PEMBELAJARAN TARI MULI SIGER MENGGUNAKAN MODEL DIRECTIVE LEARNING DI SD N 2 PERUMNAS WAY HALIM BANDAR LAMPUNG

Resa Dwi Cahyani, 1113043033 (2015) PEMBELAJARAN TARI MULI SIGER MENGGUNAKAN MODEL DIRECTIVE LEARNING DI SD N 2 PERUMNAS WAY HALIM BANDAR LAMPUNG. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung.

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ABSTRACT.pdf

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COVER DALAM.pdf

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LEMBAR PENGEASAHAN.pdf

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LEMBAR PERSETUJUAN.pdf

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LEMBAR PERNYATAAN.pdf

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RIWAYAT HIDUP.pdf

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PERSEMBAHAN.pdf

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MOTO.pdf

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SANWACANA.pdf

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DAFTAR TABEL.pdf

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DAFTAR ISI.pdf

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DAFTAR LAMPIRAN.pdf

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DAFTAR GAMBAR.pdf

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DAFTAR DIAGRAM.pdf

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Abstrak

Rumusan masalah pada penelitian ini adalah bagaimanakah pembelajaran tari muli siger menggunakan model directive learning pada kelas VI C di SD N 2 Perumnas Way Halim Bandar Lampung Tahun Pelajaran 2014/2015. Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil belajar tari muli siger menggunakan model directive learning pada kelas VI C di SD N 2 Perumnas Way Halim Bandar Lampung Tahun Pelajaran 2014/2015. Teori yang digunakan dalam penelitian ini adalah pembelajaran, seni tari, tari muli siger dan model directive learning. Sumber data dalam penelitian ini adalah guru seni budaya dan 16 siswi kelas VI C SD N 2 Perumnas Way Halim Bandar Lampung. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara, dokumentasi, tes praktik (perbuatan), dan nontest dengan menggunakan desain penelitian deskriptif kualitatif. Pada penelitian ini proses pembelajaran menggunakan model directive learning dengan delapan tahapan. Tahap pertama directing, guru menjelaskan materi tari muli siger. Tahap kedua instructing, guru mempersiapkan siswi praktik dan siswi berbaris. Tahap ketiga demonstrating, guru memeragakan 27 ragam gerak tari muli siger dan siswi mengikutinya. Tahap keempat eksplaining and ilustrating, guru menjelaskan ragam gerak. Tahap kelima question and discussing, guru bertanya mengenai materi tari muli siger atau sebaliknya. Tahap keenam consolidating, guru membagi siswi menjadi dua kelompok dan siswi berlatih bersama kelompok. Tahap ketujuh evaluating pupil’s responses, guru mengevaluasi hasil kerja dan siswi mempresentasikan hasil kerja berupa hafalan ragam gerak. Tahap kedelapan summarizing, guru menutup pembelajaran. Berdasarkan pengamatan dan analisis data pada instrumen penilaian aspek hafalan urutan gerak dan ketepatan gerak dengan musik pada siswi dari pertemuan awal hingga akhir memeroleh kriteria baik sekali dengan nilai 88, dan aktivitas siswi memeroleh kriteria baik sekali dengan nilai 84. Kata Kunci: Pembelajaran, Tari muli siger, Model directive l earning. LEARNING MULI SIGER DANCE USING DIRECTIVE LEARNING MODEL AT CLASS VI C IN SD N 2 PERUMNAS WAY HALIM BANDAR LAMPUNG In this research the background of problem is how able learning of muli siger dance using directive learning model especially at class VI C of SD N 2 perumnas Way Halim Bandar Lampung the year of 2014/2015. The aim of this research was to describe the process of learning and the achievement of the students in learning muli siger dance using directive learning model at class VI C of SD N 2 Perumnas Way Halim Bandar Lampung the year of 2014/2015. The theories which were used in this research were learning, dance, muli siger dance and directive learning model. The sources of the data were the teachers and 18 students of class VI C SD N 2 Perumnas Way Halim Bandar Lampung. The data was collected by observation, interview, documentation, practice test, and non-test by using descriptive qualitative research design. The result of this research showed the learning of muli siger dance by practicing in eight steps. The first step was directing, the teacher explaining the material about muli siger dance and the kind of movements of muli siger dance. The second step was instructing, the teacher prepare the students to practicing muli siger dance. The third step was demonstrating, the teacher demonstrating 27 kinds of movements of muli siger dance. The fourth step was explaining and illustrating, which was done by the teacher by re-explaining the kind of movements. The fifth step was question and discussing. In this step, the students were given a chance to ask to the teacher concerning the material which was studying. The sixth step was consolidating. It was done by the teacher by dividing the students into two groups; group A and group B. The seventh step was evaluating pupil’s response, the teacher to evaluate the students’ result. Evaluation was done by considering two aspects. They were movement memorization and the accuracy of the movement with the music. The eighth step was summarizing, where the teacher gave the conclusion of students’ result. Referring to the observation and data analysis toward the instrument, the aspect of sequence movement memorization of the students from the first meeting until the last meeting gave a good criteria with the score of 78, and the students’ activity gave a very good criteria with the score of 84. Keyword: Directive learning model, Learning, Muli siger dance.

Tipe Karya Ilmiah: Skripsi
Subyek: A General Works = Karya Karya Umum
L Education > LC Special aspects of education
N Fine Arts > N Visual arts (General) For photography, see TR
Program Studi: Fakultas KIP > Prodi Pendidikan Seni Drama, Tari dan Musik
Depositing User: 1538549 . Digilib
Date Deposited: 10 Jul 2015 03:58
Last Modified: 10 Jul 2015 03:58
URI: http://digilib.unila.ac.id/id/eprint/11072

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