ANALYSIS OF THE NEEDS FOR AUGMENTED REALITY DANCE LEARNING MEDIA: LABAN NOTATION MOVEMENT LITERACY FOR JUNIOR HIGH SCHOOL STUDENTS
ANALYSIS OF THE NEEDS FOR AUGMENTED REALITY DANCE LEARNING MEDIA: LABAN NOTATION MOVEMENT LITERACY FOR JUNIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.56107/ijpa.v3i2.251Abstract
This Research and Development (R&D) study, conducted using the ADDIE model, focused on the
Analysis Phase to address the main learning barrier in Dance Arts in Junior High Schools (SMP):
the high difficulty of Phase D students in understanding the Essence of Movement (space, time,
energy) and the abstract Laban Notation symbols. Data collected from 20 students and 2 teachers in
Serang City indicated an extreme level of difficulty in abstract concepts (85.5% - 87.0%), inversely
proportional to the students' strong interest (92.5%) and readiness for high-tech devices (95.0%) for
digital learning. The goal was to validate the urgency and specify the functional requirements of the
solution. The results confirmed the urgent need for instructional media capable of bridging the
abstract (Laban symbols) with the kinesthetic (3D motion). These findings led to the Functional
Specifications of Augmented Reality (AR) Media - Motion Literacy. The AR media must specifically
visualize the interactive and real-time relationship between Laban symbols and 3D motion elements.
This AR media is expected to concretize abstract concepts, support the "Create" competency in the
Independent Curriculum, and enable meaningful and enjoyable in-depth learning for 21st-century
learners. The study concludes with a development plan for the next Design and Development phase.
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