Pembelajaran Kolaboratif Tari Sumbawa: Menumbuhkan Identitas Budaya dan Estetika Siswa SMK
DOI:
https://doi.org/10.36312/vb4shm65Keywords:
Pembelajaran Kolaboratif, Identitas Budaya, Pendidikan Seni Tari, Inovasi PedagogisAbstract
Penelitian ini bertujuan untuk menganalisis proses implementasi inovasi pembelajaran tari kolaboratif dan perannya dalam memfasilitasi pembentukan identitas budaya siswa SMK, sebagai respons terhadap tantangan marginalisasi seni tradisional akibat homogenisasi budaya global. Penelitian ini menggunakan metode studi kasus kualitatif di SMK Negeri 1 Maluk, Kabupaten Sumbawa. Data dikumpulkan melalui wawancara mendalam dengan 1 Kepala Sekolah, 2 guru tari, dan 12 siswa, serta diperkuat dengan observasi partisipan dan analisis dokumen kurikuler. Temuan menunjukkan proses implementasi berlangsung melalui lima tahap: Eksplorasi, Formasi Kelompok, Kreasi, Latihan & Pemurnian, serta Presentasi & Refleksi. Kunci dari proses ini adalah transformasi peran guru dari instruktur menjadi fasilitator, yang menciptakan "ruang aman"—sebuah lingkungan belajar yang suportif di mana siswa berani bereksplorasi dan bernegosiasi makna tanpa takut dihakimi. Proses kolaboratif ini secara efektif menumbuhkan rasa kepemilikan (sense of ownership), yakni perasaan bahwa karya tari yang dihasilkan adalah milik mereka seutuhnya, yang secara sadar terhubung dengan akar budaya Sumbawa. Model pembelajaran kolaboratif merupakan strategi pedagogis yang efektif untuk merevitalisasi pendidikan seni tari di SMK. Model ini tidak hanya memperkuat identitas budaya siswa, tetapi juga secara simultan mengembangkan soft skills (kolaborasi, kreativitas, pemecahan masalah) yang sangat relevan untuk karier mereka di masa depan, khususnya dalam industri kreatif dan pariwisata.
Collaborative Learning in Sumbawan Dance: Fostering Cultural Identity and Aesthetics in Vocational High School Students
Abstract
This study aims to analyze the process of implementing collaborative dance learning innovation and its role in facilitating the formation of cultural identity among vocational high school students, in response to the challenges of the marginalization of traditional arts due to the homogenization of global culture. The research employs a qualitative case study method at SMK Negeri 1 Maluk, Sumbawa Regency. Data were collected through in-depth interviews with 1 school principal, 2 dance teachers, and 12 students, supplemented by participant observation and curricular document analysis. The findings indicate that the implementation process occurs in five stages: Exploration, Group Formation, Creation, Practice & Refinement, and Presentation & Reflection. A key aspect of this process is the transformation of the teacher's role from instructor to facilitator, creating a "safe space" a supportive learning environment where students feel free to explore and negotiate meaning without fear of judgment. This collaborative process effectively fosters a sense of ownership, where students feel that the dance works produced are entirely their own, consciously connected to the cultural roots of Sumbawa. The collaborative learning model serves as an effective pedagogical strategy for revitalizing dance education in vocational schools. This model not only strengthens students' cultural identity but also simultaneously develops soft skills (collaboration, creativity, problem-solving) that are highly relevant to their future careers, especially in the creative industries and tourism.
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