Participation-Demand Progression in Kindergarten Traditional Dance: From Individual Imitation to Coordinated Collective Performance
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Abstract
Partisipasi dalam pendidikan seni anak usia dini tidak cukup dibaca sebagai kehadiran atau keterlibatan yang meningkat dan menurun, sebab kriteria partisipasi berubah ketika anak harus mengoordinasikan gerak dengan musik, ruang, peran, dan teman sebaya. Penelitian ini menganalisis perubahan tuntutan partisipasi dalam kurikulum Tari Merak Dai tiga tahap. Design-Based Research (DBR) digunakan dengan analisis proses deskriptif-konfigurasional terhadap 30 anak usia 5–6 tahun selama 12 sesi. Bukti berasal dari observasi kelas terstruktur, catatan penyelesaian tugas, kehadiran, rute dan peran, dokumen kurikulum, serta catatan guru dan asisten pengajar; analisis menggunakan matriks tahap–tuntutan dan aturan dua sumber bukti. Dari 360 kemungkinan kehadiran anak-sesi, tercatat 349 (96,94%). Pada Tahap 1, 20 dari 30 anak menyelesaikan gerak dasar utama; pada Tahap 2, 21 menyelesaikan rangkaian gerak terhubung; dan pada Tahap 3, 25 mengikuti penampilan kelompok kecil. Temuan menunjukkan bahwa kesulitan tidak hilang, melainkan berpindah dari pengenalan tugas dan eksekusi individual menuju koordinasi temporal-spasial, interdependensi peran, dan penampilan kolektif. Pola ini dirumuskan sebagai participation-demand progression (PDP), yaitu perubahan progresif pada apa yang harus dikoordinasikan anak agar dapat berpartisipasi secara berhasil ketika tugas kurikulum menjadi semakin saling bergantung.
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