Analysis of Elementary School Students' Learning Obstacles in Dance Art Learning
DOI:
https://doi.org/10.33578/pjr.v10i5.1677
Keywords:
learning obstacle, dance learning, elementary school, arts education, qualitative studyAbstract
Arts education at the elementary school level plays an essential role in supporting students’ cognitive, affective, psychomotor, and creative development. However, dance learning in elementary schools still encounters various challenges that may lead to learning obstacles among students. Therefore, this study aims to identify and analyze the learning obstacles experienced by elementary students in dance learning. This study employs a qualitative approach using a case study design involving 120 elementary students as research subjects. The case study was chosen because the researcher explored in depth the phenomenon of learning obstacles experienced by students in the context of dance learning in elementary schools. Data were collected through diagnostic tests and document analysis, including teaching modules, learning models, and student worksheets. Data analysis followed the Miles and Huberman model through data reduction, data presentation, and conclusion drawing. This aims to ensure the credibility of the data obtained by researchers. The findings reveal three categories: ontological, didactical, and epistemological obstacles. These obstacles were associated with students’ misconceptions about dance concepts, instructional design issues, and limited understanding of dance properties. The study highlights that learning obstacles in dance education are influenced by students’ prior knowledge and learning processes. This study contributes to expanding the understanding of learning obstacle studies in elementary arts education and provides implications for developing more student-centered learning designs.
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