Model Pembelajaran Tari pada siswa Tunagrahita Ringan

Abstract

This study aims to identify the dance learning model implemented by teachers with a Special Education (PLB) background specializing in mild intellectual disabilities at SPLB-C YPLB Cipaganti, Bandung. Dance learning for students with mild intellectual disabilities requires a specialized approach that is concrete, visual, and repetitive. However, in practice, not all art teachers possess a formal background in dance education, resulting in teaching strategies that rely heavily on the teacher’s creativity and understanding of students’ needs. This study employs a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings indicate that the teacher uses a demonstration learning model, in which the teacher directly models dance movements that students then imitate repeatedly. This model has proven effective because it aligns with the characteristics of students with mild intellectual disabilities, who require learning through concrete examples and hands on practice. The learning process is carried out gradually, focusing first on mastering basic movements before progressing to more complex dance sequences. The conclusion of this study is that the demonstration model is a relevant and applicable approach for teaching dance to students with mild intellectual disabilities, particularly in special schools (SLB) where teachers may not have a formal background in the arts.