78 DOLANAN ANAK DANCE LEARNING FOR CHILDREN IN “MEKARSARI” KINDERGARTEN Nilam Cahyaningrum Mekarsari Kindergarten, Kandeman, Batang Regency, Indonesia E-mail: nilam_cahyaningrum@yahoo.com Received: October 5, 2014. Revised: November 12, 2014. Accepted: November 23, 2014 Abstract Mekarsari Kindergarten is a school that choses dolanan anak dance lesson which is taught us- ing demonstration methods. This study aims to find, understand, and describe the process and learning outcomes of dolanan anak dance in Mekarsari Kindergarten. This study uses qualita- tive research method with a phenomeno logical approach. Data collection techniques used were observation, interview, and documentation. The validity test were using triangulation of data sources, techniques, and time. Dolanan anak dance learning in the school consists of several com- ponents, namely teaching and learning activities, goals, teachers, students, materials, methods, media, tools and learning resources, and evaluation. Dolanan dance learning was using demon- stration method implemented through three stages: pre-development activities, core activities, and closing activities. The learning outcomes of dolanan anak dance learning in the school were categorized into three aspects, namely cognitive, affective, and psychomotor. Keywords: dance learning; dolanan anak How to Cite: Cahyaningrum, N. (2015). Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten. Harmonia: Journal of Arts Research and Education, 14(2), 78-87. doi:http://dx.doi.org/10.15294/harmonia.v14i2.3289 HARMONIA : Journal of Arts Research and Education 14 (2) (2014), 78-87 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: 10.15294/harmonia.v14i2.3289 p-ISSN 1411-5115 e-ISSN 2355-3820 results to the children’s creativity (Cahyo- no, 2011, p. 4). Kindergarten is one of the early childhood educations (4-6 years old) that aim to prepare children before entering the higher school level, primary school. Dance learning in kindergarten included in the development program of children physical and motor skill, since dance is included as an activity that aims to train the children’s muscle ability. The program is included in kindergarten curriculum within the basic abilities development aspect. The basic abilities development aspect itself is an activity that is prepared by teachers to en- hance the students’ ability and creativity based on the stages of children develop- ment (Dirjen PAUD, 2011, p. 27). INTRODUCTION Dance learning is one of learning processes which is aiming to make a per- son to able to use his motor skill (body movement ability) to adjust a movement with the musical accompaniment. Inc- reasing a person’s motor skill can be best done at early age (childhood). The motor skill itself can be enhanced with music and movements stimuli. Therefore, dancing is one of the ways for children to explore their ability and learn to express themsel- ves in an exciting way. Dance learning is not merely an art learning that emphasizes the beauty of a movement or the splendor of certain high value performances, but, it values more to the process of learning that Nilam Cahyaningrum, Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten 79 Art education has a significant role in the process of children’s motor skill deve- lopment. It is functionalized to develop the aesthetical sensitivity through the appre- ciation and creative work experience acti- vities (Jazuli, 2007, p. 61). Mekarsari Kin- dergarten is one of the kindergartens that chooses Dolanan Anak dance as the lear- ning material. Dolanan the dance learning is not only implemented as an attempt to preserve cultures, but also because the dance is considered to be suitable for children and relatively easier to be done by children. Another positive goal is for stu- dents to also learn and understand the va- lue contained in the lyrics of Dolanan Anak song. Dolanan Anak is a kind of children songs created in Javanese language. In Ja- vanese, Dolanan means playing. In other words, Dolanan Anak can be translated to children’s play (game) (Widodo, 2009, p. 167). Dolanan Anak dance is a term for dances that are created by using javanese children songs as the music accompani- ment. The use of javanese children song in a dance is only as the music illustration and will not limit the dance movements. In other words, the way of children move in a dance does not necessarily need to be adjusted with the lyric of the music accom- paniment. Teaching method is the essential part of dance learning. Method is one of the ways to achieve the intended purpose of teaching and learning. Teachers choose the teaching method based on the learning goals. In Dolanan Anak dance learning, tea- chers in Mekarsari Kindergarten choose demonstration method as the teaching method. Demonstration is the method of teaching that is usually implemented by demonstrating things, events, rules, and the sequences of doing an activity, either directly or indirectly using the teaching media that are relevant to the presented to- pics of learning (Fathurrohman & Sutikno, 2009, p. 62). The choice of Mekarsari Kinder- garten as the research location in this study is based on the materials taught in this Kindergarten. In addition to this, the Kindergarten achievement also becomes the researcher’s consideration. The Head and also the dance teacher in the Kinder- garten, Suyanti, S.Pd, M.Pd, is also one of the dance instructor in Sanggar Putra Bu- daya, Batang. The Learning The concept of learning is a process of changing one’s behavior as a result of in- teraction with the sources of learning. The changing in behavior can be the changing of knowledge, skills, and attitudes. Learning is an activity which involves the roles of tea- chers and students in its implementation. Learning (instruction) is an attempt to en- courage the students to study or an activity to make the students learn. In other words, learning is an attempt to create a condition in order to establish an activity of learning. Iskandar (2009, p. 98) states that the pro- cess of learning is a set of activities which is done by students. The activity of lear- ning (or studying) is implemented under a teacher (or teachers) supervision. Lear- ning is the way to make people to learn, it means there is a process of environment manipulation to give an ease to people who study (Jazuli, 2008, p. 137). Learning is a process of effort that is done to receive a changing of behavior as the result of stu- dying. A theory from Briggs that was deli- vered in 1992 claimed that learning is a set of events that influences students so that the students can receive an easiness (Rifai’i and Anni, 2010. p. 191-192). From the previous explanation, it can be concluded that learning is a planned at- tempt that is done by the teacher to make the students to study in order to obtain the students’ changing of behavior. This study implements the concept of learning from Iskandar since the learning in kindergar- ten level is a kind of learning that needs a full supervision of teachers. The steps of learning are divided into two, there are planning and implementati- on. The planning step is an activity that is done by teachers before doing the learning in the classroom. In this step, teachers need to prepare a syllabus and lesson plan. The HARMONIA : Journal of Arts Research and Education 14 (2) (2014): 78-8780 syllabus can be understood as the learning plan of a certain group of lesson within a certain topic. It includes the competence standard, basic competence, core mate- rial, learning activities, indicators of goals, scoring, time allocation, and the learning sources that are developed by each educa- tional unit (Mulyasa 2013, p. 132-133). The syllabus is the core of a curriculum that co- vers at least three main components. There are the embedded competencies, the acti- vities that have to be carried out, as well as the review of the competencies’ level of achievement. In addition to the syllabus is the presence of the lesson plan. The lesson plan is a plan that illustrates the proce- dure and learning management to achieve one basic competence that has been set out in the content standard inside a syllabus (Triyanto, 2010, p. 108). The lesson plan is an attempt to predict an act that will be done in the actual learning activities. The learning activities can be ac- complished when there is an interaction among the components in it. The main characteristic of learning activities is inter- action (Riyana, 2011, p. 3). The interaction between the students and the learning en- vironment, whether it is with the teachers, friends, tutors, learning media, learning sources, and/ or other sources of learning. Another characteristic of learning is close- ly related to its own components of lear- ning. Riyana argues that the components that should exist in the process of learning are: the goals, teaching materials, methods and media, students, and teachers. Ano- ther explanation is put forward by Djama- rah and Zain (2010, p. 41) by arguing that other components in learning are the go- als, learning materials, teaching and lear- ning activities, methods, equipments and sources, as well as evaluation. From both theories we can conclude that within the learning process, there are the goals of learning, teaching and learning activities, learning materials, methods and media, equipments and sources, students, teach- ers, and evaluation. Dolanan Anak Dance Dance is one of the branches of art re- lated to the elements of movements. Dan- ce is rhythmical movements. This short definition was put forward by Curt Sachs (1881–1959), a history and music expert from Germany in his book entitled World History of the Dance (Jazuli, 2008, p. 6). Meanwhile, Soedarsono (1972, p. 4) exp- lains dance as an expression of the human soul through beautiful movements. Dance is an art that makes use of the body as the media and movement materials. Move- ment is apparently part of the nature had by students in the age of three, four, and five years old. A three and four-year-old kid runs and throws his body here and the- re in the classroom and playing ground, a five-year-old kid prefers to jump, prance, and spin rather than walking (Seefeldt & Wasik, 2008, p. 304). The term “Dolanan Anak” is actually having often been heard by people, in par- ticular for Central Java societies. It is often used to refer to Javanese songs created for children. Javanese people often sing Dola- nan song while playing traditional games at the same time, therefore Dolanan songs are often categorized as javanese traditio- nal games (Nurhidayati, 2010, p. 3). It is as- sumed that Dolanan traditional children’s songs bring positive benefits in forming children’s future character. It is because, Dolanan songs contain several educational values, among them are social values, his- torical values, the value of honesty, sports- manship, respecting others, as well as phy- sical formation (Rini, 2013, p. 2). Etymologically, Dolanan is derived from dolan and added by the suffix –an in the end of the word. Dolan means playing while Dolanan has two meanings. First, it means play (the noun form) while the se- cond is playing (the verb form). Dolanan Anak can be translated to children’s play (Widodo, 2009, p. 167). Sarwono (1995) explains that Dolanan song can be sung by children, and sometimes can be accompa- nied by dances. Dolanan songs have rules, as follows: (1) it uses simple language, (2) it uses simple variation tone, (3) it has li- Nilam Cahyaningrum, Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten 81 mited rows or lines, and (4) it is suitable with the children’s condition. Dolanan songs can be contained with mannered examples, such as: advices, manners, and morals. The conclusion that can be deri- ved from the previous explanation is that Dolanan Anak song is a kind of Java- nese children’s song with the theme of children’s play and contains with several educated values and purposefully crea- ted for children and can be accompanied by dances. The concept of Dolanan Anak dance in this study is in line with the pre- vious theory delivered by Darwono, et al. It means Dolanan Anak songs are a kind of song that can be sung by children and can be created as a new type of dance. Do- lanan Anak dance belongs to the category of children dance since it is purposefully created to be danced by children. Dolanan Anak dance can be adjusted to every type of theme that has been programmed in Kindergarten learning. Children dance is a type of dance that is demonstrated by children between the ages of kindergarten and primary school students. In its performance aspect, the dance performs several thematic aspects that revolve around the technical ability and a range of students’ understanding level of appreciation (Hidayat cited in Ca- hyono (2011, p. 7). In this study, the scope is children between four and six years old (pre-school and kindergarten students). Early age dance is an expression of the human soul in the form of rhythmical and beautiful simple movements with the the- mes and approaches that have been fitted with the stages of children development ages 0-8 years old. The characteristics of early age dance are: (a) it is typically the- matic, (b) it imitates parents’ and surroun- ded peoples’ movements, (c) it sometimes imitates animal movements, (d) the the- mes are usually taken from things that are favored by children, (e) the movements are usually lively, illustrating the children’s happiness, (f) the movement order is simp- le and easily remembered, (g) the move- ments are usually repetitive (Palupi, 2011). Suyatno (2005) states that the rele- vance of game as a means of educating children, if used properly can provide a positive impact in educating children. The positive elements of using games in edu- cating children are: 1) removing the se- riousness that can hamper the process of learning; 2) removing stress in learning en- vironment; 3) inviting people to be fully in- volved; 4) improving the learning process; 5) developing creativity; 6) achieving goals with happiness; 7) achieving meanings by studying from experience; and 8) focusing students as the learning sources. Hartono (2011, p. 25) states that the functions of teaching dance for children is to guide students in every variety of phy- sical activities and consciously introduce the concept of creativity through functions and the relation of every part of their body, to introduce the concept of space-time and energy in its relation with children body movements individually and together as a group, to encourage children’s pride as an attempt to develop control and movement skills, to develop imagination in its relati- on with friends, to feel and express reacti- on, to develop the children’s creativity in exploring and discussing topics, and at the same time to enhance self-control value and appreciation towards other people’s idea or achievement, and to stimulate the emergence of critical attitude and self- control. Furthermore, Hidajat (2011, p. 130) also argues that benefits in introdu- cing dance for children at early age are, as follows: (1) dance can act as the medium to introduce the functions and mechanisms of the body; (2) dance can act as the me- dium of body forming; (3) dance as the medium of self-socialization; (4) dance as the medium to introduce the principle of science; (5) dance as the medium in foste- ring personality, (6) dance as the medium to introduce characteristics; (7) dance as the medium of non-verbal and aesthetical communication; (8) dance as the medium of cultural value understanding. The Scope of Kindergarten Indonesian Ministry of Education HARMONIA : Journal of Arts Research and Education 14 (2) (2014): 78-8782 based on their socio-cultural condition, involving parents, and stimulation holisti- cally covers all of students’ developmental aspects. The learning approach in Kinder- garten level needs to be done constructi- vely, actively, and creatively, through the integrated thematic approach and refers to the characteristics of the learning program in kindergarten level. The learning process in Kindergarten level has been designed in the Kindergar- ten curriculum. The activity programs have been completed with the learning materi- als that are created based on thematic ap- proach. Thus, the materials are actually the learning themes that need to be developed by teachers to be the operational learning activities (Patmonodewo, 2003, p. 68). Pro- grams that are prepared for students in the first semester are: (1) myself, (2) my envi- ronment, (3) my needs, (4) animals, and (5) plants. After that, in the second semester, the themes are: (1) recreation, (2) occupa- tions, (3) water, air, and fire, (4) communi- cation tools, (5) my homeland, and (6) the universe (Diklat Profesi Guru, 2013, p. 15). Curriculum is an educational tool that is designed to achieve the goals of lear- ning that have been determined (Hamalik 2002, p. 26). Curriculum in Kindergarten level is a set of planning and rules related to the goals of learning, the development and scoring, as well as the means used to guide the implementation of learning acti- vities to achieve educational goals. Kuriku- lum Tingkat Satuan Pendidikan (Educational Level Based Curriculum) is the operational curriculum which is implemented in eve- ry education level including Kindergarten (Dirjen PAUD, 2013, p. 31-32). The com- ponents of curriculum in early childhood education consist of: (1) the foundation and referral, (2) vision, mission, and objectives, (3) the structure and content, (4) syllabus, (5) lesson plan, (6) strategy and manage- ment, and (7) scoring. The development of kindergarten curriculum consists of: (1) Development of behavior including reli- gious values and moral, social, emotional, (2) development of basic capabilities inclu- ding motor, cognitive, and language skills. in the book entitled Petunjuk Teknis Pe- nyelenggaraan Taman Kanak-Kanak (The Technical Guidelines of Kindergarten Implementation) (2011, p. 2), states that Kindergarten is one form of formal educa- tion for early childhood which organizes educational program for children ages 4 to 6 years old. In terminology, children ages 4 to 6 years old are categorized as preschool age. Preschool age children can be defin- ed as children whose age under the stan- dard requirement to enter primary school. Preschool age children are the children whose ages between 3 to 6 years old. They usually attend preschool and kindergar- ten. However, in Indonesia, generally they attend daycare program (3 months to five years old) and playgroup (3 years old), af- ter that they attend the Kindergarten level in the age of 4 to 6 years old (Patmonode- wo, 2003, p. 19). Essentially, kindergarten gives pos- sibilities for the students to develop their developmental aspects; to foster positive characteristics and habits, based on the va- lue of Indonesian people; and also to fos- ter the basic abilities that will be needed by them in their next level of education. Therefore, the functions of Kindergarten are to nurture, cultivate, and develop all of children potential optimally so that it will form the students’ basic abilities and be- haviors in accordance with their readiness to enter the next level of education (Dirjen PAUD, 2011, p. 25). Based on the principles of Early Childhood Education, education in Kin- dergarten level is children’s need-oriented, adjusted with the children development, adjusted with the individual uniqueness, performing the learning activities through playing, children center, children as an ac- tive learner, children learns from concrete to abstract, simple to the more complex situation, movement to verbal, from indi- vidual to social, an environment to sup- port the leaning activities, stimulating the emergence of creativity and innovation, developing the students’ live skill, using the sources and learning media exist in the surrounded environment, children learn Nilam Cahyaningrum, Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten 83 The development of basic capabilities is implemented through the gradual play- ing activities, continues, and habitual. The development of basic capabilities is a kind of activity which is prepared by teachers to enhance the abilities and creativities based on the children developmental stages. The development of basic capabilities compri- ses the religion and moral development, physical and motor abilities, cognitive skills, language, and social emotional (Dir- jen PAUD, 2011, p. 25-28). Dance learning is a part of the development of children basic abilities within the scope of the deve- lopment of physical and motor skills. METHOD Based on the thesis statement in this study, this study is going to be conducted by implementing the qualitative research method with the phenomenology appro- ach. Iskandar (2009, p. 24) delivers that phenomenology research puts its orienta- tion to understand, dig, and interpret the meanings behind events, phenomena, or the relationship between people in a cer- tain situation. This is usually called as qua- litative research by using an observation towards the phenomena or natural social phenomena then used it as the data sour- ces. In other words, this approach is based on the facts on the field. This research is taken place in Mekarsari Kindergarten, Kandeman District, Batang. The data is collected by using observation, interview, and documentation. The implemented data analysis technique is data reduction, data presentation, and drawing conclusi- on. RESULTS AND DISCUSSION Results of the study comprise the learning process and the learning out- comes of Dolanan Anak dance. The Learning Process of Dolanan Anak Dance in Mekarsari Kindergarten Based on the observation for this stu- dy, the learning process of Dolanan Anak dance in Mekarsari Kindergarten was held twice. The first was on May 30, 2014 and the second was on June 2, 2014. It compri- ses of preparation and implementation stages. In the stage of preparation, teach- er did not make the syllabus and lesson plan. The preparation had by teacher was to prepare the learning material which was the dance itself. The dances were mainly the results of teachers’ own creativity. The dance learning was held on Friday mor- ning in the Kindergarten playground. It was a mass teaching and learning with one teacher acted as the instructors and the other teachers stood up behind the stu- dents. The teachers who stood up behind the students were assigned to monitor the children while occasionally corrected the students’ movements. The material pre- paration of Dolanan Anak dance entitled Menthok-menthok was started from the pro- cess of creating the dance (by the teacher) up to the stage of training the students. The learning implementation in Mekarsari Kindergarten comprises several learning components, there are: the teaching lear- ning activities, teachers, students, goals of learning, materials, media, method, equip- ments, sources of learning, as well as eva- luation. In the first learning activity on May 30, 2014, teachers were only observing the students’ individual practice. Teachers only gave the students several comments towards the wrong movements. On May 30, 2014 teachers did not demonstrate the dance to the students because they assu- med that the students had already memo- rized all of the dance movements. Besides, on that day, the learning activity was not started by opening activities but directly into the core activity, repeating the dance movements which had been memorized by students several days before. However, during the practice, teachers found seve- ral mistakes by students, such as: starting the dance before the music was played, repeating the dialogue which was suppo- sedly delivered by other students, and the students did not come back to their initial places after playing Sledur-sledur. Aside HARMONIA : Journal of Arts Research and Education 14 (2) (2014): 78-8784 from the problems, students had been able to imitate Menthok-menthok dance well. On that day, the practice also was not ended by a closing activity. After practicing the dance, students were allowed to come back to their classrooms to take their bags and went back home. On June 2, 2014, the learning pro- cess was going well and conducive. In this day, teachers had implemented the demonstration method as the teaching stage. Demonstration method comprises pre developmental activity, the develop- mental activity, and closing activity. Pre- development activities were shown with the teacher preparation starting from pre- paring the equipments, such as tape recor- der and the cassettes as well as organizing the practice area. After the preparation was completed, the teacher did pre test to measure students’ abilities. After that, the developmental activity was started by de- monstrating the unclear materials and fi- xes the wrong movements of the students by giving the right examples. The closing activity was done by giving evaluation and motivation gradually along with the teaching and learning process. Moreover, the evaluation was given based on each student’s capabilities. The Learning Outcomes of Dolanan Anak Dance In general, the learning outcomes of Dolanan Anak dance entitled Menthok- menthok in Mekarsari Kindergarten could be considered successful since the lesson was running well and receiving good and maximum results. It could be proven by the happiness and enthusiasm of children during the lesson. The students seemed to enjoy the teaching and learning activities and looked happy when dancing Menthok- menthok dance. The students also seemed to be able to memorize the dances well. They were also able to fix their mistakes fast. Moreover, the success of learning is also proven by winning an early child- hood education competition called Lomba Gebyar PAUD in Batang region. The dan- ce learning outcomes can be categorized into three aspects, cognitive, affective, and psychomotor. Cognitive aspect comprises six sta- ges, there are: (1) knowledge (remembe- ring, memorizing), (2) understanding (in- terpreting), (3) application (using a concept to solve problems), (4) analysis (explaining a concept), (5) synthesis (combining parts of concept into a unified concept), (6) eva- luation (comparing values, ideas, and met- hods). From those stages, Mekarsari Kin- dergarten students had fulfilled two points of cognitive aspect, which are knowledge (to remember and to memorize) as well as the understanding (an ability of students to interpret). The teachers were monitoring and fixing the certain parts of the dance and did not do too much interference while the practice was going on. The teacher did the evaluation when the practice was still going on and made a clearer explanation in the end of the practice time. Furthermore, the ability to understand while interpre- ting the learning material was proven by the ability to understand every movement that needed to be done. In other words, the students had been able to do the sequen- ces of movements well. On the other hand, application, analysis, synthesis, and evalu- ation were not yet been able to be done by students of Mekarsari Kindergarten. The psychomotor aspect comprises five stages, (1) imitation (imitating move- ments), (2) usage (using the concept to do movements), (3) accuracy (doing the mo- vements correctly), (4) clustering (doing several movements at once correctly, (5) naturalization (doing the movements na- turally). All the five stages mentioned pre- viously had been done by students in Me- karsari Kindergarten. The imitation was done when teachers gave examples on how to do the movements. The usage step was also done by the students. As for example, when the teacher gave an instruction by saying “menthok” (goose), the students would try to act as a goose. The step of combining movements and doing the mo- vements naturally had been also done by students of Mekarsari Kindergarten. It was helped by the accompanying music to ease Nilam Cahyaningrum, Dolanan Anak Dance Learning for Children in “Mekarsari” Kindergarten 85 the students to remember the sequence of the movements. Doing the movements na- turally was not proven by asking students to do the exact same movements as the example, but more to enjoy doing several movements at once. The students were only required to adjust the music with the movement technique, however, they were not required to do it as the same way as their teachers or their friends did. The affective aspect consists of five stages, there are (1) introduction (a desire to accept, realizing something), (2) respon- se (an active participation, (3) appreciation (accepting values, faithful to certain va- lues), (4) organizing (connecting the belie- ved values), (5) implementation (making values as part of life pattern). The stages of introduction, response, and appreciati- on have been done by Mekarsari kinder- garten students. Introduction means kno- wing the movements and their practice partners. Knowing movements belong to introduction because students learned the movements from the teachers. While knowing practice partners belongs to this stage since the students had an opportu- nity to practice with friends from other classes. Here, students learned to socialize with their new friends, learned to play a role, and adapted to a certain movement. Response was taken place when there was chatting, playing, and fixing by teachers, the students were able to respond to their friends’ attitude and behavior and able to do their own role. When the teacher was explaining the material, students paid their attention and attempted to practice the movements during the practice. While playing, students obeyed the game rules and followed the scenario. The implementation of Dolanan Anak dance using demonstration method in Me- karsari Kindergarten has comprised three stages which are the pre-development ac- tivity, children preparation activity, and closing activity. Pre-development activi- ty was done when the teachers prepared the equipments and place to practice. The children preparation activity was done the teaching and learning activities were going on. Finally, closing activity was done by giving motivation and simple evaluation in the end of the lesson. CONCLUSION Dolanan Anak dance learning in Me- karsari Kindergarten, Kandeman District, Batang consists of several components, there are: the teaching and learning acti- vity, goal of teaching, teachers, students, the teaching materials, methods, media, equipment, as well as evaluation. The dan- ce material given to the students of Me- karsari Kindergarten belongs to the type of Dolanan Anak dance entitled “Menthok- menthok” and was taught to students using demonstration method. It was firstly given as one of the learning material in order to join the early childhood education compe- tition called Gebyar PAUD 2014. The mate- rial was delivered in six meetings. The first three meetings were for competition in the regency level while the other three mee- tings were done before joining the com- petition in province level. The learning material was given through three stages of activity, there were: pre-development acti- vity when teachers were planning the ma- terial, the core activity when the material was taught in the classroom, and closing activity when the evaluation and motiva- tion were given gradually during the les- son and in the end of the lesson. The learning outcomes are categori- zed into three aspects, which are cognitive aspect, affective aspect, as well as psycho- motor aspect. Cognitive aspect can be seen from the capability of students to remem- ber, memorize, and understand the dance. Affective aspect comprises the stages of recognition, there are knowing and recog- nizing peers and the dance movements, responding another student’s movement, appreciating the teacher’s explanation and appreciating roles of each student in dan- cing. The psychomotor aspect is reflected in the ability of students in imitating mo- vements, using a concept to do a certain movement, being accurate in moving, com- bining movements and doing the move- ments naturally. HARMONIA : Journal of Arts Research and Education 14 (2) (2014): 78-8786 REFERENCES Anni, C. T. & Rifa’i, A. (2010). Psikologi Pendidikan. Semarang: Unnes Press. Arini & Hidayah. (2013). Makna Budaya Lagu Dolanan di Jawa Tengah. Jur- nal Pendidikan, 22(1), 33-46. Budiarsa, I. W. (2007). Nilai Pendidikan dalam Tari Kreasi Dolanan Anak- anak Katak Nongkang. Agem, 7(1), 60-73. Cahyono, A. (2011). Pengembangan Model Pembelajaran Tari Dolanan Anak-Anak. Online. Retrieved from www.etalase. unnes.ac.id pada 28 Januari 2014. 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