PEMBELAJARAN TARI BERBASIS HOTS GUNA MEMBENTUK LINGKUNGAN BELAJAR INKLUSIF REMAJA KAUMAN, WIRADESA

Abstract

Dance education is not solely focused on mastering movement skills; it also serves as a means to develop students' critical thinking, creativity, and social abilities. This article examines the application of Higher-Order Thinking Skills (HOTS) in the instruction of the Sego Megono dance for children aged 7–12 in Kauman Village, Wiradesa District, in preparation for the Djayengrono Festival. The discussion focuses on the participants' capacity to analyze movements, evaluate practice outcomes, solve problems during the learning process, and foster a learning environment that is safe, comfortable, clean, and inclusive. A HOTS-based approach to dance instruction is implemented through activities such as movement observation, discussion, feedback, problem-solving, and group practice. Through this process, dance education is expected to go beyond the mastery of the Sego Megono dance; it should also cultivate cooperation, self-confidence, a sense of responsibility, and an appreciation for diversity. This study employs a qualitative descriptive approach, drawing on observations, interviews, and documentation of the training sessions. The findings are intended to illustrate the potential of dance education as a vehicle for developing higher-order thinking skills and establishing an inclusive learning environment within the community.