Local Wisdom-based Dance Learning: Teaching Characters to Children through Movements

The character education implementation in every school becomes a program of national education system policy in Indonesia. Its orientation is more focused on advancing national character development based on local wisdom and unique culture in Indonesia. The authority of the Indonesian education system policy program in strengthening character education covers religiousness, nationalism, independency, mutual cooperation, and integrity with the development of local wisdom-based learning materials. The purpose of this research is to discover the process of dance learning implementation in students’ character education development. This research employs quantitative with descriptive statistics data analysis. The data were collected through an observation of 22 primary school students during a dance learning process and in-depth interviews to two dance teachers to obtain data regarding local wisdom-based dance learning implementation to develop students’ characters. The findings show that character education developed in local wisdom-based dance learning can be done through various learning activities such as appreciation and introduction of traditional dance materials, instilling values, independent and group study to build independency and mutual cooperation, and familiarize students to pray before and after learning. These are to plant local wisdom values through dance movement learning.

[305] In a further development, local cultures are often used as a basis of the development of character education implementation towards students. The concept of character education is frequently used to create the best education that has psychological functions in its implementation (Abu et al., 2015;Carr & Harrison, 2015;Cunningham, 2007;Demirel et al., 2016;Lapsley & Power, 2005;Niemiec, 2017). Moreover, the implementation of character education concept is always linked to moral education in school (Lapsley & Power, 2005;Marvasti, 2004;Narvaez et al., 2006;Thornberg, 2010). In this context, character education is always connected to ethical education (Damm, 2011;Fadrusiana & Triastuti, 2020;Sukendar et al., 2019). Furthermore, character education has been made a policy of national education system in a country (Alexander, 2003(Alexander, , 2005van Oord, 2013) including in Indonesia.
Several researches have applied the concept local wisdom in education (Atmojo, 2015;Hidayah & Ramli, 2017;Ilhami et al., 2019). The learning process tends to aim at building students' characters through values that exist in the local wisdom of a particular local area (Murwaningsih et al., 2020;Suastra et al., 2017;Sugiyo & Purwastuti, 2017). The learning materials given lean heavily on local wisdom values attached of a particular people, which will be taught to students through a learning process that is carried out (Hasanah et al., 2016;Mubiar et al., 2020). In addition, another research talks about character education in primary schools learning activities (Ani, 2014;Kristanto, 2014;Sunaengsih, 2015).
Recently, character education is implemented in local wisdom-based dance learning as the core of the teaching materials development. In this case, the concept of implementing character education in a dance class can be seen from two different terminology perspectives that have different meanings, which is dance terminology and character education. Dance is a representation of time and space movement (Butterworth, 2004).
Learning about dancing in schools is one of many self-expression activities that a student can do (Carr, 1984). Character is a universal value of human behaviors that covers all of life activities, whether it is related to God, oneself, another human being, or environment that is materialized inside the mind, through behavior, feeling, word, and action, which is based on norms of religion, law, manners, and customs (Suryadi, 2013;Wijanarko, 2019). In a simpler definition, character education is a process of educating individuals, which focuses more on moral education (Althof & Berkowitz, 2006;Arthur, 2003;Revell & Arthur, 2007).
A strong character of a nation will be influenced also by a generation of a nation that has strong characters (Baptiste, 2009). This ideology becomes the basis of education system policy in Indonesia to build a generation of the nation with a strong character. The statement is in line with the 2013 Curriculum stating that the development of character education is the basis of learning competencies achievement. The area of character education has become [306] a goal of the 2013 Curriculum policy, which is depicted clearly in the competency standard for graduates that is restated in the core and basic competency. A character-based education has become one of the strengths emphasized in the 2013 Curriculum. However, in the realization process, there are many teachers that find difficulties in implementing the education system to achieve the desired learning purposes in the 2013 Curriculum.
The development of character education, as stated heavily in the 2013 Curriculum, focuses more on improving the students' attitude and personality. In this case, character education is understood as a means of helping students shape their characters optimally. Character education is in a direction to emphasize certain values such as respect, responsibility, honesty, care, and fairness. It also helps students to understand, pay attention to, and implement those values in daily life. Under the circumstances, schools are demanded to play their role and show their responsibility to teach and develop good values. Dance subject in the cultural arts and crafts is related to character values that are needed to develop and is related to the context of daily life.
Dance learning in schools is a subject that has a function to provide esthetical, ethical, and philosophical basics to students. Thinking sensitivity, imagination, and the realization of a creative mind is developed more by the potential of motoric sensor to catch the stimulants from the environment. The tendency of learning process that shows up is students play, imitate, and respond better to objects or activities, which are processed by their potential senses. The opportunity to discover creative behaviors from students will occur more from learning sources that come from each student's ability. In this case, Murgianto (1983) states that the value of dancing in the world of education does not lie only in the practice to master the skills and abilities but also in the possibility to develop the kids ability to express themselves.
Dancing has to give creative experience to kids and has to be taught as one of many ways to experience and restate the aesthetic value that happens in their life. Teaching materials or sources that are relevant with the age of primary school students basically has to be able to dig the children's world itself. For example, a child loves stories about animals, games, kid songs, and other materials that are related to the children's world.
Dance learning in schools does not lead kids to be an expert in dancing (Brown, 2014;Giguere, 2015;Koff, 2000). Through body movements, students are taught to explore their body potentials as an aesthetic source of dancing (Arkin, 1994;Gard, 2001). Therefore, it is important for teachers to understand pedagogy to teach dancing to students in schools (Biasutti, 2013;Connell, 2009;Cuellar-Moreno, 2016). In the recent era of technology, students are able to learn how to dance through technological devices such as a computer, mobile phone, and laptop (Boettcher, 1983;Politis, 1990). In the 21 st century era teachers are demanded to have a whole and thorough competency of their duty and role as a dance teacher in schools (Andrzejewski, 2009;Gilbert, 2005;Sööt & Viskus, 2014).
A research about dancing results in a philosophy that is based on a fundamental belief of artistic and aesthetic capacity of general human behaviors and of expressed values has shown through creative activities in the field of arts. Moreover, the philosophy can be made as a theoretical basis that can help finding things that are beneficial and have clear contribution to the development of science. An example of the formulation is the insistence on dancing that is experienced as a proper medium to express oneself. Therefore, if the movement of the intellectual, emotional, and spiritual realm is coordinated with the activities of body movement, then a dynamic life expression will emerge as a result (Margaret, 1985).
In a simpler definition, character education is a positive activity done by a teacher that has an impact towards the students' character being taught. Character education has become an educational movement that supports social, emotional, and ethical development of a student. It is also a proactive attempt done by schools or the government to help students develop their core of ethical and performance values such as empathy, honesty, diligence, fairness, tenacity, fortitude, responsibility, and appreciating oneself and others (Hapsari, 2013;Hariyanto, Samani, 2012;Maarif, 2018;Puspita, 2015;Citra, 2012).
According to Fathorrahman & Farida, 2018;Larson, 2004;and Muttaqin, Raharjo, & Masturi, 2018, character education can be understood as a sincere effort to develop, encourage, and empower positive personality through exemplars, studies (history and biography of great thinkers and philosophers), and emulation practice (a maximum effort to manifest wisdoms of what is being observed and learned) (Hariyanto, 2012;Muttaqin, Raharjo, & Masturi, 2018). Therefore, character education is a process of giving guidance to students so that they can be a human being as a whole that has characters in the dimension of heart, mind, body, and sense and intention. Character education can be defined as value, personality, moral, and behavior education to improve students' ability to make a good decision, maintain what is good, and manifest the goodness in real life wholeheartedly (Hariyanto, 2012). In the publication of curriculum center, it is stated that character education has a function to (1) develop basic potential so that a student can have a kind heart, good mind, and good behavior; (2) strengthen and build a multicultural nation; (3) improve civilization of the nation that is competitive in the global field.
Moreover, several values that shape character building that is a result of an empirical study of the curriculum center has been identified. Values that come from religion, Pancasila, culture, and the purpose of national education are: (1) religious, (2) honest, (3) tolerance, (4) discipline, (5) hard work, (6) creative, (7) independent, (8) democratic, (9) curiosity, (10) national spirit, (11) loving the homeland, (12) respecting achievements, (13) [308] friendly/communicative, (14) loving peace, (15) love to read, (16) care for the environment, (17) care for the society and (18) responsible. Furthermore, in the implementation at the education unit, the curriculum center recommends that it is started from the essential, simple, and easy-to-do value that is in line with the condition of each school such as cleanliness, tidiness, comfort, discipline, and politeness (Hariyanto, 2012).
The importance of character development, given the state of nature's wealth that continues to be exploited that will be gone one day and cannot be renewed, then an early preparation to build a good character has to be carried out immediately (Megawangi, 2004;Silkyanti, 2019;Suryana, 2013). The quality of human resources that have good characters, high working spirit, and independence is the one that will bring success to the nation in the future. Such spirit of the nation's culture will never end. It even will become a blessing in the future. Wynne (1991( , in Megawangi, 2004 explains that there are two definitions of character. First, a character is the way a person behaves. If a person is not being honest, cruel, or greedy, then the person is said to manifest a bad character. On the other hand, if a person is honest and loves to help, then the person is said to manifest a noble character.
Both terms of a character are closely related to personality. Someone can be said as a person of character if his or her behavior is in accordance with the moral principle.
All in all, the purpose of this research is to obtain data and information about the development of character education of students through local wisdom-based dance education. Strong local cultures in education implementation in one of private primary school in Bandung becomes one of the reasons the authors to find data and information that is focused on the problems 1) Student learning activities in dance learning by applying local culture concepts in the learning activities; and 2) The concept and results of the application of local wisdom values in dance learning designed by the teacher in developing teaching materials, especially in developing student character education through movement.

METHOD
The method used in this research is quantitative approach with descriptive statistic data analysis technique. The data were obtained from observations and interviews with arts and cultures teachers to get data and information about local wisdom-based dance learning implemented in one of private primary school in Bandung, West Java, Indonesia, which has a vision of a learning program that involves local wisdom potential of local areas around. The culture of education is applied and adopted from local wisdom values of local areas around that area reflected in various educational activities such as in how to behave, communicate, socialize, and adapt to a culture. Moreover, the potential of the local wisdom is used as a medium to develop teaching materials for every particular field of studies at the school including enhancing teaching materials of dance class. In addition, other than used as a medium to develop teaching materials, the local wisdoms are implemented in other activities such as how to behave, to communicate, or how students greet each other, students greet teachers, and teachers greet students. Those values are also implemented in dance education activities.

Participants
The research involved 22 students as the participants, which consist of 9 male students and 13 female students. Other than students that became the participants of the research, this research involved 3 arts and culture teachers. The involvement of the participants is required to see the learning process of how students get dancing teaching materials using localwisdom-based learning approach. As for the teachers, their involvement is to obtain data and information about the development of local-wisdom-based teaching materials and the dancing learning process done implemented local wisdom values from local areas around.

Data Collection
The research was conducted in three months starting from May until July of 2019. The data collection began with an initial observation to see the dancing learning condition before the research was started. Dancing learning was carried out for 2 x 35 minutes starting from 07.00-08.10. To obtain data about local wisdom-based dancing learning, an observation towards students and teachers was done during the class hour. Moreover, to obtain data and information about teaching materials given by teachers in the local wisdom-based dancing learning, an interview was conducted outside of the teaching hours.  [310] From all student and teacher respondents, the observations were focused on the process of dance learning in instilling local wisdom values with the design of dance learning materials given to students. The observations were more focused on student learning activities based on character education, the ability of students to understand learning material, the process of student-teacher interaction, and the process of student-student interaction through teacher-directed learning. In addition, the data of this research were obtained from audio recordings of semi-structured interviews with arts and culture teachers to obtain the data on the basic development of local wisdom-based dance learning materials, the methods used by teachers in providing local wisdom-based teaching materials, the media used by

Data Analysis
Based on the data and information from observation and interview results, the authors made a discussion theme based on predetermined data coding and categorization referring to Sherman & Webb (2018) to provide differences in the data and information that is obtained as a result of the findings of the research problems. The coding is formulated based on the focus of the research problems according to data from observations and semi-structured interviews to distinguish data from observations on student learning activities and data from interviews with teachers about the development of teaching materials and strategies implementation. Data validation was done by checking the completeness of the data, checking the identity of the data filler, creating tabulation of data, and distributing the data based on the data groups to be analyzed.
The inductive analysis approach was used to analyze data repeatedly to produce a result of data analysis based on the results of the interpretation process of data that had been selected, categorized, compared, and put together (McMillan & Schumacher, 2010). The coding process in the analysis step was conducted to categorize data or information from the text or visual data results (images, photos, etc.) as a database of the research that was conducted (Creswell, 2014).

Local Wisdom Values in Teaching Materials Used in Teaching Characters to Students
In this research, the kaulinan barudak song was used as a source of material for the development of local wisdom-based dance learning materials. Kaulinan barudak is a type of Sundanese folk game based on local wisdom in the form of kakawihan barudak or children's songs. Kakawihan barudak is a literary work whose work is unknown (anonymous), categorized as an oral folklore, and is the largest unwritten source (Gloriani, 2013).
The dance learning material for the kaulinan song was more focused on cultivating the values contained in the lyrics and poetic elements of the song. This is because the lyrics and poetic elements of kaulinan barudak song contain noble values of Sundanese cultural identity in particular, which is full of educational values for children. In addition, the characteristics of the students are also being considered. Therefore, the dance learning material designed through the kaulinan barudak song is more intended for primary school students, in which the local wisdom values can be applied in children's everyday life.
Kaulinan barudak is usually played in groups (teamwork). Kaulinan barudak is a type of traditional children's game, which is a genre of folklore that is performed in the form of games . Therefore, there are positive values contained in kaulinan barudak. Indirectly, kaulinan barudak invites children to learn to think creatively, not to act individually, to socialize, take responsibility, accept their own weaknesses, and acknowledge the strengths of others. As a form of local cultural diversity and wealth, there are several types of kaulinan barudak songs that are used as a teaching material, such as the Oray-orayan song. The lyrics of the kaulian barudak Oray-orayan song, which is the learning material for local wisdom-based dance, are as follows.
Oray-orayan (Snake, snake) Oray orayan (Snake, snake) luar leor mapay sawah (lurking besides the rice fields) tong ka sawah (don't go to the rice fields) parena keur sedeng beukah (the rice is ready to harvest) Oray-orayan (Snake, snake) laur leor mapay leuwi (lurking besides the garden) tang ka leuwi ( be observed from the circular movement of the snake, which is visualized by the way the game is played through teamwork, holding hands tightly so that it is not easy to let go when faced to danger (Lestari, 2017). In addition, the philosophy of the snake games teaches students about the character of teamwork and mutual cooperation.

Local Wisdom Values in the Dance Learning Process to Teach Characters to Children
Teaching characters to children with local wisdom-based dance learning was carried out in several learning stages. The local wisdom values in kaulinan barudak can be applied in dance learning as an attempt to improve children's attitudes or characters (Mulyati & Hendriyana, 2013) Learning activities with kaulinan will help children to be involved in the learning that is being carried out more easily. This is because the games in kaulinan barudak are considered more fun and teach the meaning of sportsmanship in a game, especially the meaning of winning or losing in a game (Dermawan et al., 2020). Therefore, through traditional kaulinan games students' motivation in participating in dance lessons can be increased (Pratiwi, 2015).

Praying before Learning
A prayer activity is meant to educate children to get used to always remembering and carrying out all the obligations from the teachings of each student's religion, especially for Muslim children to always be obedient, pray, and stay away from all of the prohibitions. The essence of this religious value is the emphasis of early learning activities.

Singing National Songs
The activity of singing national songs is a mandatory stage for every subject given at school, including in dance class. The purpose of this learning activity is to instill the value of nationalism in children so that they always appreciate and respect the struggles of the heroes who participated in realizing the independence of Indonesia. Getting children used to singing national songs before learning is an attempt to instill nationalism values in children (Sari & Utami, 2016;Sari, 2016).

Reading, Understanding, and Presenting Kaulinan Barudak Song
This stage was carried out at the beginning of the core learning activity before students are guided to interpret the kaulinan barudak song with the language of their body movements.
During the learning activities, children were directed and guided to read and understand the meaning of each kaulinan barudak song, which was the material for dance learning at that time. Because there are meanings of local wisdom values in every sentence of kaulinan barudak songs that are taught to children, understanding the values of local wisdom in the lyrics of kaulinan barudak song becomes one of the stages of teaching characters to children. At this learning stage, students were taught to be able to sing the kaulianan barudak song, which have been mastered by most children, especially primary school children in urban areas. This learning activity aims at building students' integrity to always know, appreciate, and have the motivation to learn about the richness of their culture.

Exploring Kaulinan Song in Dance Movements
Movement exploration is the main medium for dance learning. Students are directed to have the ability to exercise their bodies according to the learning theme given at that time.
In this research, the process of exploring students' movements was further developed through the stimulus of the kaulinan barudak song entitled Oray-orayan. Initiating the movement exploration, the students' way of thinking was firstly constructed by re-understanding the meaning of the Oray-orayan song lyrics to be interpreted in the form of movements. In addition, students were conditioned to play the Oray-orayan game according to its original form. Then, at the next learning stage, students were taught to be able to process movements according to the Oray-orayan musical accompaniment pattern through rhythmic in the Oray-orayan kaulinan song. The form of movements developed in the learning activity explored more the forms of movements developed by students when during the learning activity. The exploration activity of the kaulinan barudak song can be directed as a stimulus to develop children's creative abilities (Kamilia et al., 2019).

Presenting Learning Results in Front of Other Students
This learning stage is important during the learning process to foster courageous attitudes and behaviors to be responsible for the learning outcomes. In addition, the activity of presenting their learning outcomes can teach students to be solid and work together in group learning activities. This stage also aims at educating students to always be disciplined and be able to work together with their friends. This stage always becomes a concern in dance learning activities at SD the school.

Concluding Learning Outcomes
This stage was carried out at the end to teach students to find their own conclusions from the learning activities. Concluding learning outcomes was always conducted in every meeting, especially at the end of the lesson so that students can understand the meaning of the learning activities.

Assessing Local Wisdom-based Dance Learning to Teach Characters to Students
The dance learning refers to the 2013 Curriculum, where the teachers refer to the standardized contents set in the 2013 Curriculum, especially for cultural arts and crafts subject. However, in the implementation of the learning activity, schools gave authority to teachers to teach cultural arts and crafts according to their expertise and educational background. In accordance with the 2013 Curriculum, the material for cultural arts and crafts taught in schools consists of music, dance, and fine arts. Cultural arts and crafts subject had a different teacher for each subject, depending on the subjects being taught. Thus, learning the art of dance had relevant teaching staff with proper educational competences.
However, in practice, it is regulated based on the school's decision.
This is an assessment of the overall students' competence in the area of character education values in dance learning shown during the learning process. The learning competencies to observe are the occurrence of religious, nationalist, independent, and cooperative attitudes improvement along with the results of the interviews. The five attitudinal competencies become observation area to be assessed through several assessment instruments used in the learning process activities carried out by students. The research assessment process was carried out in two parts, a pretest or an initial assessment and posttest at the end of the assessment.
The function of the initial assessment or pretest was to see the initial data on the behavior of students' attitudes before the learning activity is given. Meanwhile, the function of posttest is to observe significance changes in student attitudes after the learning activity is given. After the pretest assessment activities were carried out, the mean value (x) of the pretest students is 70. The median (middle value) in the above pretest data is 75.5, while the mode (values that often appeared) on the pretest values above are 75, 76, and 78. The frequency table data is based on the data that has been obtained as follows. Information: 1) The midpoint is the middle score of the interval class, which is taken from the upper class score plus 0.5.
2) Frequency is the total number of students that were analyzed.
From the data above, the results in a form of a percentage can be seen below: 1) There are 4 students who score between 68.5 -70.5 or 18% of students.
2) There are 3 students who score between 71.5 -73.5 or 14% of students.
3) There are 8 Students who score between 74.5 -76.5 or 36% of students.
4) There are 5 students who score between 77.5 -79.5 or 23% of students.
5) There is one student who scores between 80.5 -82.5 or 4.5% of students.
6) There is one student who scores between 83.5 -85.5 or 4.5% of students.
Thus, the results of the calculation of the data above can be illustrated in the graph below: Graph 1. Pretest Score [316] The graph above is a depiction of the pretest data result. There are four students who got a score of 68.5-70.5, three students who got a score of 71.5-73.5, eight students who got a score of 74.5-76.5, five students who got a score of 77.5-79, 5, one student who got a score of 80.5-82.5, and one student who got a score of 83.5-85.5.
In the data presentation section, the results obtained after local-wisdom-based dance learning activities were given to students to see the overall students' competence in the area of character education values in dance learning shown during the learning. The mean score (x) of the students' pretest was 80. The median (middle score) in the posttest data above was 81, and the mode (values that often appear) on the posttest score above were 81, 82 and 83. The frequency table data is based on the data that has been obtained as follows. 1) The midpoint is the middle score of the interval class, which is taken from the upper class score plus 0.5.
2) Frequency is the total number of students that were analyzed.
From the data above, the results in a form of a percentage can be seen below: There are 4 students who score between 68.5 -70.5 or 18% of students.
There is 0 student who scores between 71.5 -73.5 0% of students.
There is 1 student who scores between 74.5 -76.5 or 4.5% of students. There are 2 students who score between 77.5 -79.5 or 9% of students.

No
There are 9 students who score between 80.5 -82.5 or 41% of students.
There are 4 students who score between 83.5 -85.5 or 18% of students.
The data above is the result of data processing collected by the author at the end of the learning assessment. The data obtained from the teacher during assessment at the end of the session was expected to be able to show a depiction of the final condition of the students after participating in local-wisdom-based dance learning. Data and information obtained through posttest assessments to obtain information on the results of local wisdombased dance learning to teach characters to students will be given by the teachers. The assessment at the end of the session includes several aspects of assessing student learning outcomes related to cognitive, affective, and psychomotor competencies. Thus, the results of the data calculation above can be illustrated in the following graph: Graph 2. Posttest Score The graphic above is a depiction of the posttest data result. There was no student who got a score of 68.5-70.5, one student who got a score of 71.5-73.5, two students who get a score of 74.5-76.5, six students who got a score of 77.5-79.5, nine students who got a score of 80.5-82.5, and four students who got a score of 83.5-85.5. Based on the data above, it shows that after local wisdom-based dance learning, the character values of students in daily life shows a relatively good process of change. The real condition of this data was seen from the attitudes of students during learning, which show significant changes. When they sang the national songs, they began to show a serious and disciplined attitude as an attempt to appreciate the values of heroes and the nationalist spirit of students. Even when praying, the students showed a good attitude to fully appreciate the meaning of a prayer in all activities carried out by students. Another positive change was shown by the manifestation of independency, which was apparent from the willingness to study alone and with friends as a form of mutual cooperation and the value of integrity of the students. Moreover, among their friends, they always tried to help each other.

CONCLUSIONS
All in all, based on the data of the research result, it can be concluded that 1) local wisdombased dance learning can be implemented to primary school students to help them learn about characters; 2) the values of local cultural wisdom from the dance learning materials can be used as a stimulus to teach student characters; 3) fun learning strategies are more understandable and acceptable by students to help them comprehend and learn the materials given by teachers;4) the concept of character education for students through dance learning activities is very likely to be developed because in local wisdom-based dance learning materials, there are many character values that can be transmitted to students in the learning process; 5), character education in dance class is not only given by oral or theoretical delivery, but also is carried out through learning strategies that are able to condition students so that they can understand the meaning of the character education value implanted in the learning activities. In the future, this research can be used as an alternative dance learning model that can be applied by teachers in primary schools who teach dance, especially to educate teach characters to students through exploration of the kaulinan barudak game as a form of local wisdom values expressed through movement.

ACKNOWLEDGMENT
In this section, the authors would like to thank the chancellors, the faculty, and the Head of Dance Department who have given us the opportunity and confidence to conduct the research to find an innovation in dance learning, especially in teaching characters to primary school students through local wisdom-based dance learning.