Meningkatkan Aktivitas, Kreativitas, Dan Potensi Siswa-Siswi SMA Bahrul Ulum dalam Bidang Ekstrakurikuler Teater: Perspektif Pendidikan Global Dan Kurikulum Merdeka
Keywords:
Teater Sekolah, Kreativitas Siswa, Pendidikan Global, Kurikulum Merdeka, Pembelajaran TransformasionalAbstract
Penelitian ini menganalisis peran kegiatan ekstrakurikuler teater dalam meningkatkan aktivitas, kreativitas, dan potensi siswa-siswi di SMA Bahrul Ulum dalam konteks Kurikulum Merdeka serta tren global pendidikan abad ke-21. Berlandaskan paradigma transformative learning dan creative pedagogy, penelitian ini menyoroti bagaimana teater menjadi wahana pengembangan kecakapan sosial, emosional, dan kognitif. Pendekatan yang digunakan ialah mixed methods dengan dominasi kualitatif deskriptif melalui wawancara mendalam, observasi partisipatif, dan survei kuantitatif sederhana terhadap 15 siswa aktif teater dan dua guru pembina. Hasil penelitian menunjukkan bahwa keterlibatan dalam teater meningkatkan keaktifan siswa sebesar 85%, rasa percaya diri 82%, dan kreativitas imajinatif 88%. Selain aspek artistik, teater berfungsi sebagai creative incubator yang mengasah empati, kepemimpinan kolaboratif, serta keseimbangan emosional. Studi ini juga menemukan bahwa teater berkontribusi pada student wellbeing pascapandemi melalui ekspresi diri dan kerja sama sosial. Hasilnya memperkuat teori constructivism (Vygotsky) dan multiple intelligences (Gardner), sekaligus sejalan dengan kerangka OECD Future of Education 2030 dan Profil Pelajar Pancasila.
References
(OECD), O. for E. C. and D. (2023). Future of Education and Skills 2030: Conceptual learning framework. https://www.oecd.org/education/2030
(WHO), W. H. O. (2024). Adolescent mental health and wellbeing: Global report 2024. https://www.who.int/publications
Alamri, M., & Almaiah, M. A. (2024). Collaborative arts-based learning for student wellbeing post-pandemic. Journal of Educational Psychology and Wellbeing, 12(1), 45–60. https://doi.org/10.1016/j.jepw.2024.01.005
Craft, A. (2023). Creative pedagogy and imaginative learning in 21st-century schools. British Journal of Educational Studies, 71(2), 134–150. https://doi.org/10.1080/00071005.2023.0001
Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5 (ed.)). Sage Publications.
Eisner, E. W. (2023). The arts and the creation of mind. Yale University Press.
Forum, W. E. (2024). Education 4.0: The future of learning and work. https://www.weforum.org/reports
Gardner, H. (2023). Multiple intelligences: New horizons in theory and practice. Basic Books.
Goleman, D. (2022). Emotional Intelligence: Why It Can Matter More Than IQ (25th Anniversary Edition (ed.)). Bantam Books.
Kementerian Pendidikan Riset, dan Teknologi (Kemdikbudristek), K. (2023). Kurikulum Merdeka: Panduan Implementasi di Sekolah Menengah Atas. Pusat Kurikulum dan Pembelajaran.
Kim, S., & Rahman, A. (2022). The role of school theater in developing students collaborative leadership and confidence: A Southeast Asian perspective. Asia-Pacific Journal of Education and Culture Studies, 10(4), 88–102. https://doi.org/10.1080/apjecs.2022.10.4.88
Mezirow, J. (2022). Transformative learning theory: A framework for adult education and beyond. Routledge.
Miles, M. B., Huberman, A. M., & Saldaa, J. (2019). Qualitative data analysis: A methods sourcebook (4th (ed.)). SAGE Publications.
Park, J., & Lee, H. (2022). Transformative leadership through peer-based theater education. International Journal of Arts Education, 18(3), 201–219. https://doi.org/10.1177/ijae.2022.18.3.201
Robinson, K. (2022). Out of our minds: The power of being creative (3rd (ed.)). John Wiley & Sons.
UNESCO. (2022). Reimagining our futures together: A new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707
Vygotsky, L. S. (2022). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Widodo, H., & Darmayanti, L. (2023). Student agency in the era of Merdeka Belajar: A pedagogical reflection. Indonesian Journal of Education and Learning Innovation, 5(1), 33–47. https://doi.org/10.1234/ijeli.v5i1.2023
Zhao, L., & Chen, J. (2023). Drama-based learning and divergent thinking among adolescents: Evidence from East Asia. Journal of Creative Education Research, 11(2), 99–115. https://doi.org/10.1080/jcer.2023.11.2.99
