Pelaksanaan Pembelajaran Seni Budaya (Tari Rentak Bulian) Di Kelas VIII.1 SMP YLPI Perhentian Marpoyan Pekanbaru Tahun Ajaran 2021/2022

Oktaviani, Regina (2022) Pelaksanaan Pembelajaran Seni Budaya (Tari Rentak Bulian) Di Kelas VIII.1 SMP YLPI Perhentian Marpoyan Pekanbaru Tahun Ajaran 2021/2022. Other thesis, Universitas Islam Riau.

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Abstract

This research aims to describe the implementation of cultural arts learning (rentak bulian dance) in class VIII.1 SMP YLPI Perhentian Marpoyan Pekanbaru for the 2021/2022 academic year. The method used in this research is interactive qualitative. The data collection techniques used are observation, interviews and documentation. The observations made were non-participant observations, the interviews were structured interviews, and documentation was obtained in the form of photos of teaching and learning activities and the documents used. The subjects in this study were 24 people consisting of 1 teacher in the field of cultural arts studies and 23 students of class VIII.1 SMP YLPI P.Marpoyan Pekanbaru. In the implementation of cultural arts learning activities, teachers are guided by the curriculum, syllabus, learning implementation plans, learning objectives, methods, media, resources, facilities and infrastructure, materials to evaluation. The results of this study indicate that in carrying out the learning process of learning arts and culture (rentak bulian dance), the teacher uses the 2013 curriculum, the syllabus used is in accordance with the established curriculum and the RPP that is prepared is an independent learning lesson plan which is only made on one page according to the curriculum and syllabus. which has been set. The material studied in this cultural arts learning is to understand the application of traditional dance floor patterns based on the supporting elements of the dance according to the accompaniment with the main material of the Rentak Bulian dance. The evaluation is carried out in accordance with the 2013 curriculum, namely there are three aspects that become the assessment of the student learning process, affective assessment (attitude), cognitive (knowledge), psychomotor (skills). In practice, students can do it well according to the ability of each individual student.

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