Learning Dance Movements as a Media to Identify Multiple Intelligences in Elementary School Children Aged 7-9 Years in Bandar Lampung City
Abstract
This study aimed to identify the diversity of multiple intelligences towards children aged 7-9 years across four sub-districts in Bandar Lampung City through Lampung dance learning. Drawing upon Howard Gardner's Theory of Multiple Intelligences, this research utilized three specific Lampung dance motifs, those are Gerak Sembah, Gerak Samber Melayang, and Gerak Lapah Tebeng, as primary stimuli. The analytical focus was on the children's utilization of force, space, and time while performing these movements. This research employed qualitative descriptive approach. Data collection techniques included observation, interviews, and documentation. The data source comprised 20 children aged 7-9 years residing in Bandar Lampung City. Data analysis followed the Miles and Huberman model, encompassing data collection, reduction, data display, and conclusion drawing. The findings indicated that dance learning effectively identifies various intelligences. Kinesthetics intelligence was identified through the children's ability to control force and imitate movements. Spatial-visual intelligence was evident in their comprehension and utilization of space within the choreography. Meanwhile, musical intelligence was identified through the children's capacity to synchronize movements with rhythm and tempo, an aspect also involving kinesthetics abilities. Beyond intelligence identification, the study revealed significant emotional benefits from Gerak Sembah and Gerak Samber Melayang. These two movements helped children regulate their breathing and mitigate anxiety, suggesting the development of intrapersonal intelligence. In conclusion this research affirmed that Lampung dance is a holistic and effective medium for uncovering and stimulating various types of multiple intelligences towards children. Furthermore, it contributes to their emotional regulation and psychological well-being. These findings support the view that child education and development should encompass diverse and contextual approaches.
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DOI: http://dx.doi.org/10.21043/elementary.v13i1.27915
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