Experiential Learning and Differential Instructional in Dance Creation Learning for Teacher Education Students

摘要

Learning models for teacher education for students of the Department of Dance Education, Yogyakarta State University. The study was conducted with qualitative methods with observation and interview data collection techniques. Research students who are taking the dance creation courses. The results of the research data were analyzed qualitatively. The results showed that learning models with integration of experiential learning (EL) and differentiation instruction (DI) strategies in it. The integration of EL and DI in the overall learning model of students is experienced by many ways; (2) reflection on the stages by integrating reflective in the moment and reflective about the moment as well as for the gradual release in building dance knowledge. There are specific stages in this model, namely the inclusion of activities to train dance products for children intended for product validation. This model has a weakness, which is the untapped role of small groups of students to optimize learning outcomes.