Innovation in International Dance Learning through Experiential Learning: Integrating Cognitive, Affective, and Psychomotor Competencies in Higher Education

Abstract

This study aims to examine the implementation of Experiential Learning in the teaching of International Dance in higher education and its impact on the development of student competencies. A mixed-methods approach combined a conceptual literature review with field studies through classroom observations and interviews. The literature review involved 35 academic articles from reputable international and national journals. At the same time, field data were collected from observations of four International Dance learning sessions and interviews with 10 students and two dance lecturers. The findings demonstrate that the Experiential Learning model is effective in enhancing students’ cognitive competencies through a deeper understanding of dance theory, history, and aesthetics; affective competencies through increased motivation, artistic appreciation, and cultural sensitivity; and psychomotor competencies through improved technical mastery, improvisation, and expressive movement. Kolb’s learning cycle, which consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation, was successfully implemented in classroom dance practices. This study contributes theoretically by expanding the application of Experiential Learning in the field of dance education, which remains relatively underexplored, and practically by offering an innovative curriculum design that supports the Merdeka Belajar Kampus Merdeka (MBKM) policy and the achievement of Sustainable Development Goals (SDG) 4 on quality education. The findings highlight that experience-based dance learning is relevant for improving technical skills and crucial in shaping reflective, creative, and adaptive students capable of responding to global cultural dynamics.