Creating Dialogue Space in Post-pandemic Learning Through Spontaneous Dramatization

Astrid Wangsagirindra Pudjastawa

doi:10.17977/um064v5i72025p786-796

Authors

Astrid Wangsagirindra Pudjastawa SMA Negeri 2 Malang https://orcid.org/0000-0002-8190-3417

DOI:

https://doi.org/10.17977/um064v5i72025p786-796

Keywords:

dramatization in education, pandemic learning, Social-Emotional Learning (SEL), student engagement, expressive pedagogy

Abstract

During the pandemic, the interaction between teachers and students is minimal. An emotional distance is born, and when face-to-face learning is limited, that distance may not necessarily be immediately liquidated. The use of dramatization as a learning methodology can answer these challenges. Dramatization helps improve social, emotional, and creative skills and knowledge about a subject, such as a language, research, and other established learnings. Referring to human activities to produce performances in narrative and ritualistic forms, which are carried out through personal channels or several channels, communicative and emphasizing self-presentation, dramatization is understood in this paper. School is a privileged arena for observing spontaneous dramatizations between peers, students, and adults. The school routine is a dramatization repeatedly staged to build a collective identity or provide a moral orientation.

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