Character Values in Baris Arug Dance: Sasak Local Wisdom and Pedagogical Potential for Elementary Education
Authors
-
Sri Sukarni
Universitas Pendidikan Mandalika
-
Agus Salim
Universitas Pendidikan Mandalika
-
Tesa Yustika
Universitas Pendidikan Mandalika
-
Babat Nufus Tarenaksa
Universitas Pendidikan Mandalika
-
Ruslan Yusoh
Darussalam School
DOI:
https://doi.org/10.36312/e-saintika.v10i2.4561Keywords:
Baris Arug Dance, Character Values, Elementary Education, Local Wisdom, Traditional DanceAbstract
This study documents Baris Arug, a traditional Sasak dance from Longserang Village, Lingsar District, West Lombok Regency, and examines the character values embedded in its historical background, performance structure, symbolic elements, and sociocultural functions. It also explores the dance’s pedagogical potential for elementary education. Using a qualitative descriptive design, data were collected from October to December 2024 through observations of rehearsals and community performances, semi-structured interviews with 17 purposively selected informants—one dance elder and leader, four senior dancers, four musicians, three community leaders, and five younger members—and document analysis. The data were analyzed iteratively through data reduction, data display, and conclusion drawing and verification. The findings show that community oral histories associate Baris Arug with the collective joy of farmers after successfully cultivating new agricultural land. Performed by thirteen male dancers in a commander-led formation, the dance embodies togetherness, courage, discipline, hard work, leadership, responsibility, and gratitude through marching movements, costumes, masks, farming tools, music, and ritual offerings. Baris Arug also functions as community entertainment, a means of strengthening social cohesion and cultural identity, and a medium for transmitting local values across generations. These findings indicate that Baris Arug offers culturally grounded material for local-content and extracurricular learning in elementary schools. However, because the study did not examine classroom implementation, its educational contribution should be understood as a pedagogical potential that requires further development and empirical evaluation.
Downloads
References
Abriyanti, S. A., Yetti, E., & Nursyam, R. (2025). Development of dance movements with local wisdom to increase tolerance attitude. International Journal of Studies in International Education, 2(3), 1–4. https://doi.org/10.62951/ijsie.v2i3.320
Adom, D., & Harvey-Brown, Y. (2024). Development and implementation of an elementary school-based Indigenous knowledge pedagogical model on native tree species for environmental sustainability education in Ghana. Futurity Education, 4(1), 147–185. https://doi.org/10.57125/FED.2024.03.25.09
Allen-Handy, A., Ifill, V., Schaar, R., Rogers, M., & Woodard, M. (2021). The emerging critical pedagogies of dance educators in an urban STEAM after-school program for Black girls. Journal of Urban Learning, Teaching, and Research, 16(1), 58–88. https://doi.org/10.51830/jultr.15
Andersson, A. K., Almqvist, L., Brodd, K. S., & Härder, M. (2023). Meaningful everyday life situations from the perspective of children born preterm: A photo-elicitation interview study with six-year-old children. PLOS ONE, 18(8), e0284217. https://doi.org/10.1371/journal.pone.0284217
Annissabrina, I., Nasrul, N., Ifliadi, I., Abimanyu, A., & Agavin, M. (2023). Characteristics of elementary school learning: Constraints in implementing local wisdom values in elementary schools. Jurnal Gentala Pendidikan Dasar, 8(2), 215–230. https://doi.org/10.22437/gentala.v8i2.30350
Arthur, J., Kristjánsson, K., Cook, H., & Brown, E. (2020). Character education in UK schools. Journal of Moral Education, 49(3), 281–297. https://doi.org/10.1080/03057240.2019.1709558
Barnes, J. (2020). Arts-based pedagogy in culturally responsive classrooms. Journal of Curriculum Studies, 52(4), 456–472. https://doi.org/10.1080/00220272.2020.1750289
Bentley, L., Eager, R., Savage, S., Nielson, C., White, S., & Williams, K. (2023). A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness. Developmental Science, 26(5), e13358. https://doi.org/10.1111/desc.13358
Berkowitz, M. W., & Bier, M. C. (2007). What works in character education? Journal of Research in Character Education, 5(1), 29–48.
Boal-Palheiros, G., & Ilari, B. (2023). Music, drama, and social development in Portuguese children. Frontiers in Psychology, 14, 1093832. https://doi.org/10.3389/fpsyg.2023.1093832
Bowen, D. H., & Kisida, B. (2023). Investigating the causal effects of arts education. Journal of Policy Analysis and Management, 42(3), 624–647. https://doi.org/10.1002/pam.22449
Bresler, L. (2004). Dancing women: Visual signs of resistance. Research in Dance Education, 5(1), 7–26. https://doi.org/10.1080/1464789042000222407
Buck, R., & Snook, B. (2016). Disciplinary literacy in dance education. Journal of Dance Education, 16(3), 87–95. https://doi.org/10.1080/15290824.2016.1178629
Burns, E. C., Martin, A. J., Mansour, M., Anderson, M., Gibson, R., & Liem, G. A. D. (2020). Motivational processes that support arts participation: An examination of goal orientations and aspirations. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 384–400. https://doi.org/10.1037/aca0000242
Calçada, J., & Gilham, C. (2022). Biodanza and other dance forms as a vehicle for social-emotional learning in schools: A scoping review. Learning Landscapes, 15(1), 53–73. https://doi.org/10.36510/learnland.v15i1.1059
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
Ferguson, L. J., Girolami, T. M., Thorstad, R., Rodgers, C. D., & Humbert, M. L. (2021). “That’s what the program is all about … building relationships”: Exploring experiences in an urban offering of the Indigenous Youth Mentorship Program in Canada. International Journal of Environmental Research and Public Health, 18(2), 733. https://doi.org/10.3390/ijerph18020733
Fitch, J. M., & Leverenz, C. (2017). Culturally responsive pedagogy through dance. Journal of Physical Education, Recreation & Dance, 88(6), 22–28. https://doi.org/10.1080/07303084.2017.1330180
Furidha, B. W. (2023). Comprehension of the descriptive qualitative research method: A critical assessment of the literature. Acitya Wisesa: Journal of Multidisciplinary Research, 2(4), 1–8. https://doi.org/10.56943/jmr.v2i4.443
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Good, A., Peets, K. F., Choma, B. L., & Russo, F. (2022). Singing foreign songs promotes shared common humanity in elementary school children. Journal of Applied Social Psychology, 52(12), 1158–1171. https://doi.org/10.1111/jasp.12917
Grootenboer, P., & Marshman, M. (2017). Character education through the arts. Asia-Pacific Journal of Teacher Education, 45(3), 249–263. https://doi.org/10.1080/1359866X.2016.1205046
Hadjioannou, X. (2022). Arts integration for character development. Journal of Moral Education, 51(2), 198–215. https://doi.org/10.1080/03057240.2020.1829342
Hansen, H., Elias, S. R. S. T. A., Stevenson, A., Smith, A. D., Alexander, B. N. B., & Barros, M. (2025). Resisting the objectification of qualitative research: The unsilencing of context, researchers, and noninterview data. Organizational Research Methods, 28(1), 3–31. https://doi.org/10.1177/10944281231215119
Hebert, D. G., & Rinsma, M. K. (2019). Traditional dance in multicultural education. International Journal of Music Education, 37(4), 567–582. https://doi.org/10.1177/0255761419861638
Hernández, F., & Ortega, F. (2019). Emotional development through art expressions. Review of Artistic Education, 14(1), 227–238. https://doi.org/10.1515/rae-2017-0029
Horwitz, E. B., Korošec, K., & Theorell, T. (2022). Can dance and music make the transition to a sustainable society more feasible? Behavioral Sciences, 12(1), 11. https://doi.org/10.3390/bs12010011
Krempig, I. W., & Enoksen, E. (2024). Cultural education in nature through the lens of Sámi practitioners. Education Sciences, 14(11), 1246. https://doi.org/10.3390/educsci14111246
Kristjánsson, K. (2019). Phronesis and the knowledge-action gap in moral psychology and education. Journal of Moral Education, 48(4), 419–433. https://doi.org/10.1080/03057240.2019.1653274
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Leddy, M. C. (2019). Arts-based character education. Journal of Aesthetic Education, 53(1), 45–62. https://doi.org/10.5406/jaesteduc.53.1.0045
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
Mahafza, H., & Smith, H. L. (2022). The 4-C’s model: Care theory for culturally responsive pedagogy. Journal of Education and Practice, 13(21). https://doi.org/10.7176/JEP/13-21-10
McLeod, J. (2017). Character education through embodied learning. Journal of Moral Education, 46(4), 412–427. https://doi.org/10.1080/03057240.2016.1276448
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Pancorbo, G., Primi, R., John, O. P., Santos, D., & De Fruyt, F. (2021). Formative assessment of social-emotional skills using rubrics: A review of knowns and unknowns. Frontiers in Education, 6, 687661. https://doi.org/10.3389/feduc.2021.687661
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.
Pink, S. (2013). Doing visual ethnography (3rd ed.). SAGE.
Pratiwi, S. R., Sukmayadi, Y., & Nugraheni, T. (2023). Art learning for children as a social-emotional learning program. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(5), 5883–5894. https://doi.org/10.31004/obsesi.v7i5.5227
Qudwatullathifah, R. N., Nugraha, T. A., & Miftahurrohmah, C. (2025). Teachers’ strategies in internalizing local wisdom values for strengthening elementary students’ character. Prima Magistra: Journal of Education, 7(2), 115–126. https://doi.org/10.52208/klasikal.v7i2.1304
Rachmatini, T., Wardiah, D., & Hera, T. (2023). Local wisdom-based Dandang dance learning at State Senior High School 1 PALI. Innovative: Journal of Social Science Research, 3(3), 2542–2553. https://j-innovative.org/index.php/Innovative/article/download/2412/1710
Reimer, T., & Lemaire, P. (2020). Embodied cognition in dance education. Frontiers in Psychology, 11, 1382. https://doi.org/10.3389/fpsyg.2020.01382
Risner, M. (2010). Dance education matters. Arts Education Policy Review, 111(3), 85–94. https://doi.org/10.1080/10632910903529130
Rosala, D., & Budiman, A. (2020). Local wisdom-based dance learning: Teaching characters to children through movements. Mimbar Sekolah Dasar, 7(3), 304–326. https://doi.org/10.17509/mimbar-sd.v7i3.28185
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE.
Sanchez, J. F., Maiden, J., Barton, E., Walters, L., Quinn, D. M., Jones, N., Doyle, A. K., & Lim, D. (2023). Factors that sustain Indigenous youth mentoring programs: A qualitative systematic review. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-15253-2
Sanderse, W. (2013). The meaning of character education. Journal of Philosophy of Education, 47(4), 548–566.
Shin, S. (2022). A review of the participant observation method in journalism: Designing and reporting. Review of Communication Research, 10. https://doi.org/10.12840/issn.2255-4165.035
Stunell, G. (2018). Cultural heritage in curriculum integration. International Journal of Heritage Studies, 24(7), 789–804. https://doi.org/10.1080/13527258.2017.1423230
Thresia, F., Sinaga, R. M., & Adha, M. M. (2024). National character development and cultural education from a local wisdom. PPSDP International Journal of Education, 3(2), 631–646. https://doi.org/10.59175/pijed.v3i2.308
Tobón, S., Hernández, L. G. J., Meza, S. R. H., & Núñez, C. (2021). Pedagogical practices: Design and validation of the SOCME-10 rubric in teachers who have recently entered basic education. Psicología Educativa, 27(2), 155–165. https://doi.org/10.5093/psed2021a13
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121
Trivena, T., Kabanga, T., Hakpantria, Langi, W. L., La’biran, R., & Sanda. (2024). Character education values in traditional dance extracurricular activities in elementary schools. International Journal of Religion, 5(9), 470–478. https://doi.org/10.61707/by04h351
Umah, U. (2021). Character education based on local wisdom through Dongkrek traditional art. Al-Bidayah: Journal of Islamic Basic Education, 13(1), 95–114. https://doi.org/10.14421/al-bidayah.v13i1.9184
Vilar, M. M., Villalonga-Aragón, M., González-Sala, F., Hidalgo-Fuentes, S., Merino-Soto, C., & Toledano-Toledano, F. (2023). Promoting prosociality and health through musical interventions with groups at risk of social exclusion: A systematic review. Sustainability, 15(23), 16334. https://doi.org/10.3390/su152316334
Wallin, D., & Scribe, C. (2022). Wāhkōhtowin: Decolonising teacher preparation for rural, urban, and First Nations schools. Australian and International Journal of Rural Education, 32(2), 59–74. https://doi.org/10.47381/aijre.v32i2.318
Washington, S. A., & Johnson, L. (2023). Toward culturally sustaining/revitalizing Indigenous family-school-community leadership. Frontiers in Education, 8, 1192095. https://doi.org/10.3389/feduc.2023.1192095
Widodo, A., Rahman, F., & Putri, D. (2024). Development of local wisdom-based dance learning models for character education in primary schools: A systematic review. Frontiers in Psychology, 15, 1493457. https://doi.org/10.3389/fpsyg.2024.1493457
Yetti, E., Syarah, E. S., Sari, K. M., Oktarini, S., Nurdiyana, T., Syakhruni, Puspawati, G. A. M., & Jovanka, D. R. (2024). Children’s multicultural education through local-dance activities: Teachers’ thoughts and involvement. International Electronic Journal of Elementary Education, 16(2), 183–193. https://doi.org/10.26822/iejee.2024.324
Yunus, R. (2025). Local wisdom-based character education for high school students at SMA Negeri 1 Gorontalo. Prima Magistra: Journal of Education, 5(3), 150–162. https://doi.org/10.59818/jpm.v5i3.1640
Yusuf, M. (2023). Meta-analysis: The influence of local wisdom-based learning on students’ character formation. International Journal of Educational Methodology, 9(1), 237–252. https://doi.org/10.12973/ijem.9.1.237
Yusuf, R., Arifin, A. M., Octaviana, U., Abbas, S., & Haselkorn, J. (2024). Integrating local wisdom in character education: A collaborative model for teachers, parents, and communities. Al-Ishlah: Journal of Education, 16(2), 2103–2120.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sri Sukarni, Agus Salim, Tesa Yustika, Babat Nufus Tarenaksa, Ruslan Yusoh
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
