PENGARUH METODE PEMBELAJARAN TARI "ASKARA" DAN TIPE KEPRIBADIAN TERHADAP REFLEKSI DIRI MURID (PENELITIAN EKSPERIMEN KELAS X SMA NEGERI 4 DEPOK)

HELEN TRI OKTAFIANA SANDHI, . (2026) PENGARUH METODE PEMBELAJARAN TARI "ASKARA" DAN TIPE KEPRIBADIAN TERHADAP REFLEKSI DIRI MURID (PENELITIAN EKSPERIMEN KELAS X SMA NEGERI 4 DEPOK). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh perbedaan penggunaan metode pembelajaran Analitik dan Global terhadap kemampuan refleksi diri murid dalam pembelajaran Tari Askara ditinjau dari tipe kepribadian introvert dan ekstrovert di SMA Negeri 4 Depok. Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2 × 2. Populasi penelitian adalah murid kelas X SMA Negeri 4 Depok, sedangkan sampel penelitian berjumlah 88 murid yang dibagi ke dalam empat kelompok berdasarkan metode pembelajaran dan tipe kepribadian. Pengumpulan data dilakukan menggunakan instrumen jurnal refleksi diri berdasarkan Gibbs' Reflective Cycle dan instrumen kepribadian IPIP-Big Five Factor Markers pada dimensi ekstraversi. Data dianalisis menggunakan uji normalitas Lilliefors, uji homogenitas Bartlett, analisis varians (ANAVA) dua jalan, serta uji lanjut Tukey pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh yang signifikan metode pembelajaran terhadap kemampuan refleksi diri murid, F (1, 84) = 31,969, p < 0,05, dengan metode Global memperoleh rata-rata kemampuan refleksi diri sebesar 79,02, lebih tinggi dibandingkan metode Analitik sebesar 71,00; (2) terdapat pengaruh yang signifikan tipe kepribadian terhadap kemampuan refleksi diri murid, F (1, 84) = 4,676, p < 0,05; (3) terdapat pengaruh interaksi yang signifikan antara metode pembelajaran dan tipe kepribadian terhadap kemampuan refleksi diri murid, F (1, 84) = 260,162, p < 0,05; dan (4) berdasarkan uji lanjut Tukey, pada kelompok murid bertipe kepribadian introvert, metode Analitik menghasilkan rata-rata kemampuan refleksi diri sebesar 80,91, lebih tinggi dibandingkan metode Global sebesar 66,05, sedangkan pada kelompok murid bertipe kepribadian ekstrovert, metode Global menghasilkan rata-rata kemampuan refleksi diri sebesar 92,00, lebih tinggi dibandingkan metode Analitik sebesar 61,09. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa efektivitas metode pembelajaran tari dalam mengembangkan kemampuan refleksi diri dipengaruhi oleh kesesuaian antara metode pembelajaran yang diterapkan dengan karakteristik tipe kepribadian murid. Oleh karena itu, penerapan metode Analitik direkomendasikan bagi murid dengan kecenderungan introvert, sedangkan penerapan metode Global direkomendasikan bagi murid dengan kecenderungan ekstrovert guna mengoptimalkan kemampuan refleksi diri dalam pembelajaran Tari Askara. Kata kunci: metode pembelajaran analitik, metode pembelajaran global, refleksi diri, tipe kepribadian, Tari Askara. ***** This study aimed to determine the effect of differences in the use of Analytic and Global learning methods on students' self-reflection ability in Askara Dance learning based on introverted and extroverted personality types at SMA Negeri 4 Depok. This study employed an experimental method using a 2 × 2 factorial design. The population consisted of tenth-grade students of SMA Negeri 4 Depok, while the sample comprised 88 students who were divided into four groups based on learning method and personality type. Data were collected using a self-reflection journal based on Gibbs' Reflective Cycle and the IPIP-Big Five Factor Markers personality instrument focusing on the Extraversion dimension. The data were analyzed using the Lilliefors normality test, Bartlett's homogeneity test, two-way analysis of variance (ANOVA), and Tukey's post hoc test at a significance level of α = .05. The results showed that: (1) there was a significant effect of learning method on students' self-reflection ability, F(1, 84) = 31.969, p < .05, with the Global learning method producing a higher mean self-reflection score (M = 79.02) than the Analytic learning method (M = 71.00); (2) there was a significant effect of personality type on students' self-reflection ability, F(1, 84) = 4.676, p < .05; (3) there was a significant interaction effect between learning method and personality type on students' self-reflection ability, F(1, 84) = 260.162, p < .05; and (4) Tukey's post hoc test indicated that students with introverted personality tendencies achieved a higher mean self-reflection score when taught using the Analytic learning method (M = 80.91) than the Global learning method (M = 66.05), whereas students with extroverted personality tendencies achieved a higher mean self-reflection score when taught using the Global learning method (M = 92.00) than the Analytic learning method (M = 61.09). Based on these findings, it can be concluded that the effectiveness of dance learning methods in developing students' self-reflection ability is influenced by the compatibility between the learning method employed and students' personality characteristics. Therefore, the Analytic learning method is recommended for students with introverted personality tendencies, whereas the Global learning method is recommended for students with extroverted personality tendencies to optimize self-reflection ability in Askara Dance learning. Keywords: analytic learning method, global learning method, self-reflection, personality type, Askara Dance.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Dinny Devi Triana, S.Sn., M.Pd. ; 2). Rines Onyxi Tampubolon, S.Sn., M.Sn.
Subjects:	Kesenian > Seni Tari
Divisions:	FBS > S1 Pendidikan Tari
Depositing User:	Helen Tri Oktafiana Sandhi .
Date Deposited:	27 Aug 2026 07:55
Last Modified:	27 Aug 2026 07:55
URI:	http://repository.unj.ac.id/id/eprint/73287

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