ANALYSIS OF PEDAGOGICAL COMPETENCE AMONG ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS IN DESIGNING DANCE EDUCATION LESSONS IN PRIMARY SCHOOLS
DOI:
https://doi.org/10.52060/jpvs.v5i1.4739Abstract
Pedagogical competence is one of the fundamental competencies that pre-service teachers in the Primary School Teacher Education (PGSD) program must possess, including the competence to design dance learning, which is practice-based and requires movement creativity. This study aims to analyze the pedagogical competence of PGSD students in designing dance learning in elementary schools, covering their understanding of learners' characteristics, mastery of dance-learning theory, ability to develop lesson plans, selection of methods and media, the design of learning evaluation, and its supporting and inhibiting factors. The study employed a descriptive qualitative approach through library research on scholarly articles, prior research findings, and relevant curriculum documents. Data were analyzed thematically to identify patterns of pedagogical competence among PGSD students in designing dance learning. The findings indicate that PGSD students generally understand the basic principles of lesson planning and are able to structure lesson plans according to the required format, yet still face difficulties integrating elements of movement, rhythm, and dance expression into contextual, learner-centered lesson designs, as well as in designing comprehensive evaluation. Factors such as prior dance experience, self-confidence, the use of innovative learning media, and lecturer guidance significantly influence the quality of the resulting lesson designs. This study recommends strengthening field practice, project-based learning, and reflective mentoring in dance education courses to improve the pedagogical competence of PGSD students.
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Keywords:
pedagogical competence, PGSD students, dance learning, lesson planning
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2026-09-29
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