Skip to main content Skip to main navigation menu Skip to site footer
Jurnal Keperawatan Indonesia
Articles
VIEWS: 454
10.7454/jki.v27i2.1292
Submitted: 2023-11-13
Published: 2024-07-30

Traditional Art Dance Therapy to Reduce Stress Levels of Elementary School Students

Department of Medical Surgical Nursing, Universitas Gadjah Mada, Yogyakarta 55281
Department of Medical Surgical Nursing, Universitas Gadjah Mada, Yogyakarta 55281
Department of Medical Surgical Nursing, Universitas Gadjah Mada, Yogyakarta 55281
Department of Child and Maternity Nursing, Universitas Gadjah Mada, Yogyakarta 55281
Nursing Department, Universitas Muhammadiyah Tangerang, Tangerang 15118
Nursing Science Study Program, Universitas Gadjah Mada, Yogyakarta 55281
Nursing Science Study Program, Universitas Gadjah Mada, Yogyakarta 55281
Nursing Science Study Program, Universitas Gadjah Mada, Yogyakarta 55281
elementary school stress traditional art dance therapy

Abstract

COVID-19 pandemic has accelerated the development of new learning systems that are more student-centered. Unfortunately, elementary school students experienced stress and difficulties in adapting from face-to-face to online learning system. Online learning environment lacks in accommodating outdoor activities which are important for children. Several techniques can be applied to reduce stress, including dancing. This research aimed to examine the effectiveness of Traditional Art dance Therapy (TATA) for elementary school students in reducing stress. In this quasi-experimental research, one-group pretest-posttest design without control group was applied, involving 84 students at one elementary school in Yogyakarta, Indonesia. Students’ levels of stress were measured using the school-based stressors scale and were analyzed using bivariate Wilcoxon test. The results of the data analysis showed that older students had relatively lower stress levels than younger ones. A significant decrease in stress (p < 0.001) from 61.90 to 41.99 was identified between the stress levels before and after the implementation of TATA. It concludes that TATA effectively reduces the stress levels among elementary school students adapting to the new learning system in the new normal era after COVID-19 pandemic.

Keywords: elementary school, stress, traditional art dance therapy

 

Abstrak

Terapi Tari Seni Tradisional (TATA) untuk Mengurangi Tingkat Stress pada Siswa Sekolah Dasar. Pandemi COVID-19 telah mempercepat pengembangan sistem pembelajaran baru yang lebih berpusat pada siswa. Sayangnya, siswa sekolah dasar mengalami stres dan kesulitan dalam beradaptasi dari sistem pembelajaran tatap muka ke sistem pembelajaran online. Lingkungan belajar online kurang mengakomodasi kegiatan di luar ruangan yang penting bagi anak-anak. Beberapa teknik dapat diterapkan untuk mengurangi stres, termasuk menari. Penelitian ini bertujuan untuk mengetahui efektivitas Terapi Tari Seni Tradisional (TATA) untuk siswa sekolah dasar dalam mengurangi stres. Penelitian ini merupakan penelitian quasi-experimental dengan desain pretest-posttest satu kelompok tanpa control grup. Delapan puluh empat siswa di salah satu sekolah dasar di Yogyakarta, Indonesia, berpartisipasi dalam penelitian ini. Tingkat stres diukur dengan menggunakan school-based stressors scale. Data dianalisis secara bivariate menggunakan uji Wilcoxon. Siswa yang berusia lebih tua dilaporkan memiliki tingkat stres yang relatif lebih rendah dibandingkan siswa yang berusia lebih muda. Terdapat penurunan stress yang signifikan (p < 0,001) antara tingkat stres pada siswa sebelum dan sesudah terapi tari seni tradisional, dengan tingkat stres dari 61,90 menjadi 41,99. Terapi tari seni tradisional (TATA) efektif menurunkan tingkat stres pada siswa sekolah dasar yang mengalami perubahan sistem pembelajaran di era new normal.

Kata Kunci: sekolah dasar, stres, terapi tari seni tradisional

References

  1. Abdullah, J., Suryaningrum, C., & Prasetyaningrum, S. (2014). Musik jawa untuk mereduksi stres pada mahasiswa. Jurnal Intervensi Psikologi, 5 (2), 239-251. doi: 10.20885/intervensipsikologi.vol5.iss2.art6.
  2. Auliya, E.P., & Yudiarso, A. (2022). Application of dance movement therapy to stress levels: A meta-analysis study. Psikostudia: Jurnal Psikologi, 11 (1), 135–145. doi: 10.30872/psikostudia.v11i1.7273.
  3. Azizah, K.P.N., & Tondok M.S. (2022). The effect of dance movement therapy on improving psychological health: A systematic literature review. Insight: Jurnal Ilmiah Psikologi, 24 (1), 83–94. doi: 10.26486/psikologi.v24i1.1913.
  4. Badave M.B., Bathia, K., Kanase, S., & Jadhav, A. (2020). Effect of dance therapy on stress and anxiety in working women. Indian Journal of Public Health Research and Development, 11 (1), 157-161. doi: 10.37506/ijphrd.v11i1.384.
  5. Bräuninger, I. (2014). Specific dance movement therapy interventions—Which are successful? An intervention and correlation study. Arts in Psychotherapy, 41 (5), 445–457. doi: 10.1016/j.aip.2014.08.002.
  6. Fares, J., Saadeddin, Z., Al Tabosh, H., Aridi, H., El Mouhayyar, C., Koleilat, M.K., Chaaya, M., & El Asmar, K. (2016). Extracurricular activities associated with stress and burnout in preclinical medical students. Journal of Epidemiology and Global Health, 6 (3), 177-185. doi: 10.1016/j.jegh.2015.10.003.
  7. Filippou, F., Rokka, S., Pitsi, A., Gargalianos, D., Bebetsos, E., & Filippou, D-A. (2018). Interdisciplinary Greek traditional dance course: Impact on student satisfaction and anxiety. International Journal of Instruction, 11 (3), 363–374. doi: 10.12973/iji.2018.11325a.
  8. Friedman, D.S. (2018). How our careers affect our children. Harvard Business Review. Retrieved from: https://hbr.org/2018/11/how-our-careers-affect-our-children
  9. Fukuya, Y., Fujiwara, T., Isumi, A., Doi, S., & Ochi, M. (2021). Association of birth order with mental health problems, self-esteem, resilience, and happiness among children: Results from a-child study. Frontiers in Psychiatry, 12, 638088. doi: 10.3389/fpsyt.2021.638088.
  10. Georgios, L., Ioannis, G., Olga, T., Dimitris, C., & Maria, K. (2018). Τhe effect of a traditional dance program on health-related quality of life as perceived by primary school students. Journal of Education and Training Studies, 6 (1), 96-103. doi: 10.11114/jets.v6i1.2878.
  11. Hastuti, L.S., & Kurnia, R. (2017). Pengaruh workplace stretching exercise terhadap kebosanan belajar dan kelelahan belajar mahasiswa Poltekkes Surakarta. Jurnal Keterapian Fisik, 2 (2), 116–125. doi: 10.37341/jkf.v2i2.97.
  12. Husein, W.M. (2022). Disrupsi pendidikan di era new normal jenjang pendidikan dasar. Jurnal Pendidikan dan Konseling, 4 (4), 2064-2072. doi: 10.31004/jpdk.v4i4.5449.
  13. Ilmi, Z.M., Dewi, E.I., & Rasni, H. (2017). The effect of progressive muscle relaxation on women prisoners’s stress levels at prison class IIA Jember. e-Jurnal Pustaka Kesehatan, 5 (3), 497–503.
  14. Indrawati, B. (2020). Tantangan dan peluang pendidikan tinggi dalam masa dan pasca pandemi COVID-19. Jurnal Kajian Ilmiah, 1 (1), 39-48. doi: 10.31599/jki.v1i1.261.
  15. Issawi, S., & Dauphin, B. (2017). Industry versus inferiority. In V. Zeigler-Hill & T.K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 1-4). Springer. doi: 10.1007/978-3-319- 28099-8_593-1.
  16. Jatira, Y., & Neviyarni, S. (2021). Fenomena stress dan pembiasaan belajar daring dimasa pandemi COVID-19. Edukatif: Jurnal Ilmu Pendidikan, 3 (1), 35–43. doi: 10.31004/edukatif.v3i1.187.
  17. Kella, K., Hyvönen, K., Pylvänäinen, P., & Muotka, J. (2021). Dance movement therapy for depressed clients: Profiles of the level and changes in depression. Body, Movement and Dance in Psychotherapy, 17 (2), 133–149. doi: 10.1080/17432979.2021.1927188.
  18. Kintari, F.F., & Yahya, M. (2014). Pengaruh konsentrasi belajar dan kreativitas belajar terhadap prestasi belajar akuntansi siswa kelas XI IPS di SMA Muhammadiyah 1 Sragen Tahun Ajaran 2013/1014 [Undergraduate thesis, Universitas Muhammadiyah Surakarta]. Retrieved from: https://eprints.ums.ac.id/29518/
  19. Lindasari, S.W., Nuryani, R., & Sukaesih, S.N. (2021). Dampak pembelajaran jarak jauh terhadap psikologis siswa pada masa pandemik COVID 19. Journal of Nutrition College, 4 (2), 130-137.
  20. Malhotra, S., & Sahoo, S. (2018). Antecedents of depression in children and adolescents. Industrial Psychiatry Journal, 27 (1), 11–16. doi: 10.4103/ipj.ipj_29_17.
  21. Masruroh, F., & Nugroho, R.W. (2021). Pengaruh terapi tari terhadap penurunan tingkat stres pada anak. Al Ihsan: Jurnal Pendidikan Islam Anak Usia Dini, 2 (1), 33–39.
  22. Maunula, L., Dabravolskaj, J., Maximova, K., Sim, S., Willows, N., Newton, A.S., & Veugelers, P.J. (2021). “It’s Very Stressful for Children”: Elementary school-aged children’s psychological wellbeing during COVID-19 in Canada. Children, 8 (12), 1185. doi: 10.3390/children8121185.
  23. Mokalu, V.R., & Boangmanalu, C.V.J. (2021). Teori psikososial Erik Erikson: Implikasinya bagi pendidikan agama kristen di sekolah. VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan, 12 (2), 180-192. doi: 10.31932/ve.v12i2.1314.
  24. Monteiro, N.M., Balogun, S.K., & Oratile, K.N. (2014). Managing stress: The influence of gender, age and emotion regulation on coping among university students in Botswana. International Journal of Adolescence and Youth, 19 (2), 153–173. doi: 10.1080/02673843.2014.908784.
  25. Mulyani, N. (2016). Pendidikan seni tari anak usia dini (1st Ed.). Gava Media.
  26. Nugraha, N., & Sari N.D. (2017). Peran guru dalam upaya pembentukan wawasan kebangsaan pada siswa kelas VIII SMPN 1 Barat Kabupaten Magetan tahun ajaran 2015/2016. Citizenship: Jurnal Pendidikan Pancasila dan Kewarganegaraan, 5 (1), 13-23. doi: 10.25273/citizenship.v5i1.1147.
  27. Palupi, T.N. (2020). Tingkat stres pada siswa-siswi sekolah dasar dalam menjalankan proses belajar di rumah selama pandemi COVID-19. Jurnal Psikologi Pendidikan dan Pengembangan Sumber Daya Manusia, 9 (2), 18-29.
  28. Raffington, L., Falck, J., Heim, C., Mather, M., & Shing, Y.L. (2020). Effects of stress on 6- and 7-year-old children's emotional memory differs by gender. Journal of Experimental Child Psychology, 199, 104924. doi: 10.1016/j.jecp.2020.104924.
  29. Rahmawati, R., Wibowo, B.Y., & Lestari, D.J. (2018). Menari sebagai media dance movement therapy (DMT). Jurnal Pendidikan dan Kajian Seni, 3 (1), 31–46. doi: 10.30870/jpks.v3i1.4065.
  30. Rasman, R., & Nurdian, Y. (2020). Inisiasi pelatihan tari sebagai terapi pereda depresi anak saat pandemi di Taddan Sampang. Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM), 3 (2), 474–479. doi: 10.33024/jkpm.v3i2.3006.
  31. Rifai, A., & Triyono, T. (2021). Profil burnout study mahasiswa dalam pembelajaran daring di era new normal. Jurnal Wahana Konseling, 4 (2), 137-148. doi: 10.31851/juang.v4i2.6400.
  32. Salo, A. (2019). The power of dance: How dance effects mental and emotional health and self-confidence in young adults [Master’s thesis, University of Northern Colorado]. Retrieved from: https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1192&context=theses
  33. Sari, R.P., Tusyantari, N.B., & Suswandari, M. (2021). Dampak pembelajaran daring bagi siswa sekolah dasar selama COVID-19. Prima Magistra: Jurnal Ilmiah Kependidikan, 2 (1), 9-15. doi: 10.37478/jpm.v2i1.732.
  34. Sonhaji, S. (2021). Pengaruh terapi berjalan terhadap tingkat stress pada lansia di Semarang. Jurnal Manajemen Asuhan Keperawatan, 5 (1), 1–6. doi: 10.33655/mak.v5i1.103.
  35. Valarmathi, V., Selvaarasan, R.T., & Judie, A. (2016). Assessment of the effectiveness of aerobic dance movement therapy on academic stress among adolescents in selected schools, Kancheepuram district. Tamilnadu. Biomedical and Pharmacology Journal, 9 (2), 573–577. doi: 10.13005/bpj/974.
  36. Wirmayani, P., & Supriyadi, S. (2017). Pengaruh yoga terhadap kemampuan konsentrasi belajar anak SD negeri di Denpasar. Jurnal Psikologi Udayana, 4 (2), 460-473. doi: 10.24843/JPU.2017.v04.i02.p20.
  37. Wulandari, S., & Wahyuningsih, W. (2022). Penerapan relaksasi nafas dalam terhadap penurunan kecemasan pada anak pasien COVID-19. Jurnal Ners Widya Husada, 9 (1), 34–42. doi: 10.33666/jnwh.v9i1.482.
  38. Yasmin, H., Khalil, S., & Mazhar, R. (2020). COVID 19: Stress management among students and its impact on their effective learning. International Technology and Education Journal, 4 (2), 65–74.

How to Cite

Wibawa, S. R., Effendy, C., Pangastuti, H. S., Subagya, A. N., Wijoyo, E. B., Andari, A. P., Apriliana, D., & Sholikhah, Q. A. Z. (2024). Traditional Art Dance Therapy to Reduce Stress Levels of Elementary School Students. Jurnal Keperawatan Indonesia, 27(2), 107–117. https://doi.org/10.7454/jki.v27i2.1292