The Application of the Tagunta Learning Model in Elementary School 02 Lubuk Buaya, Padang
- 10.2991/assehr.k.210325.062How to use a DOI?
- Learning Model, TAGUNTA, Elementary School
Around 90% of primary schools in Koto Tangah District do not teach dance in class, start from grade I to grade VI. Many schools teach the dance lesson but in an extracurricular form. According to the observations of the researchers, the ignorance happened caused by the teachers do not understand the practical material which suitable for students, they also lack for knowledge and movement skills, and they have difficulty in choosing an effective dance learning model, so that they can improve students’ ability to do expressive movements, creative and appreciative.The purpose of this research is to apply the TAGUNTA Learning Model as a learning model that can increase the effectiveness of dance learning in elementary schools. This research was included in the Quasi experiment and was carried out in the odd semester of the 2020/2021 school year. The data were collected through observation, and the students’ dance learning outcomes test, then the data were analyzed by using the T test. The results of analysis shows that the dance learning outcomes of students who are taught using the TAGUNTA learning model are higher than the dance learning outcomes of students who are taught using conventional learning models. The implication of this research is that the TAGUNTA learning model is effective for use in elementary schools, especially for grade III in elementary school.
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yuliasma PY - 2021 DA - 2021/03/26 TI - The Application of the Tagunta Learning Model in Elementary School 02 Lubuk Buaya, Padang BT - Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020) PB - Atlantis Press SP - 348 EP - 353 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210325.062 DO - 10.2991/assehr.k.210325.062 ID - 2021 ER -