Design-Based Development of Traditional Game-Based Creative Dance Pedagogy in Indonesian Elementary Schools

Rivaldi Indra Hapidzin; Trianti Nugraheni; Ayo Sunaryo

doi:10.35445/alishlah.v18i2.8865

Design-Based Development of Traditional Game-Based Creative Dance Pedagogy in Indonesian Elementary Schools

Rivaldi Indra Hapidzin, Trianti Nugraheni, Ayo Sunaryo

Abstract

Dance education in elementary schools has considerable potential to foster creativity, cultural awareness, and collaboration; however, pedagogical models that systematically integrate traditional games into creative dance learning remain limited. This study aimed to develop and validate a traditional game-based creative dance pedagogy that promotes embodied learning and culturally responsive teaching.A Design-Based Research (DBR) approach was employed through iterative cycles of analysis, design, implementation, reflection, and refinement in an authentic classroom setting. The study involved one dance teacher and 24 fourth-grade students at an Indonesian elementary school. Data were collected through classroom observations, semi-structured interviews, reflective journals, video documentation, and performance assessments, and analyzed using thematic analysis supported by triangulation, member checking, and peer debriefing.The findings demonstrate that traditional games, including engklek, oray-orayan, and sondah, effectively functioned as movement stimuli that enhanced students’ creativity, collaboration, confidence, and cultural meaning-making. Across iterative learning cycles, students progressed from movement imitation to improvisation and composition, indicating the emergence of embodied and deep learning. The study produced a validated Traditional Play-Based Creative Dance Pedagogy model that integrates cultural practices, creative movement exploration, collaborative reflection, and teacher-guided learning.The proposed model extends embodied learning and culturally responsive pedagogy by positioning traditional games as pedagogical resources for creative dance education. It provides a transferable framework for integrating local cultural heritage into arts education while supporting more meaningful, inclusive, and contextually grounded learning experiences.

Keywords

traditional games; dance education; culturally responsive pedagogy; student creativity

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References

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DOI: https://doi.org/10.35445/alishlah.v18i2.8865