This research discusses the application of Augmented Reality (AR) technology in teaching traditional dance as a means of increasing the cultural literacy of junior high school students. The research aims to overcome the lack of students' understanding of traditional dance due to the lack of direct interaction with these cultural practices. The research method used a qualitative case study approach. The case study was chosen because it allows researchers to intensively explore the dynamics of learning in a limited context, namely at SMPN 13 Jakarta, and produce a comprehensive understanding of the role of AR technology in building cultural literacy. The results showed that the use of AR in traditional dance learning significantly increased students' interest, participation, and understanding of the cultural values contained in dance. In conclusion, the integration of AR technology in cultural arts learning provides a new alternative in shaping learning that is more contextual, collaborative, and oriented towards strengthening character and local cultural values. This research recommends expanding the use of AR media not only in dance, but also in other cultural arts fields such as music, visual arts, and theater.

This study investigates the effect of interactive learning in traditional dance education on students’ critical thinking skills at the senior high school level. The background highlights the dominance of rote-based teaching in dance classes and the lack of reflective and analytical approaches that can foster students’ higher-order thinking. A quasi-experimental method with a pretest-posttest control group design was employed, involving 72 tenth-grade students from several high schools in South Jakarta. The experimental group received interactive dance instruction integrating reflection, interpretation, and peer discussion, while the control group received conventional instruction. Data were collected through critical thinking tests, classroom observations, and student perception questionnaires. The results showed a significant improvement in the experimental group’s critical thinking scores, with a posttest average of 88.2 and a gain score of 0.71 (high category), compared to the control group’s posttest average of 66.7 and gain score of 0.21 (low category). Paired t-test and independent t-test analyses confirmed statistically significant differences (p < 0.05) between the two groups. Observation and questionnaire data revealed that students in the interactive group exhibited higher engagement in critical thinking activities such as interpretation, evaluation, and reasoning. These findings confirm that interactive dance learning not only enhances aesthetic understanding but also promotes critical thinking, making it a valuable pedagogical approach for 21st-century education.