Article Per Year (5 Year)
p-Index From 2019 - 2024
0
P-Index
This Author published in this journals
All Journal Harmonia: Journal of Research and Education The Journal of Educational Development
Totok Sumaryanto F., Totok
[h-index 3] Semarang State University (E-mail: totokunnes@yahoo.co.id)
Arts Education

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
Journal : The Journal of Educational Development

 1 
Implementation of Music Arts Learning in Culture Arts Lessons at Elementary School in Pontianak Municipality Ghozali, Imam; Sumaryanto F., Totok; Utomo, Udi
The Journal of Educational Development Vol 6 No 1 (2018): February 2018
Publisher : The Journal of Educational Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i1.20733

Abstract

Art is multilingual, multidimensional, and multicultural. The special characters that art possesses are aesthetic, expressive, and creative all of which are integral parts of each other. The teaching of arts in elementary school is left to class teachers who are generally very limited in terms of their cognitive, affective, or psychomotoric aspects. It allows the gap in arts education in elementary school so it is necessary to research how the implementation of music arts learning in elementary school is.This research uses qualitative method with descriptive analytical procedures. The main data sources of this study were elementary school teachers while the supporting data sources were students and principal. The data collection techniques include observations, interviews, and documentary studies. The data were tested for their validity with the triangulation technique. The data analysis techniques included interactive analysis models. The results of study which was located in apublic elementary school and two private elementary schools showthe tendency of certain grouping pattern in the learning processes. The background, interest, and arts potential are the factors that influence the grouping. The integrative thematic approach in arts learning can cause the teacher to become less focused, the frequency of meetings is not constant, and material staging is rather difficult to do. In general, the learning processes were generally textbook oriented.
Ki Hadjar Dewantara’s School of Arts Education: A Study of Philosophy on Arts Education Based on Habermas’ Critical Method Hari Pramono, Koko; Rohendi Rohidi, Tjetjep; Sumaryanto F., Totok; Djatiprambudi, Djuli
The Journal of Educational Development Vol 6 No 1 (2018): February 2018
Publisher : The Journal of Educational Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i1.20739

Abstract

Ki Hadjar Dewantara’s school of arts education: A study of philosophy on arts education based on Habermas’ critical method. There are six steps of critical methods: the empirical analysis of historical philosophy, language analysis, hermeneutics analysis, analysis of ideology criticism, functional analysis, and construction of historical materialism. The research results and discussion show that in this study: (1) Dewantaras art education is defined as an education that is oriented on a system that liberates and instills moral values through arts. (2) The results of the critical analysis: the philosophy of empirical history, language, ideological criticism, functionalism, and historical materialism, in the field of arts education, contain the meaning of selecting the philosophy of applied arts education based on the consciousness of its own cultural basis. (3) In response to the development of human resources, arts education is capable of directing the nation to be superior in the world of science, technology, and arts, based on the fundamental capital of human creativity and cultural manifestations as a source of knowledge. The scientific contributions of this research are as the following. Firstly, in the form of explanatory and ideological analysis and national education and arts education systems through political-socio-cultural explanations. Secondly, the explanation of the ideology of arts education is based on historical, social, political, and cultural bases as a critical study of national and art education practices. Thirdly, the findings of this study are the implications of arts education based on the concept of Dewantaras arts education.
Implementation of Music Arts Learning in Culture Arts Lessons at Elementary School in Pontianak Municipality Ghozali, Imam; Sumaryanto F., Totok; Utomo, Udi
The Journal of Educational Development Vol 6 No 1 (2018): February 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i1.20733

Abstract

Art is multilingual, multidimensional, and multicultural. The special characters that art possesses are aesthetic, expressive, and creative all of which are integral parts of each other. The teaching of arts in elementary school is left to class teachers who are generally very limited in terms of their cognitive, affective, or psychomotoric aspects. It allows the gap in arts education in elementary school so it is necessary to research how the implementation of music arts learning in elementary school is.This research uses qualitative method with descriptive analytical procedures. The main data sources of this study were elementary school teachers while the supporting data sources were students and principal. The data collection techniques include observations, interviews, and documentary studies. The data were tested for their validity with the triangulation technique. The data analysis techniques included interactive analysis models. The results of study which was located in apublic elementary school and two private elementary schools showthe tendency of certain grouping pattern in the learning processes. The background, interest, and arts potential are the factors that influence the grouping. The integrative thematic approach in arts learning can cause the teacher to become less focused, the frequency of meetings is not constant, and material staging is rather difficult to do. In general, the learning processes were generally textbook oriented.
Ki Hadjar Dewantara’s School of Arts Education: A Study of Philosophy on Arts Education Based on Habermas’ Critical Method Hari Pramono, Koko; Rohendi Rohidi, Tjetjep; Sumaryanto F., Totok; Djatiprambudi, Djuli
The Journal of Educational Development Vol 6 No 1 (2018): February 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i1.20739

Abstract

Ki Hadjar Dewantara’s school of arts education: A study of philosophy on arts education based on Habermas’ critical method. There are six steps of critical methods: the empirical analysis of historical philosophy, language analysis, hermeneutics analysis, analysis of ideology criticism, functional analysis, and construction of historical materialism. The research results and discussion show that in this study: (1) Dewantara's art education is defined as an education that is oriented on a system that liberates and instills moral values through arts. (2) The results of the critical analysis: the philosophy of empirical history, language, ideological criticism, functionalism, and historical materialism, in the field of arts education, contain the meaning of selecting the philosophy of applied arts education based on the consciousness of its own cultural basis. (3) In response to the development of human resources, arts education is capable of directing the nation to be superior in the world of science, technology, and arts, based on the fundamental capital of human creativity and cultural manifestations as a source of knowledge. The scientific contributions of this research are as the following. Firstly, in the form of explanatory and ideological analysis and national education and arts education systems through political-socio-cultural explanations. Secondly, the explanation of the ideology of arts education is based on historical, social, political, and cultural bases as a critical study of national and art education practices. Thirdly, the findings of this study are the implications of arts education based on the concept of Dewantara's arts education.
Co-Authors Djuli Djatiprambudi Hari Pramono, Koko Imam Ghozali Rohendi Rohidi, Tjetjep Rohendi Rohidi, Tjetjep Udi Utomo