REPOSISI PENDIDIKAN SENI SEBAGAI SENTRA PEMBENTUKAN INSAN HUMANIS
DOI:
https://doi.org/10.21831/cp.v0i1.1462Abstract
Abstrak: Reposisi Pendidikan Seni sebagai Sentra Pembentukan Insan Humanis. Penelitian ini bertujuan untuk mendeskripsikan bentuk pembelajaran seni dan mengetahui indikasi proses pembentukan insan humanis. Penelitian ini dilakukan di Jurusan Pendidikan Seni Tari, Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dokumentasi. Analisis data menggunakan teknik deskriptif kualitatif. Hasil penelitian ini menemukan bahwa: (1) bentuk pembelajaran seni pada mata kuliah praktik tari terintegrasi dengan nilai-nilai kemanusiaan terdiri dari: (a) nilai estetika, (b) nilai sosial, dan (c) nilai moral. Melalui proses pembelajaran seni ini para mahasiswa dibawa langsung pada pencapaian tiga ranah, yaitu kognitif, afektif, dan psikomotor; (2) indikasi proses pembentukan insan humanis terletak pada interaksi para mahasiswa di dalam/luar kelas dalam bentuk perilaku humanis, misalnya saling membantu dan bekerja sama dengan teman dalam mengikuti proses pembelajaran. Penemuan pertama disebut proses hominisasi (pembentukan kemanusiaan) dan penemuan kedua disebut proses humanisasi (pengamalan kemanusiaan).Kata Kunci: pendidikan seni, humanisasi, nilai estetika, sosial, dan moral
Abstract: The Reposition of the Art Education as the Humanist Formation Centre. This study was aimed to describe the form of the art education and to reveal the indication of the humanist formation process. This study was conducted in the dance education department, the faculty of languages and arts, Yogyakarta State University. The data were collected through observations, in-depth interviews, and documentation. The data were analyzed using the descriptive qualitative technique. The findings showed that the teaching of art in the dance practice classes was integrated with humanistic values, including: (a) aesthetical values; (b) social values; and (c) moral values. Through the teaching of art, students are guided directly to the achievement of the three domains, that is, cognitive, affecttive, and psychomotor domains. The humanist formation was indicated through the interaction among students both inside and outside the class in the form of humanistic behavior, such as helping one another and working together with friends in the teaching process. The first finding was called the hominization process while the second finding was called the humanization process.
Keywords: art education, humanistic, aesthetic, social, and moral values
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Published
2012-10-01
How to Cite
., S. (2012). REPOSISI PENDIDIKAN SENI SEBAGAI SENTRA PEMBENTUKAN INSAN HUMANIS. Jurnal Cakrawala Pendidikan, (1). https://doi.org/10.21831/cp.v0i1.1462
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Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 51/E/KPT/2017 which is valid for five years since enacted on 4 December 2017.