Preserving Calung Through Arts Education: Situated Learning and Digital Engagement Among Sundanese Youth
DOI:
https://doi.org/10.58230/josse.v3i2.662Keywords:
Calung, Arts Education, Situated Learning, Digital Engagement, SDGS, Cultural PreservationAbstract
This study examines the role of arts education in preserving the traditional art of Calung among Sundanese youth in Garut, Indonesia, focusing on the integration of situated learning and digital engagement. Utilizing a post-activity quantitative descriptive approach with a one-shot case study design, research was conducted with 25 youth participants from the Cahaya Gumelar Art Group in Jongor Village. Data were collected through a Likert-scale questionnaire to measure cognitive, affective, and conative responses, supplemented by structured interviews with community leaders and cultural elders. The findings demonstrate that the program was associated with high levels of participants' cultural engagement. Post-intervention, youth displayed high levels of cultural pride (96%) and a strong commitment (92%) to continuous participation in weekly practice. The combination of hands-on situated learning with digital media production was reported to be highly effective in rekindling cultural ownership and addressing local regeneration barriers. This study provides a practical framework for combining traditional apprenticeship with modern digital platforms to sustain intangible cultural heritage, directly contributing to the achievement of Sustainable Development Goal (SDG) 11.4 regarding the protection of cultural heritage.
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