The Revolution in Art Learning in the Digital Era: A Conceptual Study of the Use of Merak Ulin Dance Video in FBS UNNES Dance Arts Education Students

Abstract

The transformation of art learning in the digital era necessitates an innovative approach to addressing the challenges of higher education, particularly in dance arts. This study aims to conceptually analyze the use of video media in learning Merak Ulin Dance as a pedagogical strategy to improve the effectiveness and quality of dance education in the FBS UNNES Dance Arts Education Study Program. Through a literature review and a descriptive-analytical approach, this study identifies four main aspects: the challenges of dance learning in the digital era, the potential of video media as a solution, implications for student learning outcomes, and its contribution to quality education. The study's results demonstrate that the limitations of time, space, and direct interaction can be overcome through video media, which offers the flexibility of access, visualization of movement techniques, and support for independent learning. Videos also strengthen reflective skills, digital literacy, and student collaboration through online platforms. Integrating the Outcome-Based Education (OBE) approach in video-based learning design encourages more measurable, contextual, and aligned learning outcomes that meet the demands of the Industrial Revolution 4.0 and Society 5.0. The Merak Ulin Dance video serves as a medium for transferring dance techniques and as a means of preserving Sundanese culture that is adaptive to the times. The implication is that this approach encourages the transformation of the dance arts curriculum to incorporate digital and cultural aspects, strengthens the role of lecturers as facilitators of creative learning, and produces graduates who possess technical competence, cultural values, and the readiness to face global challenges. This research recommends strategically integrating learning videos into the dance arts curriculum and developing the digital capacity of lecturers and students to create quality, adaptive, and transformative art learning experiences.