LEARNING DANCE ART THROUGH A CULTURALLY RESPONSIVE TEACHING APPROACH FOR GRADE 3 IN SDS ST. MARY ELEMENTARY SCHOOL

Abstract

This study aims to describe the implementation of Culturally Responsive Teaching (CRT)-based dance learning for third-grade students at SDS St. Mary Surabaya, a National Plus curriculum-based school with a majority of students from Chinese-Indonesian backgrounds. The problem formulation in this study is how the CRT approach is applied in dance learning and how the results of student engagement in the learning process through this approach. The research method used is a descriptive qualitative approach with data collection techniques through observation, in-depth interviews with teachers, principals, students, and parents, as well as documentation of learning activities. This research is also accompanied by coordination with external institutions such as the Department of Culture and local art studios to enrich the authenticity of the teaching materials. The results show that dance learning that refers to the six syntaxes of CRT: building cultural identity, creating inclusive classes, using culture as a learning resource, balancing academic and cultural skills, building critical awareness, and using authentic assessment, successfully increases student motivation and participation. Evaluation is carried out formatively and summatively, showing that students are not only able to perform dance movements well, but also understand the cultural values contained therein. Furthermore, there was a positive change in students' attitudes toward local culture, marked by an increased sense of pride and belonging in East Javanese culture. This study concludes that implementing the CRT approach in a multicultural school context can create meaningful, inclusive learning experiences and strengthen students' cultural identities within a National Plus-based educational framework.