ANALISIS KOMPARATIF KREATIVITAS GURU DALAM PENERAPAN MODEL PEMBELAJARAN SENI TARI DI BELGIA DAN INDONESIA
Keywords:
Kreativitas guru, Studi komparasi, Seni tari, Belgia, IndonesiaAbstract
Kreativitas guru dalam pembelajaran seni tari sangat krusial untuk menumbuhkan berpikir kritis dan kemandirian siswa. Penelitian ini bertujuan mengomparasi kreativitas guru dalam menerapkan model pembelajaran seni tari di Belgia dan Indonesia, serta mengidentifikasi kesenjangan antara praktik ideal dengan kondisi empiris.
Menggunakan desain komparatif kualitatif, data dikumpulkan melalui kuesioner, wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa guru di Belgia berperan sebagai fasilitator yang mengedepankan eksplorasi gerak dan proyek mandiri. Sebaliknya, pembelajaran di Indonesia masih cenderung terstruktur dan berpusat pada guru, sehingga membatasi ruang kreatif siswa.
Penelitian menyimpulkan bahwa pengembangan model pembelajaran seni tari di Indonesia perlu memadukan instruksi terarah dengan kebebasan eksplorasi yang relevan dengan budaya lokal. Pendekatan ini diharapkan mampu meningkatkan kemandirian belajar serta mendukung tercapainya dimensi kelulusan siswa melalui integrasi kreativitas guru yang lebih adaptif.
Kata Kunci: Kreativitas guru, Studi komparasi, Seni tari, Belgia, Indonesia
ABSTRACT
Teacher creativity in dance education is crucial for fostering students' critical thinking and independence. This study aims to compare teacher creativity in implementing dance learning models in Belgium and Indonesia, while identifying the gap between ideal practices and empirical conditions.
Using a qualitative comparative design, data were collected through questionnaires, interviews, and documentation. The findings reveal that teachers in Belgium act as facilitators who prioritize movement exploration and independent projects. In contrast, dance education in Indonesia tends to be structured and teacher-centered, which limits students' creative space.
The study concludes that the development of dance learning models in Indonesia should integrate guided instruction with exploratory freedom relevant to local culture. This approach is expected to enhance learning independence and support the achievement of graduate competency dimensions through more adaptive teacher creativity.
Keywords: Teacher creativity, Comparative study, Dance education, Belgium, Indonesia.
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