Innovative Nusantara Dance Mentoring to Strengthen Emotional Intelligence in Early Childhood at Sanggar Nanta Kemara, Bali
DOI:
https://doi.org/10.30822/berbakti.v4i2.5816
Kata Kunci:
mentoring; emotional intelligence; innovative nusantara dance; early childhood; cultural literacy.Abstrak
Dance instruction at the Nanta Kemara Studio is still dominated by Balinese dance, while the curriculum for Indonesian Traditional Dance and social-emotional indicators remain unstructured. This community service program aims to assist the partner in developing, implementing, and evaluating child-friendly Innovative Indonesian Traditional Dance. The activities involved 39 participants, consisting of 35 child dancers aged 4-6 years, one choreographer, one dance teacher, and two stage crew members. The implementation included needs assessment and focus group discussions (FGDs), collaborative design, seven rehearsals, two performances, and qualitative evaluation through observation, anecdotal notes, partner reflections, photos, and videos. The program produced a multi-ethnic choreography lasting approximately 5 minutes and 45 seconds that blends elements from Bali, West Java, Papua, Central Kalimantan, and West Sumatra, accompanied by digital music, audiovisual documentation, practice guides, and evaluation indicators. In the final trial, the dance sequence was completed through the final pose; observational notes indicated that the children were able to respond to musical cues, maintain attention throughout the performance, keep their formations, and display more focused expressions. Partners also received tools that can be reused in routine practice sessions. The findings are descriptive and should not be interpreted as causal evidence of an increase in emotional intelligence, as the program did not employ pre-post psychometric measurements.
Unduhan
Referensi
Amalia, R., Mulawarman, M., Mulyani, P. K., Hayati, I. R., & Sa’idah, A. Y. N. (2023). A study on the social-emotional development of young children: A systematic literature review. Aulad: Journal on Early Childhood, 6(3), 454–461. https://doi.org/10.31004/aulad.v6i3.565
Antara, P. A., Dewi, N. P. S., & Ardana, I. W. (2024). The effectiveness of game-based learning videos from the Bali Cultural Center on children’s tolerant character in river watersheds. Undiksha Journal of Early Childhood Education, 11(3), 424–429. https://doi.org/10.23887/paud.v11i3.72555
Aprilia, S., & Suryana, D. (2022). Analysis of emotional development in the application of the demonstration method in kindergarten. Jurnal Obsesi: Journal of Early Childhood Education, 6(6), 5584–5591. https://doi.org/10.31004/obsesi.v6i6.3187
Ardipal, A., Machfauzia, A. N., & Zamil, I. (2023). The effect of traditional musical instrument games on emotional intelligence in kindergarten-aged children. Jurnal Obsesi: Journal of Early Childhood Education, 7(4), 4223–4231. https://doi.org/10.31004/obsesi.v7i4.5024
Ardiyanti, D., Jayadinata, A. K., & Muqodas, I. (2025). Integrating creative dance for character development in early childhood education. Journal of Early Childhood Education, 14(1), 109–119. https://doi.org/10.21831/jpa.v14i1.1382
Ashar, D. S., & Pamungkas, J. (2023). Dance education as a means of boosting self-confidence in early childhood. Jurnal Obsesi: Journal of Early Childhood Education, 7(4), 4038–4048. https://doi.org/10.31004/obsesi.v7i4.4604
Djibran, F., & Pamungkas, J. (2023). Traditional dance instruction to stimulate aspects of early childhood development. Jurnal Obsesi: Journal of Early Childhood Education, 7(1), 876–886. https://doi.org/10.31004/obsesi.v7i1.4167
Fitri, Y. M., & Nurhafizah, N. (2023). Analysis of movement and song methods on the social and emotional development of early childhood. Jurnal Obsesi: Journal of Early Childhood Education, 7(3), 2987–2998. https://doi.org/10.31004/obsesi.v7i3.3350
Haida, G., Samsidar, S., & Daulay, F. (2023). Creative dance as an effective means of developing gross motor skills in early childhood. Jurnal Obsesi: Journal of Early Childhood Education, 7(6), 7277–7287. https://doi.org/10.31004/obsesi.v7i6.5731
Hanifah, S., Kurniati, E., & Rudiyanto. (2024). The role of early childhood education teachers in preparing early childhood learning readiness during the transition period. Undiksha Journal of Early Childhood Education, 12(3), 517–524. https://doi.org/10.23887/paud.v12i3.80623
Hartawan, I. M. (2022). Character development in early childhood through innovative learning. Undiksha Journal of Early Childhood Education, 10(1), 93–98. https://doi.org/10.23887/paud.v10i1.45773
Hartono, H., Kusumastuti, E., Pratiwinindya, R. A., & Lestar, A. W. (2022). Strategies for fostering cultural literacy and creativity in early childhood through dance education. Jurnal Obsesi: Journal of Early Childhood Education, 6(6), 5476–5486. https://doi.org/10.31004/obsesi.v6i6.2894
Istiandini, W., Rahayuningtyas, W., & Kurniawan, A. W. (2025). The development of creative dance-based anti-bullying educational media to foster children’s empathic imagination at the Laboratory Kindergarten of Universitas Negeri Malang. Journal of Dance Arts, 14(2), 143–151. https://doi.org/10.15294/qn8q0g08
Jumiatmoko, Wahyuningsih, S., Rasmani, U. E. E., Winarji, B., Fitrianingtyas, A., Zuhro, N. S., & Nurjanah, N. E. (2024). Developing tolerance in early childhood: Management and practices for an emancipatory curriculum. Undiksha Journal of Early Childhood Education, 12(3), 428–438. https://doi.org/10.23887/paud.v12i3.79477
Kotaman, H., Ördek İnceoğlu, S., & Kotaman, Ş. (2024). A dance program and young children’s social development. Current Psychology, 43, 19171–19179. https://doi.org/10.1007/s12144-024-05730-1
Labib, H. A., & Pamungkas, J. (2024). Transforming theory into practice: Dance education in early childhood education and its gaps. Jurnal Obsesi: Journal of Early Childhood Education, 8(6), 2019–2024. https://doi.org/10.31004/obsesi.v8i6.6246
Liu, W., Wang, Z., Liu, Y., & Li, X. (2025). The effects of early childhood DanceSport intervention on executive function in preschool children: A randomized controlled trial. Scientific Reports, 15, 25003. https://doi.org/10.1038/s41598-025-10751-2
Müller, E., Hunter Naples, L., Cannon, L., Haffner, B., & Mullins, A. (2024). How an integrated arts program facilitated social and emotional learning. International Journal of Early Years Education, 32(1), 204–219. https://doi.org/10.1080/09669760.2023.2261479
Nabila, A. F. (2022). The “practice rehearsal pairs” strategy in dance instruction for elementary school-aged children at the Kembang Sore Dance Studio in Tulungagung Regency. Jurnal Seni Tari, 11(2), 117–123. https://doi.org/10.15294/jst.v11i2.59691
Nadhifah, L., & Pamungkas, J. (2023). Multicultural parties as a medium for fostering appreciation of the arts in early childhood education. Jurnal Obsesi: Journal of Early Childhood Education, 7(6), 7568–7578. https://doi.org/10.31004/obsesi.v7i6.4672
Ningrum, S. J., Ujianti, P. R., & Antara, P. A. (2022). An assessment instrument for tolerance attitudes in early childhood. Undiksha Journal of Early Childhood Education, 10(3), 425–431. https://doi.org/10.23887/paud.v10i3.52851
Novitawati, N., & Anggreani, C. (2022). Development of learning plans incorporating local riverside culture for early childhood. Jurnal Obsesi: Journal of Early Childhood Education, 6(1), 220–230. https://doi.org/10.31004/obsesi.v6i1.767
Peng, D., Yuan, Y., Lin, X., Wang, Z., & Li, X. (2026). Effects of a 10-week creative dance intervention on social-emotional competence in preschool children: A preliminary cluster-randomized trial. Acta Psychologica, 268, 107387. https://doi.org/10.1016/j.actpsy.2026.107387
Rohita, R., & Suwardi, S. (2024). Early childhood educators’ perceptions of introducing Betawi culture in the classroom: Challenges and teaching strategies. Jurnal Obsesi: Journal of Early Childhood Education, 8(6), 1624–1636. https://doi.org/10.31004/obsesi.v8i6.6016
Santana, R. C. B. de, & Paiva Júnior, F. G. de. (2022). Methodological triangulation in qualitative research: A study of Brazilian journals focused on tourism. Revista Brasileira de Administração Científica, 13(1). https://doi.org/10.6008/CBPC2179-684X.2022.001.0006
Setyawati, A., Hartono, H., & Ary, D. D. (2023). Teachers’ creativity in teaching the Bendrong Lesung dance at the Anak Bangsa Integrated Early Childhood Education Center in Cilegon. Jurnal Obsesi: Journal of Early Childhood Education, 7(2), 1799–1808. https://doi.org/10.31004/obsesi.v7i2.4146
Tan, C. C. (2024). Understanding the value of creative dance by fostering empathy: A collaborative project with a Malaysian kindergarten. Wacana Seni Journal of Arts Discourse, 23(Suppl. 1), 52–62. https://doi.org/10.21315/ws2024.23.s1.5
Triwardhani, I. J., Mulyani, D., & Pratama, R. (2023). Local cultural literacy for children in Jatisura Village. Jurnal Obsesi: Journal of Early Childhood Education, 7(2), 1818–1827. https://doi.org/10.31004/obsesi.v7i2.3962
Twiner, A., Lucassen, M., & Tatlow-Golden, M. (2022). Supporting children’s understanding of emotions through creative, dance-based movement: A pilot study. Learning, Culture and Social Interaction, 37, 100659. https://doi.org/10.1016/j.lcsi.2022.100659
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Ni Made Ruastiti, Arya Pageh Wibawa, Gede Yoga Kharisma Pradana, I Nyoman Kariyasa, I Made Openanta
Artikel ini berlisensiCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
