Publication Search

The aim of this research is to determine the learning of Cultural Arts (Zapin Sekampung Creative Dance) at SMAN 3 Siak Hulu FY 2023/2024. This research uses Hadiansyah's theory (2022). In this research the author used descriptive qualitative research methods. The research subjects were 36 Arts and Culture Teachers and Class X students. Data collection techniques using observation, interviews and documentation. The results of the research show that Cultural Arts Learning (Zapin Sekampung Creative Dance) at SMAN 3 Siak Hulu FY 2023/2024 can be seen from the Independent Curriculum components, especially those prepared through teaching modules which have several indicators including: Learning Achievement (CP) is learning competence that must be achieved by students at the end of each learning phase, Learning Objectives (TP) are a description of the achievement of knowledge, skills and attitudes obtained in learning activities, Learning Objectives Flow (ATP) is a learning phase for students in achieving learning, Teaching Tools are materials teaching in the form of learning material as the main material for discussion, Learning Assessment is the process of collecting and processing information data as a learning need, Student Worksheets (LKPD) are student learning sheets in the form of tasks given by educators referring to the basic competencies to be achieved. Learning activities consist of routine and scheduled activities based on structured lesson content according to what has been prepared through Teaching Modules that have been designed by the Arts and Culture teacher.    

This research aims to (1) obtain information regarding teacher creativity in implementing the independent curriculum, (2) determine the obstacles that arise in achieving creative teachers. This research is descriptive qualitative research using interviews and observation techniques, then the data is processed using Miles and Huberman data analysis. Based on the research results, it can be concluded that creativity in preparing teaching modules and teaching materials is grouped into four dimensions, namely personal dimensions, process dimensions, product dimensions and press dimensions. The personal dimension of creativity in preparing teaching modules can be seen from the application of differentiated learning, the application of learning methods, and the elements of teaching modules. The dimensions of the creativity process in preparing teaching modules can be seen from the survey of student needs and understanding of learning outcomes, learning objectives and the flow of learning objectives. The product dimension of creativity in preparing teaching modules can be seen from the appearance of the teaching module and the content of the teaching module. In the press dimension, creativity in preparing teaching modules can be seen from the recognition and responses of other people. Meanwhile, the personal dimension of creativity in preparing teaching materials can be seen from the diversity of teaching materials and learning media as well as the depth of materials and assessments. The dimensions of the creativity process in preparing teaching materials can be seen from understanding the teaching materials. In the product dimension, creativity in preparing teaching materials can be seen from the resulting teaching materials. In the press dimension, creativity in preparing teaching materials can be seen from the recognition and responses of other people. Barriers that are often experienced include self-motivation, time management, and mastery of information technology.