35 Performance Assessment Through Motion Literation to Assess The Motoric Skill of Junior High School Students Based on Laban Notation Dinny Devi Triana1, Rivo Panji Yudha2 1Universitas Negeri Jakarta, Indonesia 2Universitas 17 Agustus 1945 Cirebon, Indonesia Submitted: 2021-02-17. Revised: 2021-03-27. Accepted: 2021-04-26 Abstract Motor skills integrate physical functions and coordination between the brain as a center for information and control through visual activities (reading) and tactile (writing) movement symbols. Symbols and motion codes are found in labanotation, so the ability to read symbols and write symbol patterns is called motion literacy. It can be done through continuous assessment continuously in an effort to diagnose their abilities. The results of the study describe a change in the condition of students’ motor skills after intervention through labanotation-based motion literacy work assessment, namely the change in conditions from the intervention condition (B) to the final baseline condition (A’) decreases the students’ adaptability. However, at the final baseline condition (A’), the motor ability score improved better than in the phase before baseline (A). The total average score obtained in this condition was 62.86%. Thus it can be concluded that the effect of performance appraisal through motion literacy provides benefits for improving brain function because structured and programmed motion exercises are useful in stimulating various learning centers in the brain. This also impacts on improving motor skills in students to undergo the learning process at a later stage. Keywords: performance assessment, motion literacy, motor skills, Laban notation How to Cite: Triana, D. D. & Yudha, R. P. (2021). Performance Assessment Through Motion Literation to Assess The Motoric Skill of Junior High School Students Based on Laban Notation. Harmonia: Journal of Arts Research And Education, 21(1), 35-42 Harmonia: Journal of Arts Research and Education 21 (1) (2021), 35-42 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: http://dx.doi.org/10.15294/harmonia.v21i1.29132 These motor skills are found in dan- ce learning, which requires the ability to mimic motion, develop motion, perceive motion, manipulate motion, and impro- vise motion. Harrow’s theory states that the psychomotor realm consists of a mani- pulative motor and movement skills that require neuromuscular coordination (Coo- per & Harrow, 1973). This neuromuscular coordination that leads to motion that is done using one’s cognitive is called motion percepti- INTRODUCTION Dance can be defined as a physical movement consisting of ideas, movements, and rhythms to produce meaning. Move- ment in dance is related to motor skills, which can provide enhanced concentra- tion, flexibility, and beauty. Gestures that can be used as media in a dance start from head-to-toe movements using fine move- ments (fine motor) and gross movements (gross motor skills) (Larasati, 2013). Corresponding author: E-mail: dinnydevi@unj.ac.id p-ISSN 2541-1683|e-ISSN 2541-2426 Harmonia: Journal of Arts Research and Education 21 (1) (2021): 35-4236 on. Motion perception can be seen from se- veral sides, including expressing emotions through postures or gestures which are manifested in the form of motion. The way our bodies convey emotio- nal information, such as adopting a col- lapsed posture when depressed or leaning forward to show interest, is also understu- died. According to Calvo et al. (2014), we have studied less in the field of emotional body expression, which models how peop- le communicate emotions through body postures and gestures and how people make inferences about the emotional state of others based on perceived posture and gestures. Less studied are how our body also conveys emotional information, such as adopting a collapsed posture when depressed or leaning forward to show in- terest. Unfortunately, Gratiolet’s work re- mains largely unknown since his book has never been translated into English (Gratio- let, 2011) Expressing motion in motor skills includes cognitive work, where Harrow describes it as Perceptual Abilities, namely by combining cognitive abilities with mo- tion and Physical abilities, which are the abilities needed to develop high skill mo- vements (Cooper & Harrow, 1973). Motor skills in perceptual abilities and physical abilities must integrate physical functions that coordinate between the brain as a cen- ter for information and control, where the information is received and processed and then transferred by motor nerves into mo- vement (Triana, 2015). One of the activities that can be gi- ven to help the motor and cognitive stimu- lation process is through the introduction of dance symbols, namely Laban notati- on. The symbols and codes in dance are quite complex, so dancers need to make written recordings of their movements, read symbols, and form symbol patterns. Furthermore, in his research, Bucek also explained that movement literacy is a tool to facilitate dance content skills. Move- ment literacy is carried out using various methods of coding, kinesthetic (moving), visual (reading), and tactile (writing) to stimulate learning and understanding in- formation (Giblin et al., 2014). The study of movement literation is used to determi- ne the ability to think and move through dance notation in the form of symbols and coding (Bucek, 1998). In this case, the ability to think and move, in this case, motor skills, requi- res continuous training by assessing the development of his abilities. Krasnow & Chatfield have conducted an assessment through a qualitative research study that explains the clarity of movement intenti- on: Amplitude of range of motion, whole- body involvement (Krasnow & Chatfield, 2009). Also referred to as ”spatial skills” or ”spatial integrity,” this theme relates to the concept of space, time, energy descri- bed by Bartinieff Fundamentals and Laban Movement Analysis (Angioi et al., 2009; Krasnow & Chatfield, 2009). Changes in assessment strategy to measure skills in a complex global envi- ronment are needed (McTighe & Wiggins, 2012). The change in measuring competen- cies should be integrated with indispensa- ble knowledge skills for the future and is required innovative learning and assess- ment for teaching collaborative work that will reflect in skills, ability, and knowledge (Babey, 2020; Bennett-Smailis, 2016). Assessment of dance performances for the choreography course is an assess- ment of student dance work. One of the dominant aspects in assessing students’ dance performances is related to dance composition theory. In learning dance, theoretical knowledge about dance is nee- ded to support practical lectures, one of which is the choreography course, which is an implementation of dance theory lec- tures, especially the “dance composition” course (Triana, 2015). Students are expected to solve prob- lems through communication, informa- tion, media, and technology, including information literacy and media literacy (Bennett-Smailis, 2016). Afterward, the use of digital assessment can be classified into 1) basic literacy as numeracy literacy, scientific literacy, technology literacy, and Dinny Devi Triana & Rivo Panji Yudha, Performance Assessment Through Motion Litera- 37 information, financial literacy, and culture literacy; 2) competence or ability to hand- le various complex problems; 3) ability to survive in a changing environment (Pendi- dikan & Jakarta, 2017). Learning models that can measu- re student skills, for example, are perfor- mance, assessment, portfolios, and others, as expressed by Astuti et al. (2012: 40) in their research on the development of aut- hentic scientific literacy-based assessment instruments on excretion system material, saying that “alternatives that can be con- ducted is using authentic assessment, the type of assessment developed is peer as- sessment, portfolio, performance, projects, attitudes, and tests, each of which is de- veloped based on scientific literacy.” Per- formance appraisal is an alternative form of assessment that requires students to actively show their performance because what is assessed is the final result and the process or skill to see students’ knowledge and abilities (Meutia, 2013). Performance appraisal such as the performance of our assignment presentations can assess the three existing aspects, namely cognitive, affective, and psychomotor aspects. In the context of learning, perfor- mance assessment is an assessment techni- que in which data collection processes for making decisions about individuals are carried out by means of systematic obser- vation. There are five operational perfor- mance assessment definitions, such as (1) performance assessment is a process, not a single test or measurement device; (2) the focus of this process is data collection, using various instruments and strategies; (3) data were collected by means of sys- tematic observation. The emphasis is on direct observation techniques rather than paper-and-pencil tests, especially not mul- tiple-choice, although these tests can also be used in assessments; (4) integrated data is used for the purpose of making certain decisions that will guide the form and sub- stance of the assessment; and (5) the sub- ject of decision making is an individual, not a program or product that reflects a group activity (Smp et al., 2013) Various methods are used to deve- lop motor skills so that children can deve- lop their physical motor skills. One way that can make children active and make children happy is by using dance activities through learning movement literacy. Junior high school students should be able to perform body movements in a coordinated manner to train flexibility, ba- lance, and agility. From this problem, an assessment and improvement are needed that improves students’ motor skills. Ju- nior high school students need interesting and fun activities so that children do not get bored with the activities to be carried out. One of the activities that can be given to help the child’s gross motor stimulati- on process is through the introduction of dance symbols, namely Laban notation. The symbols and codes in dancing are quite complex, so dancers need to make written recordings of their movements, read symbols, and form symbol patterns. Furthermore, in his research, Bucek (1998) also explained that the literacy movement is a tool to facilitate dance content skills. Literacy movements are carried out using various coding, kinesthetic (moving), visu- al (reading), and tactile (writing) methods to stimulate learning and understanding information (Sudlow, 2019). A variety of exercise patterns of mo- tion can increase the potential for physical, emotional, social, and cognitive abilities. Movement pattern training is very influen- tial on a person’s potential for movement in physical skills. Therefore it is necessary to know the body through experiences of movement. Through awareness of body movement patterns, a person will be able to achieve the skills of body movement in- dependently METHOD This type of research is a descriptive quantitative experimental research with a research design carried out on a single case, namely comparing the same subject in different conditions. The design used in this study is ABA. Harmonia: Journal of Arts Research and Education 21 (1) (2021): 35-4238 In this design, there are three conditions observed, namely the initial condition or baseline one (A), which is motor skills be- fore the intervention is carried out, then when the intervention is carried out (B), in the form of learning achievement assess- ment in Laban notation, and baseline two (A ‘) is the condition after the intervention. In this study, the influencing variab- le or the independent variable was in the form of an assessment of the learning per- formance of Laban notation, while the de- pendent variable was motor skills. Motor skills were measured at the condition befo- re the intervention (baseline), at the time of the intervention, and after the intervention (baseline). The subjects were students from ten junior high schools in Jakarta, totaling 85 students. Subjects are in the middle educa- tion age range and have a high interest in dancing activities. In this study, the instru- ment used was in the form of a performan- ce instrument given to a person with the intention of getting a response that could be measured and used as the basis for de- termining quantitative data. In this stu- dy, the set of stimuli referred to is verbal instruction, and the measured response is in the form of actions that describe motor skills through movement literacy. Data analysis in research using a single subject research design aims to de- termine the effect or effect of the inter- vention on the target behavior. Each data obtained from the baseline (A) and inter- vention (B) stages was made a descriptive analysis. RESULT AND DISCUSSION There are three stages of the test gi- ven: the test at the initial baseline stage, the intervention stage test, and the final base- line. The test at the baseline stage aims to determine the initial ability of the subject before being given intervention, the test at the intervention stage aims to determine the effect of the intervention on learning outcomes, while the test at the final baseli- ne stage aims to determine the effect of the intervention on motor skills when the in- tervention has not been re-applied (whet- her it is permanent or not. change in target behavior). Before entering the intervention phase, the application of Laban notation learning was carried out. Daily gross mo- tor skills tests are done after doing three basic series of motion literacy. Motion li- teracy activities were stopped at the final baseline condition, but a gross motor test was still carried out. Table 1 describes the summary of the results of data analysis in the following conditions: (1) The length of the conditions carried out in the baseline phase (A) is two sessions, in the intervention phase (B) is four sessions, while the baseline (A’) is two sessions; (2) Based on the estimation line of the directional trend, it is known that the baseline condition (A) estimates the tendency to increase because the median score obtained in the right is higher than the median score in the left hemisphere in each condition, this means that the rese- arch subject has increased in motor skills; (3) the results of the trend of stability at baseline (A) are 0%, which means the data is not stable. In the intervention conditi- on (B), it was 62.5%, which means it was unstable. At baseline conditions (A ‘), the trend of stability reached 100%, which me- ans stable; (4) Based on the trace line data, it is known that the baseline condition (A), the intervention condition (B), and the ba- seline condition (A ‘) are increasing becau- se the median score obtained in the right is higher than in the left; (5) Data on baseline conditions. (A), the score tends to increase but is not stable. At the baseline condition (A ‘), the data scores tended to increase but were stable in the range; (6) In the baseline con- dition (A) shows a plus sign (+) which me- ans the data has increased, in the interven- tion condition (B) it has increased so that the data shows a plus sign (+) while in the baseline condition (A ‘) it has increased so that the data shows a plus sign (+). Table 2 is a summary of the results of the analysis between conditions with the following explanation: (1) The number Dinny Devi Triana & Rivo Panji Yudha, Performance Assessment Through Motion Litera- 39 of variables to be changed is one, namely the baseline condition to the intervention condition; (2) The acquisition trend of the direction between baseline conditions (A) to intervention (B) and intervention (B) to baseline (A’) is increasing. That means that the target behavior increases after the in- tervention is given; (3) The change in the stability trend between baseline (A) and intervention is variable to variable. While the trend of stability between an intervention (B) to baseline (A’) is va- riable to stable, (4) The motor skills from the baseline to the intervention conditions increased by 3.57%. Meanwhile, the motor skills from the intervention conditions to the baseline (A’) decreased by 17.86%; (5) The percentage of overlap or overlapping data from the intervention (B) to the base- line (A) is 0%. Based on the results of the data over- lap percentage of 0%, it shows that the provision of intervention in the form of performance assessment in learning mo- tion literacy has a significant effect on the target behavior, namely motor skills with reading specifications and describing juni- or high school students. According to Wendt (2009), the per- centage of non-overlapping data <50% shows that the intervention has no signi- ficant effect. The rate of non-overlapping data is 50% -70%, indicating that the ef- fectiveness of the intervention still needs to be questioned. The percentage of non- overlapping data 70% -90% shows that the intervention is quite adequate, and the rate of nonoverlap data >90% indicates that the intervention is very effective. Based on the results of the study, it was found that the overlapping data was 0%; in other words, the percentage of non-overlapping data was 100%. This proves that the interven- tion is very effective in increasing target behavior. Discussion In the baseline phase, the motor skills test was carried out on the subjects and got relatively low results with an overall average of 45%. In terms of the ability to move, the subjects experienced very slow motor maturity, poor coordination, diffi- culty in focusing, deficient physical health, and often absent due to illness. Kaplan and Sadock (2010) agree that mentally disabled children have deficiencies in coordinating movement and sensory, low tolerance, fo- cus, difficulty understanding language, and doing work. The results showed that the level of physical fitness for mentally disabled children was in the deficient ca- tegory. In the intervention phase, where Table 1. Summary of analysis results under one condition Condition A B A’ Duration 2 4 2 Estimation of Directional Trend (+) (+) (+) Trend of Stability Unstable (0%) Unstable (0%) Stabile (100%) Stability Level and Range 39-57 61-79 61-64 Level Change 57,14%- 39,29% (-17,85%) 78,57%-60,71% (-17,86%) 60,71% -64,29%- (+3,58%) Table 2. Summary of analysis results between conditions Condition A B Number of changes in Variable 1 1 Changes in Direction and Effects (+) (+) Stability change Variable to variable Variable to Stable Level Change +3,57% -17,85% Overlap Percentage 0% - Harmonia: Journal of Arts Research and Education 21 (1) (2021): 35-4240 children like the performance appraisal session through movement literacy, the students’ motor skills increase. This ans- wers Kurniati’s (2013) opinion that one of the learning objectives for students is to so- cialize, adapt, and have fun activities. The total average score obtained in this condi- tion is 73%. According to Sousa’s (2012, p. 258) statement, symbols can affect the body by changing the response, speed of seeing, reading, and the ability to describe. These responses result from the activation of the neural networks involved in moti- vation and pleasure. According to Lwin et al. (2008), response to a motion is the first aspect that must be developed from a neurological perspective. Of all the intelli- gence in a person, movement literacy has a big influence on humans and can develop other intelligence. In this case, movement literacy also contributes to the subject being able to remember motion, concent- ration, and happy mood. Motion literacy also improves motor planning or motion planning abilities and optimizes indivi- dual cognitive performance. Changes in conditions from the in- tervention condition (B) to the final base- line condition (A’) reduce the adaptability of mentally disabled students. However, at the final baseline condition (A’), the motor ability score increased better than in the phase before the initial baseline (A). The total average score obtained in this condi- tion is 62.86%. Learning to dance is a very useful alternative for physical activities. When individuals perform left, and right move- ment activities, blood flow in all parts of the brain increases; this activity will unite the motor and cognitive areas in the brain, namely the cerebellum, basal ganglia, and corpus callosum. And, it can stimulate the production of neurotrophins which can in- crease the number of synaptic connections. Eye movements that follow hand move- ments will train the relationship between the center of vision and the center of the activity. Balance exercises will stimulate seve- ral parts of the brain that regulate balance, such as the cerebellum, the center of the movement in the forehead area (frontal lobe) in the cerebrum. This is useful for mental concentration, planning, decision- making, the center of sense of attitude, and a sense of movement in the crown area ( parental lobe). The Savion-Lemieux, Tal Penhu- ne, Virginia B (2005) study shows that the distribution of exercise over several days, not the number of exercises, is the most crucial factor affecting motor skills learning. Thus, in line with other studies (Hauptmann & Karni, 2002; Korman et al., 2003; Ofen-Noy et al., 2003)it is not clear how much practice is needed to trigger long-lasting performance gains on a given task. Here, using a letter enumeration task, we show that the transition of experience dependent performance gains to a relati- vely stable form, as well as the triggering of delayed, long-lasting, between session gains (both effects are considered manifes- tations of consolidation processes, we sug- gest that time travel is essential in order to get the maximum benefit from practice, since time delays allow for consolidation of learning, perhaps reflecting changes in cortical motor representations of skills. Under variable delay conditions, the delay differently affects specific performance pa- rameters on recall. We did not find any differences in performance between the varied exercise groups but found a global increase in trai- ning days suggests that the total amount of exercise was not the main factor influen- cing learning. In contrast, we suggest that the distribution of practices over several days may be a more important variable in- fluencing learning. Other studies have found similar re- tention for periods from several weeks to 2 or 3 years (Hikosaka et al., 2002; Karni et al., 1998; Nezafat et al., 2001). In addi- tion, Kleim et al. (2004) have shown that the reorganization of motor maps and the formation of synapses occurs during the final phase of learning (beyond the first few practice sessions). From these two sets of findings, it might be hypothesized that Dinny Devi Triana & Rivo Panji Yudha, Performance Assessment Through Motion Litera- 41 once a skill is well learned and performan- ce reaches an asymptote, lasting functional and neural changes occur, resulting in the stable long-term memory of motor skills. The main contribution of this article is to map motor skills through performan- ce appraisals using motion literacy based on Laban notation, which provides a high- level description of movement. This map- ping does not depend on certain low-level motion representations. Although we offer a comprehensive set of motion parameters approved by movement experts, our re- sults are not tied to these representations. An extended or very different model of motion should yield the same motor skills. Our aim is to produce a clear embodiment of the quality of motion literacy based on language notation and then demonstrate its relationship to motor skills as long as motion literacy shows the desired quality of motor skills, different animation techni- ques, parameters, or experts not a prob- lem. The end product is a representation of the quality of Effort and Form, which is an apt concept. Movement literacy can reflect the characteristics of a person’s motor skills. Future research is an area of interest defi- ning the relationship between motor skills and the quality of practice and learning and placing these relationships above persona- lity-edited movements. Similar techniques can be applied to study the mapping bet- ween motor skills and motion. CONCLUSIONS Based on the analysis and discussion results, it can be concluded that the motor skills before the implementation of perfor- mance assessment through motion literacy are relatively lower than when the perfor- mance assessment through motion literacy was applied. Motor skills after the appli- cation of performance assessment through motion literacy were relatively lower than during the application of performance as- sessment through motion literacy, but the results were higher and stable compared to the conditions before the intervention. The effect of performance assessment through motion literacy provides a fairly good be- nefit to the improvement of brain functi- on because structured and programmed motion exercises are useful in stimulating various learning centers in the brain. Inc- reasing motor skills in students has a good impact on learning effectiveness at school because children are better prepared to un- dergo the learning process at a later stage. 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