Project-based dance learning in Inclusive Dance Education in junior high schools: A Scoping Review
DOI:
https://doi.org/10.58737/jpled.v6i1.985Keywords:
Dance Education, Inclusive Education, Project-Based Learning, Scoping ReviewAbstract
Inclusive dance education aims to provide equal learning experiences for all students, including those with special needs. Project-based learning is a relevant approach because it emphasizes active engagement, collaboration, and creative processes that can be adapted to students' varying abilities. However, literature reviews that specifically discuss the implementation of this approach in the context of inclusive dance education are still limited. This scoping review aims to map empirical evidence on implementation strategies, pedagogical benefits, and challenges in implementing project-based dance learning in inclusive secondary schools. Literature searches were conducted through the Scopus, Springer, and Google Scholar databases for publications from 2021 to 2025. The findings show that project-based learning can improve movement creativity, collaborative skills, self-confidence, and social participation of students with special needs. The application of this model has also been proven to encourage positive interactions between students and strengthen character traits such as responsibility and independence. However, a number of obstacles were encountered, including limited facilities, the need to adapt instructions and communication for students with disabilities, and the low level of preparedness among teachers in designing truly inclusive dance projects. This study provides a conceptual and practical foundation for educators, policymakers, and researchers to develop project-based dance learning designs that are more responsive to the diversity of students' abilities.
Downloads
References
Akbar, M., Suhrah, S., & Angraeni, N. (2024). Memberdayakan Anak Berkebutuhan Khusus: Peran Pendidikan Inklusif di SLB Tunas Harapan Mekongga Kolaka. Journal of Instructional and Development Researches, 4(6), 521–529. https://doi.org/10.53621/jider.v4i6.414
Anderson, A., & Mathews, R. (2024). Dance/movement interventions and students with exceptionalities: A critical review. Routledge Open Research, 3, 30. https://doi.org/10.12688/routledgeopenres.18514.1
Ayudia, A. M., Haryadi, & Setyaningsih, N. H. (2023). Differentiated learning design of independent curriculum based on project-based learning supports creative thinking skills in Indonesian language learning. Jurnal Pembangunan Pendidikan: Fondasi Dan Aplikasi.
Azka Salsabila, H., Natalia Enjelina, C., Alfa Salam, H., Fitri Meilana, S., & FKIP Universitas Muhammadiyah Hamka, P. (2025). MEMBANGUN LINGKUNGAN INKLUSIF DALAM STRATEGI MENDUKUNG ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR (Vol. 10, Issue 1).
Bagus, N., Jayastha, K., Trisna, A. A., Adipurwa, A., Kadek, &, Pramanasari, D., Nyoman, I., Kawiantara Jayastha, B., & Pramanasari, K. D. (2025). PENERAPAN MODEL PROJECT BASED LEARNING DALAM PEMBELAJARAN GARAP TARI DI SMKN 5 DENPASAR.
Cook, P. J. (2025). Dance Education as a Transdisciplinary Vehicle for Transforming Teacher Education: A Blueprint for Academic Excellence. Education Sciences, 15(10). https://doi.org/10.3390/educsci15101409
Dinold, DR. M., & Zitomer, M. (2015). CREATING OPPORTUNITIES FOR ALL IN INCLUSIVE DANCE.
Dwidarti, F., Zamzani, & Prabowo, M. (2025). Multimedia-based dance learning in elementary school. Journal of Education and Learning, 19(1), 515–521. https://doi.org/10.11591/edulearn.v19i1.21795
Gusti, I., Mas, A., Wulan, N., Karja, W., & Sustiawati, N. L. (2024). PENERAPAN MODEL PROJECT BASED LEARNING TERHADAP PRESTASI BELAJAR SENI TARI PESERTA DIDIK DI SMP NEGERI 3 ABIANSEMAL, KABUPATEN BADUNG. In Jurnal Pendidikan Inklusif (Vol. 8, Issue 5).
Khasanah, L. N., Maksum, Muh. N. R., & Nashuha, N. (2025). The Implementation of Project-Based Learning to Enhance Collaborative Skills in Senior High School. International Journal of Islamic Studies, 35.
Mateu, M., Garcías, S., Spadafora, L., Andrés, A., & Febrer, E. (2021). Student Moods Before and After Body Expression and Dance Assessments. Gender Perspective. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.612811
Murwati, S., & Syefriani, S. (2024). Penggunaan bahasa isyarat dalam pembelajaran seni tari bagi siswa tunarungu tingkat sekolah menengah pertama di sekolah luar biasa. JPPI (Jurnal Penelitian Pendidikan Indonesia), 10(4), 180–196. https://doi.org/10.29210/020244358
Nasser, M. K., Nur, M., & Sumarni, M. N. (2024). KEBIJAKAN DAN IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI PADA KURIKULUM MERDEKA YANG FLEKSIBEL; APAKAH MEMANG FLEKSIBEL? Jurnal Review Pendidikan Dan Pengajaran.
Olvhøj, R., Jensen, T. K., Wienecke, J., & Winther, H. (2025). Everyone dances the way they can. Opportunities and challenges in inclusive movement activities for adults with intellectual disability. Research in Dance Education. https://doi.org/10.1080/14647893.2025.2524155
Osmond, D., Jl Jambi -Muara Bulian, J. K., Darat, M., Jambi Luar Kota, K., Muaro Jambi, K., & Jambi, P. (2022). Implementasi Model Project Based Learning (PjBL) pada Mata Kuliah Teknik Tari 1 di Prodi Sendratasik FKIP-Universitas Jambi. 7(2).
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126. https://doi.org/10.11124/JBIES-20-00167
Puspitaloka, W., Nurwahidah, & Yatim, H. (2024). Implementation of the Project Based-Learning Model in Dance Learning: A Study of Collaboration of Middle School Students. ETDC: Indonesian Journal of Research and Educational Review, 4(1), 79–92. https://doi.org/10.51574/ijrer.v4i1.2717
Shen, D. (2023). Dance Postures: Expressions of the Body. Communications in Humanities Research, 12(1), 130–139. https://doi.org/10.54254/2753-7064/12/20230068
Silviana Putri, S., Nugraheni, T., & Sunaryo, A. (2024). Implementation of Project Based Learning with Stimulus Kangsreng Dance to Create Dance at SMPN (State Middle School) 62 Bandung InJAERe: Indonesian Journal of Arts Education Research. In InJAERe: Indonesian Journal of Arts Education Research (Vol. 1, Issue 2).
Wijaya, B. A., Wantini, Perawironegoro, D., & Bustam, B. M. R. (2024). The Impact of Differentiated Learning in the Merdeka Belajar Curriculum on Elementary School Literacy as the Object of the Kampus Mengajar Program. Jurnal Ilmiah Sekolah Dasar, 8(1), 22–33. https://doi.org/10.23887/jisd.v8i1.68107
Wijaya, S. J., Masunah, J., Haerani, R., Post, ), & Program, G. (2023). Dance Learning for Deaf Children Through Metaphoric Activities. Jurnal Seni Dan Budaya, 7(1), 26–35. https://doi.org/10.24114/gondang.v6i2.44362
Yulizar Nada Pratiwi, A., Tri Lestari, A., Surtika Dewi, R., Studi Pendidikan Seni Drama Tari dan Musik, P., Tamansari NoKM, J., Tamansari, K., & Tasikmalaya, K. (2025). Implementasi Pembelajaran Seni Tari pada Anak Tunarungu Menggunakan Model Project Based Learning di Sekolah Luar Biasa Tamansari Kota Tasikmalaya. Imajinasi : Jurnal Ilmu Pengetahuan, Seni, Dan Teknologi, 2(1), 48–57. https://doi.org/10.62383/imajinasi.v2i1.561
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Zahrah Luthfi Kholifah, Rita Milyartini , Juju Masunah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Journal of Practice Learning and Educational Development is licensed under a Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited.
