Critical Awareness and Social Behavior of Students in Dance Extracurricular at SD 3 Kupang, Ambarawa

Abstract

Dance education in elementary schools is often treated mainly as motor skill training, even though it has the potential to
foster students' critical awareness and social behavior. This study examined how dance education is actualized in the dance
extracurricular at SD Negeri 3 Kupang, Ambarawa, how students' critical awareness and social behavior develop, and how
the activity contributes to students' social transformation. A qualitative descriptive case study was used, with the dance
extracurricular as the unit of analysis. Data were collected during two rehearsal sessions (26 September and 3 October
2026) through participatory observation, semi-structured interviews with one dance coach and two student participants, and
documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña and validated through
source and technique triangulation. The results show that dance education was actualized beyond movement technique,
through group tasks, peer support, and explanations of cultural meaning. Students' critical awareness was emerging, shown
by their growing willingness to voice opinions and to reflect on their learning difficulties, but it remained transitional
between naive and critical. Social behavior appeared as cooperation across grades, mutual help, discipline, responsibility,
growing confidence, and closer friendships. These patterns offer initial indications of social transformation, although the
short observation period limits conclusions about lasting change. The findings can inform dance coaching that strengthens
critical reasoning and social responsibility alongside movement technique.