Pendekatan Mindful Learning Untuk Meningkatkan Kreativitas Tari

Abstract

The problem identified in this study indicates the low level of students’ dance creativity, characterized by a lack of ideas, limited movement exploration, a tendency to imitate, and low self-confidence. Dance learning at SMPN 2 Bandung is still dominated by imitation-based methods, thus requiring an innovative approach such as mindful learning, which emphasizes full awareness, active engagement, and self-reflection. This study aims to describe and analyze the effectiveness of the mindful learning approach in improving the dance creativity of eighth-grade students at SMPN 2 Bandung. This research employs a quantitative approach using an experimental method with a one-group pretest–posttest design. The research subjects were 30 female students from classes VIII C, F, G, and K at SMPN 2 Bandung who participated in dance lessons. Data were collected through observation, interviews with the dance teacher, and practical tests (pretest and posttest) that measured four indicators of dance creativity based on Guilford (1950): fluency, originality, flexibility, and elaboration. The findings show a significant improvement in student learning outcomes in the experimental group compared to the control group, indicating the positive impact of mindful learning. The mindful learning approach proved highly effective in enhancing the dance creativity of eighth-grade students at SMPN 2 Bandung. This success was achieved because the approach encouraged students to be more aware of the learning process, confident in expressing themselves, and open to new ideas.