Food is a basic human need, which requires accuracy and caution in choosing daily food. The success of implementing an early childhood feeding program to meet nutritional needs is very dependent on the role of parents. Parents must have skills and knowledge in processing food and managing children's nutrition. So that the development of the child's level of emotional intelligence is achieved perfectly. Providing healthy food to children is the main support in fulfilling nutrition in the growth process and level of social-emotional development. The aim of this research was to find out how the pattern of providing food is in order to build emotional intelligence in early childhood. Providing balanced nutritious food for children will increase emotional intelligence in optimizing the learning process because it can increase enthusiasm and concentration in class. Every child has different nutritional needs and it depends on their activity level, height, weight and immunity. One difference can be seen based on the activity between active and passive children so that calorie needs are certainly different when children do activities.
{"title":"Hubungan Antara Nutrisi Dan Kecerdasan Emosional Pada Anak Usia Dini","authors":"Riza Wahyu Utami","doi":"10.24903/jw.v8i2.1342","DOIUrl":"https://doi.org/10.24903/jw.v8i2.1342","url":null,"abstract":"
 
 
 Food is a basic human need, which requires accuracy and caution in choosing daily food. The success of implementing an early childhood feeding program to meet nutritional needs is very dependent on the role of parents. Parents must have skills and knowledge in processing food and managing children's nutrition. So that the development of the child's level of emotional intelligence is achieved perfectly. Providing healthy food to children is the main support in fulfilling nutrition in the growth process and level of social-emotional development. The aim of this research was to find out how the pattern of providing food is in order to build emotional intelligence in early childhood. Providing balanced nutritious food for children will increase emotional intelligence in optimizing the learning process because it can increase enthusiasm and concentration in class. Every child has different nutritional needs and it depends on their activity level, height, weight and immunity. One difference can be seen based on the activity between active and passive children so that calorie needs are certainly different when children do activities.
 
 
","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
None Faiza Hawa, None Rahmawati Sukmaningrum, None Arso Setyaji
As as international language used across the globe, English needs to be given to students since their early age. For that reason, government issued a policy concerning the implementation of English learning to be given to students since early age. Teachers in class are facing a challenging situation since they have to be able to create fun, creative English larning which involve early age students in its implementation. What should they do then to realize such fun and attractive Engllish learning? An attractive and educative learining media can help teacher to make it realized. Educative song is an educative media that can make learning English fun and attractive. What effects these educative songs can bring in English learning? This is the focus of this study. This study aimed at finding out the effect of implementing educative song as a media for learning English for pre-school students. This study is designed as a descriptive qualitative study which involves pre-school teachers. In order to get the data, the researchers employed a 5 Likert-scale questionnaire to 40 pre-school teachers across Guntur subdistrict, Demak Regency, in Central Java Province. The data were then analyzed using Interactive Model Analysis by Miles and Huberman. The results displayed some important notes. Learning English through educative songs can build students’ good character, attitude, and confidence. Furthermore, educative songs motivated students to learn more for English. The songs also help students to enrich their English vocabulary. For this, pre-school teachers should provide students with fun learning in learning English in school.
{"title":"Dampak Penerapan Educative Song Dalam Pembelajaran Bahasa Inggis Pada Anak Usia Dini","authors":"None Faiza Hawa, None Rahmawati Sukmaningrum, None Arso Setyaji","doi":"10.24903/jw.v8i2.1373","DOIUrl":"https://doi.org/10.24903/jw.v8i2.1373","url":null,"abstract":"
 
 
 As as international language used across the globe, English needs to be given to students since their early age. For that reason, government issued a policy concerning the implementation of English learning to be given to students since early age. Teachers in class are facing a challenging situation since they have to be able to create fun, creative English larning which involve early age students in its implementation. What should they do then to realize such fun and attractive Engllish learning? An attractive and educative learining media can help teacher to make it realized. Educative song is an educative media that can make learning English fun and attractive. What effects these educative songs can bring in English learning? This is the focus of this study. This study aimed at finding out the effect of implementing educative song as a media for learning English for pre-school students. This study is designed as a descriptive qualitative study which involves pre-school teachers. In order to get the data, the researchers employed a 5 Likert-scale questionnaire to 40 pre-school teachers across Guntur subdistrict, Demak Regency, in Central Java Province. The data were then analyzed using Interactive Model Analysis by Miles and Huberman. The results displayed some important notes. Learning English through educative songs can build students’ good character, attitude, and confidence. Furthermore, educative songs motivated students to learn more for English. The songs also help students to enrich their English vocabulary. For this, pre-school teachers should provide students with fun learning in learning English in school.
 
 
","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The professional competence of drawing studio teachers is an important part of the quality of management of non-formal education institutions, the scope of early childhood education (PAUD). Professional competence is something that every teacher who teaches in studios or drawing courses must have. This research is based on questions from parents regarding the professional competence of studio teachers, some have a bachelor's background in fine arts education, some have a non- educational fine arts background, there are also those who don't have a graduate background but can draw or are known to be autodidacts, there are even some educational background other than fine arts but can draw, and so on. This research aims to describe one of the teacher competencies, namely the professional competency of studio teachers in the city of Bandung. The method in this research is qualitative with a descriptive analysis approach. Data collection in this research used observation techniques, interviews, and students' drawings. The subjects of this research were three studio teachers from different locations in Bandung City. This research shows that of the three drawing studio teachers, there are two teachers who have good professional competence, while one teacher has professional competence in the quite good category. An institution or drawing studio that has good professional teacher competence will influence the quality, so that parents will have more confidence in the studio. It is hoped that this article can become a reference and knowledge for prospective educators regarding the professional competence of drawing studio teachers.
{"title":"Kompetensi Profesional Guru Sanggar Gambar Anak Usia Dini (4-6 TAHUN)","authors":"None Prayitno","doi":"10.24903/jw.v8i2.1382","DOIUrl":"https://doi.org/10.24903/jw.v8i2.1382","url":null,"abstract":"
 
 
 The professional competence of drawing studio teachers is an important part of the quality of management of non-formal education institutions, the scope of early childhood education (PAUD). Professional competence is something that every teacher who teaches in studios or drawing courses must have. This research is based on questions from parents regarding the professional competence of studio teachers, some have a bachelor's background in fine arts education, some have a non- educational fine arts background, there are also those who don't have a graduate background but can draw or are known to be autodidacts, there are even some educational background other than fine arts but can draw, and so on. This research aims to describe one of the teacher competencies, namely the professional competency of studio teachers in the city of Bandung. The method in this research is qualitative with a descriptive analysis approach. Data collection in this research used observation techniques, interviews, and students' drawings. The subjects of this research were three studio teachers from different locations in Bandung City. This research shows that of the three drawing studio teachers, there are two teachers who have good professional competence, while one teacher has professional competence in the quite good category. An institution or drawing studio that has good professional teacher competence will influence the quality, so that parents will have more confidence in the studio. It is hoped that this article can become a reference and knowledge for prospective educators regarding the professional competence of drawing studio teachers.
 
 
","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developing honest character in children between the ages of 4 and 6 is very important as this period is known as the "golden age". However, few actually practice storytelling techniques. The purpose of this study is to find out how early childhood character is shaped by storytelling. This study examines how using a narrative approach to teach about the life of the apostle in group B, RA Darul Falah I Samarinda, can improve early childhood honesty. Classroom action research is the type of this study. As research techniques, observation, interviews, and documentation were used to collect qualitative descriptive data. According to the findings of the data analysis, 60% of the pre-action children reflected their honesty on average. Children's honesty increased to 75% as a result of the information generated by stage I data analysis. The results of stage I data analysis showed that the moral character of children who achieved BSB was 44% or 6 children, BSH was 2 children or 14%, MB was 4 children or 28%, and BB was 2 children or 14%. After following the same treatment in the second stage, 72% of children or 12 children got BSH results, 2 children got BSB 2 or 28% and children no longer got MB and BB. The proportion of stage 2 assessment increased to 85%. Based on the research findings above, it can be stated that the story approach can effectively improve the honesty of group B children, who are 5 to 6 years old and belong to RA Darul Falah I Samarinda. The findings of this study can be recommended for use in early childhood learning to improve children's honesty through the use of historical stories of prophets.
{"title":"Implementasi Metode Bercerita Dalam Membentuk Karakter Jujur Pada Anak Usia Dini","authors":"Karmila Wardani, Nur Kholik Afandi","doi":"10.24903/jw.v8i2.1320","DOIUrl":"https://doi.org/10.24903/jw.v8i2.1320","url":null,"abstract":"
 
 
 Developing honest character in children between the ages of 4 and 6 is very important as this period is known as the \"golden age\". However, few actually practice storytelling techniques. The purpose of this study is to find out how early childhood character is shaped by storytelling. This study examines how using a narrative approach to teach about the life of the apostle in group B, RA Darul Falah I Samarinda, can improve early childhood honesty. Classroom action research is the type of this study. As research techniques, observation, interviews, and documentation were used to collect qualitative descriptive data. According to the findings of the data analysis, 60% of the pre-action children reflected their honesty on average. Children's honesty increased to 75% as a result of the information generated by stage I data analysis. The results of stage I data analysis showed that the moral character of children who achieved BSB was 44% or 6 children, BSH was 2 children or 14%, MB was 4 children or 28%, and BB was 2 children or 14%. After following the same treatment in the second stage, 72% of children or 12 children got BSH results, 2 children got BSB 2 or 28% and children no longer got MB and BB. The proportion of stage 2 assessment increased to 85%. Based on the research findings above, it can be stated that the story approach can effectively improve the honesty of group B children, who are 5 to 6 years old and belong to RA Darul Falah I Samarinda. The findings of this study can be recommended for use in early childhood learning to improve children's honesty through the use of historical stories of prophets.
 
 
","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of independent learning is a concept that emphasizes the ability to think independently. Merdeka is here aimed at providing educators, students and parents with comfort and enjoyment in learning to facilitate innovation and creativity. This is based on the fact that individuals with an independent disposition are more likely to experience freedom in using their innate abilities effectively. Talking about the concept of freedom to learn is actually not something new, but has been propagated for a long time by Ki Hajar Dewantara. The ideas and concepts put forward by him have contributed to the formation of a more organized and well-defined framework in the field of education in Indonesia. However, in reality, currently it can be said that the quality of education still needs to be improved, especially in Early Childhood Education Institutions. So the aim of the research was to describe the concept of independent learning for young children from the perspective of Ki Hajar Dewantara. This research uses qualitative methodology, namely descriptive analysis which includes library research. Research findings show that freedom to learn is one of the efforts to achieve humanist education. One of the educational ideas that is very important to be disseminated in the learning practices of the society 5.0 era. According to Ki Hajar Dewantara, the presence of free learning for young children fosters a sense of unlimited freedom in carrying out play activities. Children will freely explore as an indication that children have physical and psychological independence. Not only that, Ki Hajar Dewantara included the concept of freedom of learning as one of the five basic principles of Panca Dharma which includes "freedom or independence, culture, nature, nationality and humanity".
{"title":"Konsep Merdeka Belajar Bagi Anak Usia Dini Perspektif Ki Hajar Dewantara","authors":"None Masliyana, None Muhammad Nasir","doi":"10.24903/jw.v8i2.1324","DOIUrl":"https://doi.org/10.24903/jw.v8i2.1324","url":null,"abstract":"
 
 
 The concept of independent learning is a concept that emphasizes the ability to think independently. Merdeka is here aimed at providing educators, students and parents with comfort and enjoyment in learning to facilitate innovation and creativity. This is based on the fact that individuals with an independent disposition are more likely to experience freedom in using their innate abilities effectively. Talking about the concept of freedom to learn is actually not something new, but has been propagated for a long time by Ki Hajar Dewantara. The ideas and concepts put forward by him have contributed to the formation of a more organized and well-defined framework in the field of education in Indonesia. However, in reality, currently it can be said that the quality of education still needs to be improved, especially in Early Childhood Education Institutions. So the aim of the research was to describe the concept of independent learning for young children from the perspective of Ki Hajar Dewantara. This research uses qualitative methodology, namely descriptive analysis which includes library research. Research findings show that freedom to learn is one of the efforts to achieve humanist education. One of the educational ideas that is very important to be disseminated in the learning practices of the society 5.0 era. According to Ki Hajar Dewantara, the presence of free learning for young children fosters a sense of unlimited freedom in carrying out play activities. Children will freely explore as an indication that children have physical and psychological independence. Not only that, Ki Hajar Dewantara included the concept of freedom of learning as one of the five basic principles of Panca Dharma which includes \"freedom or independence, culture, nature, nationality and humanity\".
 
 
","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nur Cholimah Nur, Aliyah Latifah Aliyah Latifah Hanum
Lecturer program activities outside the campus aims to develop independent curriculum-based learning tools for PAUD teachers who are members of the Sleman Regency PAUD Forum. This activity was carried out in several stages, namely conducting a needs analysis for PAUD teachers in Sleman Regency, designing a training program for developing independent curriculum-based learning tools and practicing making learning tools. The training materials for teachers include; a) development of learning outcomes, learning objectives, and PAUD learning objectives, b) creation of P5 and intracurricular teaching modules, d) use of loose parts in learning, d) independent assignments to develop teaching modules based on the Independent Curriculum, and e) evaluation of module creation independent curriculum-based teaching. The practical results of the training were that 14 participants were able to create P5 modules and 16 participants were able to create intracurricular modules. Four P5 teaching modules and five best intracurricular teaching modules were awarded. In making the P5 or intracurricular teaching modules encountered obstacles experienced by teachers including; determine the main theme, use the assessment, and provide a starting sentence for the children in the module. So it was concluded based on the results above that the independent curriculum-based learning development training activities had an impact on the knowledge and skills of PAUD teachers who were members of the Sleman Regency PAUD Forum.
{"title":"Analisis Implementasi Kurikulum Merdeka PAUD Di Kabupaten Sleman","authors":"Nur Cholimah Nur, Aliyah Latifah Aliyah Latifah Hanum","doi":"10.24903/jw.v8i2.1399","DOIUrl":"https://doi.org/10.24903/jw.v8i2.1399","url":null,"abstract":"
 
 
 Lecturer program activities outside the campus aims to develop independent curriculum-based learning tools for PAUD teachers who are members of the Sleman Regency PAUD Forum. This activity was carried out in several stages, namely conducting a needs analysis for PAUD teachers in Sleman Regency, designing a training program for developing independent curriculum-based learning tools and practicing making learning tools. The training materials for teachers include; a) development of learning outcomes, learning objectives, and PAUD learning objectives, b) creation of P5 and intracurricular teaching modules, d) use of loose parts in learning, d) independent assignments to develop teaching modules based on the Independent Curriculum, and e) evaluation of module creation independent curriculum-based teaching. The practical results of the training were that 14 participants were able to create P5 modules and 16 participants were able to create intracurricular modules. Four P5 teaching modules and five best intracurricular teaching modules were awarded. In making the P5 or intracurricular teaching modules encountered obstacles experienced by teachers including; determine the main theme, use the assessment, and provide a starting sentence for the children in the module. So it was concluded based on the results above that the independent curriculum-based learning development training activities had an impact on the knowledge and skills of PAUD teachers who were members of the Sleman Regency PAUD Forum.
 
 
","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Masyarakat Indonesia sudah sejak lama mengenal pertunjukkan Barongsai meskipun pada masa Orde Baru sempat mendapat hambatan untuk tampil di depan khalayak, namun masih tetap hidup dan dapat dinikmati dalam berbagai kesempatan. Hal ini karena kecintaan masyarakat pendukungnya terhadap tradisi yang telah dikembangkan para leluhurnya. Salah satu pendukung keberadaan Barongsai adalah masyarakat Tionghoa di wilayah Tangerang, yang dikenal sebagai Cina Benteng (Ciben). Tulisan ini membahas usaha pemertahanan Barongsai yang dilakukan oleh masyarakat Ciben terhadap tradisi ini. Tujuannya adalah menjelaskan strategi pemertahanan yang telah dilakukan serta filosofi dan ragam hias yang melekat pada Barongsai. Metode yang digunakan adalah kualitatif-deskriptif yang didukung oleh studi lapangan dan pustaka. Hasil dari penelitian ini diketahui bahwa upaya pelestarian seni Barongsai Khong Cu Bio, tidak sebatas meregenerasi usia para anggotanya saja yaitu proses transmisi generasi tua kepada generasi muda tetapi juga diperlukan inovasi kreasi bentuk dan diversifikasi media yang hendak digunakan agar dapat tetap lestari seiring perubahan yang terjadi dalam masyarakat pendukungnya.
{"title":"STRATEGI PEMERTAHANAN SENI TRADISI BARONGSAI PADA MASYARAKAT CINA BENTENG DI TENGERANG","authors":"Syahrial, Assa Rahmawati Kabul","doi":"10.36806/jsrw.v11i2.185","DOIUrl":"https://doi.org/10.36806/jsrw.v11i2.185","url":null,"abstract":"Masyarakat Indonesia sudah sejak lama mengenal pertunjukkan Barongsai meskipun pada masa Orde Baru sempat mendapat hambatan untuk tampil di depan khalayak, namun masih tetap hidup dan dapat dinikmati dalam berbagai kesempatan. Hal ini karena kecintaan masyarakat pendukungnya terhadap tradisi yang telah dikembangkan para leluhurnya. Salah satu pendukung keberadaan Barongsai adalah masyarakat Tionghoa di wilayah Tangerang, yang dikenal sebagai Cina Benteng (Ciben). Tulisan ini membahas usaha pemertahanan Barongsai yang dilakukan oleh masyarakat Ciben terhadap tradisi ini. Tujuannya adalah menjelaskan strategi pemertahanan yang telah dilakukan serta filosofi dan ragam hias yang melekat pada Barongsai. Metode yang digunakan adalah kualitatif-deskriptif yang didukung oleh studi lapangan dan pustaka. Hasil dari penelitian ini diketahui bahwa upaya pelestarian seni Barongsai Khong Cu Bio, tidak sebatas meregenerasi usia para anggotanya saja yaitu proses transmisi generasi tua kepada generasi muda tetapi juga diperlukan inovasi kreasi bentuk dan diversifikasi media yang hendak digunakan agar dapat tetap lestari seiring perubahan yang terjadi dalam masyarakat pendukungnya.","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84703254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Seni Instalasi, Nyoman Erawan, Eksplorasi Melintas, Batas Media, Seni Rupa, I. W. Seriyoga, Jurusan Seni, Rupa dan Desain, Pendahuluan Membahas, sosok Nyoman Erawan, dengan bentangan, proses kreasi yang, panjang dan juga, melebar melampaui batas-batas, konvensi seni, M. hal, yang tidak mudah, Kreativitasnya yang begitu, kompleks dan eksplorasi, imajinasi terhadap dirinya, cukup komprehensif, lapis demi lapis ruang-ruang, kreativitasnya sudah, dikaji dan diungkap, Sebagai sosok, yang selalu gelisah, tangannya tak pernah, tenang dalam diam
Nyoman Erawan adalah seniman Bali berbakat yang tertarik untuk mengembangkan bahasa ekspresif non-representasional yang diramu dengan nilai tradisi dan budaya Bali. Selain media lukisan, ia juga mengeksplorasi media instalasi, video art dan performance art dalam karyanya. Kreativitas Nyoman Erawan bersinggungan dengan kosmologi agama Hindu Bali, sebagaimana proses kreatif masyarakat Bali selalu dikaitkan dengan tradisi keagamaan Bali yang telah menjadi alam bawah sadar kolektif masyarakat Bali. "Ruang untuk Erawan" tidak pernah terbatas pada dimensi medium karya, tetapi merupakan bagian integral dari kosmologi kehidupan pribadi dan sosialnya. Nyoman Erawan adalah seniman Bali yang karyanya merepresentasikan perkembangan seni rupa Bali modern yang tidak meninggalkan tradisi dan budaya Bali. Nilai-nilai tradisional telah berkembang dalam karya-karya modernnya, namun akar tradisionalnya masih terlihat. Penelitian ini menggunakan pendekatan teoritis diakronis kronologis sejarah seni rupa dan kritik seni rupa dengan tataran deskripsi, interpretasi dan evaluasi dalam perlakuan karya. Tujuannya adalah mengetahui konsep kreatif Nyoman Erawan untuk menggali ide dengan menggunakan bahan dan sarana yang berbeda untuk menyajikan konten yang berkaitan dengan nilai-nilai spiritual dan fenomena sosial Bali kedalam karya-karyanya menggunakan bahasa ungkap yang diwarisi dari seni modern.
{"title":"SENI INSTALASI NYOMAN ERAWAN EKSPLORASI MELINTAS BATAS MEDIA SENI RUPA","authors":"Seni Instalasi, Nyoman Erawan, Eksplorasi Melintas, Batas Media, Seni Rupa, I. W. Seriyoga, Jurusan Seni, Rupa dan Desain, Pendahuluan Membahas, sosok Nyoman Erawan, dengan bentangan, proses kreasi yang, panjang dan juga, melebar melampaui batas-batas, konvensi seni, M. hal, yang tidak mudah, Kreativitasnya yang begitu, kompleks dan eksplorasi, imajinasi terhadap dirinya, cukup komprehensif, lapis demi lapis ruang-ruang, kreativitasnya sudah, dikaji dan diungkap, Sebagai sosok, yang selalu gelisah, tangannya tak pernah, tenang dalam diam","doi":"10.36806/jsrw.v11i2.189","DOIUrl":"https://doi.org/10.36806/jsrw.v11i2.189","url":null,"abstract":"Nyoman Erawan adalah seniman Bali berbakat yang tertarik untuk mengembangkan bahasa ekspresif non-representasional yang diramu dengan nilai tradisi dan budaya Bali. Selain media lukisan, ia juga mengeksplorasi media instalasi, video art dan performance art dalam karyanya. Kreativitas Nyoman Erawan bersinggungan dengan kosmologi agama Hindu Bali, sebagaimana proses kreatif masyarakat Bali selalu dikaitkan dengan tradisi keagamaan Bali yang telah menjadi alam bawah sadar kolektif masyarakat Bali. \"Ruang untuk Erawan\" tidak pernah terbatas pada dimensi medium karya, tetapi merupakan bagian integral dari kosmologi kehidupan pribadi dan sosialnya. Nyoman Erawan adalah seniman Bali yang karyanya merepresentasikan perkembangan seni rupa Bali modern yang tidak meninggalkan tradisi dan budaya Bali. Nilai-nilai tradisional telah berkembang dalam karya-karya modernnya, namun akar tradisionalnya masih terlihat. Penelitian ini menggunakan pendekatan teoritis diakronis kronologis sejarah seni rupa dan kritik seni rupa dengan tataran deskripsi, interpretasi dan evaluasi dalam perlakuan karya. Tujuannya adalah mengetahui konsep kreatif Nyoman Erawan untuk menggali ide dengan menggunakan bahan dan sarana yang berbeda untuk menyajikan konten yang berkaitan dengan nilai-nilai spiritual dan fenomena sosial Bali kedalam karya-karyanya menggunakan bahasa ungkap yang diwarisi dari seni modern.","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"8 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91405596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Konvergensi ruang digital dan ruang fisik membawa potensi baru dalam penyampaian narasi budaya manusia dalam perjalanan ruang dan waktu. Dalam konteks rekonstruksi warisan budaya, penting untuk memahami nilai budaya intrinsik dari artefak dan menghindari multi-interpretasi dengan perspektif yang berbeda. Melalui eksplorasi ruang digital dan fisik, museum dapat memberikan pengalaman belajar yang lebih komprehensif dan menarik, menciptakan keterhubungan mendalam antara pengunjung dan objek museum. Pemahaman nilai budaya dan perspektif yang berbeda juga merupakan hal penting dalam konteks rekonstruksi warisan budaya. Desain interior yang menggabungkan kedua jenis ruang ini memberikan variasi dan daya tarik yang lebih tinggi, meningkatkan pengalaman bagi pengunjung. Penelitian ini bertujuan untuk mengkaji jelajah eksplorasi ruang digital dan fisik dalam museum untuk memberikan jawaban atas tantangan rekonstruksi budaya dalam perkembangan dimensi ruang saat ini. Melalui konvergensi kedua jenis ruang ini, pengunjung dapat memperoleh pemahaman yang lebih komprehensif tentang objek museum dengan konteks yang lebih luas. Ruang digital menyediakan akses ke informasi tambahan, visualisasi yang menarik, dan interaksi yang lebih interaktif, sementara ruang fisik memungkinkan pengunjung merasakan objek secara langsung dan menciptakan hubungan emosional. Kesimpulan penelitian ini bahwa eksplorasi ruang digital dan fisik dalam museum meningkatkan pengalaman belajar dan memberikan hiburan bagi pengunjung. Dengan demikian, konvergensi ruang digital dan fisik memberikan potensi baru dalam pengalaman belajar dan penyampaian narasi budaya manusia.
{"title":"MENGATASI TANTANGAN DALAM REKONSTRUKSI WARISAN BUDAYA: KONVERGENSI MUSEUM DIGITAL DAN FISIK DALAM RUANG HIBRIDA","authors":"Ade Ariani Sari Fajarwati, A. Wulandari","doi":"10.36806/jsrw.v11i2.192","DOIUrl":"https://doi.org/10.36806/jsrw.v11i2.192","url":null,"abstract":"Konvergensi ruang digital dan ruang fisik membawa potensi baru dalam penyampaian narasi budaya manusia dalam perjalanan ruang dan waktu. Dalam konteks rekonstruksi warisan budaya, penting untuk memahami nilai budaya intrinsik dari artefak dan menghindari multi-interpretasi dengan perspektif yang berbeda. Melalui eksplorasi ruang digital dan fisik, museum dapat memberikan pengalaman belajar yang lebih komprehensif dan menarik, menciptakan keterhubungan mendalam antara pengunjung dan objek museum. Pemahaman nilai budaya dan perspektif yang berbeda juga merupakan hal penting dalam konteks rekonstruksi warisan budaya. Desain interior yang menggabungkan kedua jenis ruang ini memberikan variasi dan daya tarik yang lebih tinggi, meningkatkan pengalaman bagi pengunjung. Penelitian ini bertujuan untuk mengkaji jelajah eksplorasi ruang digital dan fisik dalam museum untuk memberikan jawaban atas tantangan rekonstruksi budaya dalam perkembangan dimensi ruang saat ini. Melalui konvergensi kedua jenis ruang ini, pengunjung dapat memperoleh pemahaman yang lebih komprehensif tentang objek museum dengan konteks yang lebih luas. Ruang digital menyediakan akses ke informasi tambahan, visualisasi yang menarik, dan interaksi yang lebih interaktif, sementara ruang fisik memungkinkan pengunjung merasakan objek secara langsung dan menciptakan hubungan emosional. Kesimpulan penelitian ini bahwa eksplorasi ruang digital dan fisik dalam museum meningkatkan pengalaman belajar dan memberikan hiburan bagi pengunjung. Dengan demikian, konvergensi ruang digital dan fisik memberikan potensi baru dalam pengalaman belajar dan penyampaian narasi budaya manusia.","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76449539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Novita Yuniarti, Retno Andri Pramudyarini, Ang Cheche, Eva Zulva Ivana
Laporan Penelitian ini dibuat bertujuan untuk mengembangkan metode pembelajaran sistem digital Softwear CAD Richpeach v.8 pada mata kuliah pengembangan pola dan penelitian ini merupakan jenis penelitian R&D (Research & Development) dengan model pengembangan Borg & Gall yang dikutip dalam tim Pusat Penelitian kebijakan dan Inovasi (Puslijaknov). Pengumpul data menggunakan angket dengan skala Guttman untuk para ahli dan skala Likert, lembar observasi, dan lembar wawancara.Teknik analisis data yang digunakan adalah analisis statistik deskriptif kualitatif dan kuantitatif. Hasil penelitian adalah 1)Multimedia tutorial pembuatan materi mata kuliah pengembangan pola dengan sistem digital CAD reacpeach v.8 untuk mahasiswa Desain produk mode dan busana FSRIKJ berhasil dikembangkan melalui penelitian R&D dengan model pengembangan Borg & Gall yang dikutip dalam tim Puslitjaknov; 2) Multimedia tutorial pembuatan materi pengembangan pola sistem digital softwear CAD Richpeace digital dinyatakan layak oleh ahli media dan ahli materi, simpulan agar dapat mengembangkan standar kompetensi, agar kegiatan belajar mengajar pada mata kuliah pengembangan pola dapat lebih menarik dan memotivasi mahasiswa.
本研究报告的目的是开发模式开发学院的CAD Richpeach v.8的数字应用学习系统学习方法，这是一种R&D(研发)研究模式，其中引用了政策与创新研究中心团队(puslijanov)中引用的博格与加尔的发展模式。数据收集人员使用Guttman计量表进行专家、Likert计价器和访谈。所使用的数据分析技术是描述性定性和定量的统计分析。研究结果为1)CAD reacpeach v.8面向学生设计时尚产品和服装FSRIKJ的多媒体开发材料，成功地通过R&D研究与在猫的团队中引用的Borg & Gall开发模型进行开发;2)媒体开发主题开发材料设计手册CAD Richpeace digital system，被媒体专家和材料专家认为是可行的，总结以发展能力标准，使模式发展课程教学活动更有吸引力和激励学生。
{"title":"PENERAPAN TEKNOLOGI DIGITAL PADA TEKNIK PECAH POLA FASHION DESAIN","authors":"Novita Yuniarti, Retno Andri Pramudyarini, Ang Cheche, Eva Zulva Ivana","doi":"10.36806/jsrw.v11i2.188","DOIUrl":"https://doi.org/10.36806/jsrw.v11i2.188","url":null,"abstract":"Laporan Penelitian ini dibuat bertujuan untuk mengembangkan metode pembelajaran sistem digital Softwear CAD Richpeach v.8 pada mata kuliah pengembangan pola dan penelitian ini merupakan jenis penelitian R&D (Research & Development) dengan model pengembangan Borg & Gall yang dikutip dalam tim Pusat Penelitian kebijakan dan Inovasi (Puslijaknov). Pengumpul data menggunakan angket dengan skala Guttman untuk para ahli dan skala Likert, lembar observasi, dan lembar wawancara.Teknik analisis data yang digunakan adalah analisis statistik deskriptif kualitatif dan kuantitatif. Hasil penelitian adalah 1)Multimedia tutorial pembuatan materi mata kuliah pengembangan pola dengan sistem digital CAD reacpeach v.8 untuk mahasiswa Desain produk mode dan busana FSRIKJ berhasil dikembangkan melalui penelitian R&D dengan model pengembangan Borg & Gall yang dikutip dalam tim Puslitjaknov; 2) Multimedia tutorial pembuatan materi pengembangan pola sistem digital softwear CAD Richpeace digital dinyatakan layak oleh ahli media dan ahli materi, simpulan agar dapat mengembangkan standar kompetensi, agar kegiatan belajar mengajar pada mata kuliah pengembangan pola dapat lebih menarik dan memotivasi mahasiswa.","PeriodicalId":17523,"journal":{"name":"JSRW (Jurnal Senirupa Warna)","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76928982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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