PERAN SANGGAR SETU BABAKAN MELALUI PELATIHAN TARI BAGI GURU SD

Penelitian ini bertujuan untuk mendeskripsikan peran Sanggar Setu Babakan bagi guru SD melalui sebuah pelatihan tari secara berlanjut yang dapat dilihat dari adanya tiga pemilahan yaitu pemilahan perilaku, pemilahan pelaku, dan pemilahan pelaku beserta perilakunya, sehingga guru SD dapat memiliki kemampuan menari dan dapat menguasai materi guna penerapan dalam mata pelajaran Seni Budaya dan Keterampilan khususnya bidang seni tari. Metodologi penelitian yang digunakan adalah metode penelitian kualitatif deskriptif yang dilakukan dengan cara menggambarkan secara sistematis dan mendalam terhadap objek penelitian yaitu guru SD yang menjadi salah satu peserta pelatihan tari. Penelitian dilakukan di Sanggar Setu Babakan. Teknik pengumpulan data berupa wawancara, pengamatan lapangan, studi pustaka dan studi dokumen. Sanggar Setu Babakan sebagai tempat yang mempunyai suatu posisi bagi masyarakat umum memiliki tiga pemilahan yaitu pemilahan perilaku, pemilahan pelaku dan pemilahan pelaku beserta perilakunya dengan memberikan peran melalui pelatihan tari bagi guru SD. Peran Sanggar Setu babakan didalam pelatihan tari ini memberikan aksi, patokan, paparan, penilaian dan sanksi, menjelaskan pelaku, jumlah pelaku dan orang yang berperilaku, dan mengetahui posisi serta peran dalam pelatihan tari bagi peserta pelatihan yaitu guru SD. Pelatihan tari diberikan dengan cara demonstrasi langsung dan berlanjut menggunakan materi tari betawi, dengan demikian pelatihan tari dapat mengembangkan kemampuan menari pada guru SD guna mencapai tujuan yang diharapkan. Dari analisis di atas dapat disimpulkan bahwa pelatihan tari bagi guru SD memerlukan peran Sanggar Setu Babakan agar tujuan pelatihan dapat tercapai dengan baik dan kemampuan menari guru SD dapat dikuasai dengan baik. This research aimed to describe the role of Sanggar Setu Babakan for elementary school teacher through a continuous dance training which can be seen from the three shorting. It is the separation of behavior, the separation of the perpetrators, and the separation of the perpetrators with their behavior, so that the elementary school teacher could have the ability to dance and get more knowledge to understand the material for application in the subject of Cultural Arts and Skills especially in the field dance of art. The research metodology is used descriptive qualitative research which can be done by systematically and deeply describing the object – elementary school teacher as the dance training participant. The study was conducted at Sanggar Setu Babakan. The data collection technique by interview, field observation, literature studies, and document studies. Setu Babakan Studio as a place that have a good position for the general public and having three separation, that is the separation behavior, the separation of the perpetrators, and the separation of the perpetrators with their behavior by giving a role play through this dance training for elementary shcool teacher. The role of Sanggar Setu Babakan in this dance training provides action, benchmark, exposure, judgment and sanction, explain the perpetrator, the number of actor, and the person who behaves, and knows the position and role in the dance training for the thrainee in the elementary school teacher. Dance training is provided by direct and continuous demonstration using betawi dance material, so the dance training can be develop their ability to achieve the expected goals in this dance training for elementary school teacher. From the analysis above, it can be concluded that the dance training for elementary school teacher needs the role of Sanggar Setu Babakan to achieve every goals that have been made and also prove the ability dancing of elementary school teacher