Pelestarian Wayang Lewat Format Pendidikan Formal  

Oleh:

Adimassana, Y.B.

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Widya Dharma: Jurnal Kependidikan (Majalah Ilmiah Kependidikan) vol. 16 no. 1 (Oct. 2005), page 77-86.
Topik: Puppetry; Javanese Culture; Foreign Culture; Value/Character Education; Pupperyt Introduction to Public; Formal Education; Puppetry Transparency; Puppetry OHP; Extra-Curricular

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: WW32.3 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk
Perpustakaan PKPM Nomor Panggil: W77 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk

Isi artikel

Puppetry is a work of arts of the Indonesian nation, in particular as invaluable Javanese culture. UNESCO has referred to it as “masterpiece of the oral and intangible heritage of humaniora “. A puppet show and its story can at same time deliver the aspects of “order guidance, and performance” or “esthetics, ethics, and entertainment “. A puppet show was also a value education tool or a suitable character education for Javanese communities in the past. Numerous foreigners have been made impressed by the value significance of the puppetry culture, but our own nation, particularly young generations, and even young Javanese generations who are heirs of the culture, have themselves become ignorant of puppetry. These young people are more interested in foreign cultures, or rather modern, international cultures. As a result, 4/no attempts are made to re-introduce and preserve puppetry, the puppetry culture will disappear from the lives of our nation. Therefore, in the future formal education institutions may function as one of the channels to re-introduce puppetry to young generations considering that formal education plays an extremely strategic role and that other channels have become more difflcult and more costly to be afforded. What formal education should do is to present puppetry in various forms integrated in the curricular and extra-curricular activities, by implementing the following seven steps, namely (1) Watching (for example: students are asked to watch a real puppet show or an inexpensive puppetry creation on an OHR to look at puppetry ornaments or pictures); (2) Listening (for example: stundents are asked to listening to puppet story through oral telling or radio): (3) Reading (for example: students are asked to read story books or magazines about puppetry); (4) Discussion (for example: students are asked to discuss puppetry); (5) Writing (for example: students are asked to express their ideas about puppetry); (6) Creation (for instance: students are asked to make or create a puppet character or picture); (7) Performance (for instance: students are asked to demonstrate their abilities in performing a puppet show), By so doing, it is expected that students at school can recognize puppetry more closely and then love it. As the saying goes “no familiarity, no fondness “. By being familiar with puppetry. students will then love it. Concretely, the materials about puppetry can be integrated in the subjects of the Javanese language, the Indonesian language, social sciences or civil education, and extra-curricular activities.

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