa dengan minat artistik tinggi (mean 105 09 99 83) minat artistik sedang (mean 96 76 89 92) maupun minat artistik rendah (mean 91 25 80 36). Implikasi dari temuan ini adalah perlunya dibangun minat artistik dan pemilihan strategi pembelajaran yang tepat dalam apresiasi seni tari klasik Jawa yakni strategi eksperiensial dengan metode Tringa (ngerti ngrasa dan nglakoni) yang merupakan kombinasi antara aktivitas memahami dan menikmati karya seni tari baik dengan jalan menyaksikan pertunjukan seni tari secara langsung (apresiasi pasif) maupun terlibat secara aktif dalam aktivitas berkesenian (apresiasi aktif). ABSTRACT Kusnadi 2017. The Effect of Experiential Learning Strategies and Artistic Interests on the Appreciation of Classical Javanese Dance of Junior High School Students in the District of Sleman Yogyakarta. Dissertation. Instructional Technology Graduate Program Universitas Negeri Malang. Advisors (I) Prof. Dr. I Wayan Ardhana M.A. (II) Prof. Dr. Punaji Setyosari M.Ed. (III) Prof. Dr. Mohammad Efendi M.Pd. Kes. Keywords experiential learning strategies artistic interest appreciation of classical Javanese dance The purpose of this study was to examine (1) the difference of appreciation of classical Javanese dance between junior high school students who were engaged in an experiential learning strategy (direct interaction) and in a traditional video-assisted learning strategy (indirect interaction) (2) the difference of appreciation of classical Javanese dance among those students whose artistic interest was high medium and low and (3) the interaction between the learning strategy and the artistic interest as an influence on their appreciation of classical Javanese dance. This study employed a quasi experiment method with 3X2 factorial design of non-equivalent control group design version. The study was conducted in two schools namely SMPN 2 Ngemplak Sleman and SMPN 3 Godean Sleman in the 2015/2016 academic year. The schools were selected based on some considerations among others were equality of school quality location of the school the experience of the dance teacher and the gender similarity of the dance teachers. The study involved 72 of eighth grade students. The groups were divided into two. The first group consisted of 36 students from SMPN 2 Ngemplak Sleman who were engaged in an experiential learning strategy. The second group consisted of 36 students from SMPN 3 Godean who were engaged in a traditional learning strategy. The number of male and female students in each group were made equal. The selection of schools implementing experiential and traditional learning strategies were administered randomly. The data collection of artistic interest and appreciation of classical Javanese dance were administered by questionnaires. The questionnaires were in two different purposes namely (1) scoring the students artistic interest using Likert scale consisting of 26 items with instrument reliability index (with Alpha formula) r .944 and (2) scoring their appreciation of classical Javanese dance using Likert scale consisting of 26 items with instrument reliability index r .924. Both scores were developed in advance by the researcher. The validity testing of instrument constructs was computed by exploratory factor analysis. The assumption tests were in two kinds namely data normality test using Shapiro-Wilk Formula and data homogeneity test using Levene Test with significance level of 945 .05. The data were analyzed by Two-Way ANOVA to know the main effect and interaction effect and by Tukey Test for further analysis to know the difference between the pairs. The result of the study showed that (1) there was a significant difference on appreciation of classical Javanese dance between junior high school students who were engaged in an experiential learning strategy and in a traditional learning strategy (F 3860.126 p .001). The students were engaged in an experiential learning strategy was likely to be superior on appreciation of classical Javanese dance compared to students who were engaged in traditional learning strategy with mean score 98.08 90.31 (2) there was a significant difference on appreciation of classical Javanese dance among the students whose artistic interest were high medium and low (F 18.319 p .001). For further detail the tests showed that (a) there was a significant difference on appreciation of classical Javanese dance between students with high artistic interest and medium artistic interest (mean difference 8.55 p .005) (b) there was a significant difference on appreciation of classical Javanese dance between students with high artistic interest and low artistic interest (mean difference 17.40 p .001) (c) there was a significant difference on appreciation of classical Javanese dance between students with medium artistic interest and low artistic interest (mean difference 8.85 p .005) and (3) there was no interaction between learning strategy and artistic interest as an effect on appreciation of classical Javanese dance on the students (F .512 p .05). The gained score of Javanese classical dance appreciation in students with high medium and low artistic interest were 102.35 93.80 84.95. The use of experiential learning strategy was likely to be superior on a traditional learning strategy for students with high artistic interests (mean 105.09 99.83) medium artistic interest (mean 96.76 89.92) or low artistic interest (Mean 91.25 80.36). The implication of these findings was the need built artistic interest and the selection of appropreate learning strategies that was an experiential learning strategy with the Tri-Nga method ( ngerti undestanding ngrasa feeling and nglakoni action) which was combination of the activities of understanding and enjoying the dance by watching live dance performance (passive appreciation) or engaged in art activity (active appreciation).
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Ilmu Pendidikan (FIP) > Departemen Teknologi Pendidikan (TEP) > S3 Teknologi Pembelajaran |
| Depositing User: | library UM |
| Date Deposited: | 16 Jun 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/63728 |
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