Atip Nurharini, Mohammad Jazuli, Hartono Hartono, Eko Sugiarto
Background of Study: Dance as a learning style has the potential to be an innovative and effective learning method for improving the quality of learning, particularly for elementary school students. Objective: This research aims to understand teacher perceptions of dance's potential as a teaching and learning strategy. Methodology: A survey method was employed using an interview observation sheet as the instrument. The research involved 26 elementary school teachers in Semarang. Result: Based on the interview results, it was found that many teachers have not developed the learning approaches by communicating dance as a learning style in the learning process. The interview results show that 69.2% of teachers have not implemented dance as a learning style, 23.1% have implemented it, and 7.7% have implemented it infrequently. Regarding teachers’ perceptions of the potential of dance as a learning style, the interview results reveal that 86% of teachers believe that dance can have an impact on students so they can know it well (knowing the good things), 81% of teachers state that dance as a learning style influences students’ interest and desire in learning (desiring the good things), 85% of teachers perceive that dance as an instructional approach makes the students easier to imitate well (exampling the good things), 85% of teachers respond that it can have an impact that students are easy to love properly (loving the good things), 89% of teachers believe that dance as a learning style significantly impact on the students’ good practices (acting the good things). Unique Contribution: This research highlights teachers’ perceptions of dance's potential as a current learning style and its potential to be developed as a more effective and innovative learning instruction. Conclusion: Teachers’ perceptions of dance's potential as a teaching style are positive, but the current level of implementation is poor. Key Recommendation: Teachers should develop a comprehensive learning strategy to enhance the quality of learning through dance as a learning style. © 2025, University of Nigeria Department of Mass Communication. All rights reserved.
Doctoral Programme in Arts Education, Faculty of Languages and Arts, Universitas Negeri Semarang, Sekaran, Central Java, Semarang City, 50229, Indonesia
