Implementation of a Dance Arts Tutoring Program to Develop Self-Confidence among Students of SD N 2 Krandegan, Wonogiri A Descriptive Qualitative Study during a Community Service Program (KKN)

Vallin Veby Virnanda; Hesti Sadtyadi; Novianti Novianti; Sukarti Sukarti

doi:10.63922/ijevss.v5i04.7147

Vallin Veby Virnanda Sekolah Tinggi Agama Buddha Negeri Raden Wijaya Wonogiri, Indonesia
Hesti Sadtyadi Sekolah Tinggi Agama Buddha Negeri Raden Wijaya Wonogiri, Indonesia
Novianti Novianti Sekolah Tinggi Agama Buddha Negeri Raden Wijaya Wonogiri, Indonesia
Sukarti Sukarti Sekolah Tinggi Agama Buddha Negeri Raden Wijaya Wonogiri, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.7147

Keywords: Dance Arts, Self-Confidence, Community Service Program (KKN), Primary School, Tutoring Program

Abstract

Self-assurance is a key psychological element that should be fostered starting from elementary school since it supports students in their ability to convey, engage, and articulate thoughts in front of an audience. Dance education presents a valuable avenue for achieving this goal, yet its contribution to enhancing self-assurance in rural elementary schools remains underexplored. This investigation seeks to outline the execution of a dance arts tutoring initiative carried out by community service (Kuliah Kerja Nyata/KKN) students at SD N 2 Krandegan, located in Bulukerto District, Wonogiri Regency, while also examining its effects on the self-confidence of students. A qualitative descriptive method was utilized. Data were gathered via semi-structured interviews conducted on 20 August 2026 with the homeroom teacher of the fourth grade and ten students involved in the program, along with participatory observations throughout the 40-day initiative, and the information was analyzed through processes of data reduction, data display, and drawing conclusions. The results indicate that (1) the initiative was considered successful and garnered a favorable reaction from the institution, which already boasts a rich heritage in dance, having secured first place at the sub-district competition and fourth place at the National Student Arts and Literature Festival; (2) two students from the fourth grade received the chance to showcase their skills at the Independence Day eve celebration at the village hall; (3) students who exhibited stronger locomotor skills often had notable talents in non-academic fields, highlighting the importance of mapping interest and talent as a crucial initial step; and (4) through group practice, familiarization with performing in front of classmates, and experiences with public performances, self-assurance increased over time. Initially reserved students expressed that they became more courageous and communicative, even with adults. The research suggests that upcoming dance initiatives should start with an organized approach to interest and talent identification and encourage collaboration among schools, parents, and instructors or future KKN teams.

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