Performance Assessment Through Motion Literation to Assess The Motoric Skill of Junior High School Students Based on Laban Notation

Dinny Devi Triana, Rivo Panji Yudha


Motor skills integrate physical functions and coordination between the brain as a center for information and control through visual activities (reading) and tactile (writing) movement symbols. Symbols and motion codes are found in labanotation, so the ability to read symbols and write symbol patterns is called motion literacy. It can be done through continuous assessment continuously in an effort to diagnose their abilities. The results of the study describe a change in the condition of students’ motor skills after intervention through labanotation-based motion literacy work assessment, namely the change in conditions from the intervention condition (B) to the final baseline condition (A’) decreases the students’ adaptability. However, at the final baseline condition (A’), the motor ability score improved better than in the phase before baseline (A). The total average score obtained in this condition was 62.86%. Thus it can be concluded that the effect of performance appraisal through motion literacy provides benefits for improving brain function because structured and programmed motion exercises are useful in stimulating various learning centers in the brain. This also impacts on improving motor skills in students to undergo the learning process at a later stage.


performance assessment, motion literacy, motor skills, Laban notation

Full Text:



Angioi, M., Metsios, G., Koutedakis, Y., & Wyon, M. A. (2009). Fitness in contemporary dance: a systematic review. International journal of sports medicine, 30(07), 475-484.

Babey, A. M. (2020). Doing your research project. A guide for first-time researchers: by Judith Bell with Stephen Waters, Berkshire, UK, McGraw-Hill Education, 2014, 273 pages.

Bennett-Smailis, D. (2016). 21st century assessment: An examination of the relationship among computer-adaptive homework, self-regulation strategies and student scores on computer-adaptive assessment. In ProQuest Dissertations and Theses.

Bucek, L. E. (1998). Developing dance literacy: Integrating motif writing into theme-based children’s dance classes. Journal of Physical Education, Recreation & Dance, 69(7), 29-32.

Calvo, R., D’Mello, S., Gratch, J., Kappas, A., Lhommet, M., & Marsella, S. C. (2014). Expressing Emotion Through Posture and Gesture. In The Oxford Handbook of Affective Computing. Oxford University Press.

Cooper, W. F. (1973). Book Reviews: Harrow, Anita J. A Taxonomy of the Psychomotor Domain: A Guide for Developing Behavioral Objectives. American Educational Research Journal, 10(4), 325-327.

Giblin, S., Collins, D., & Button, C. (2014). Physical literacy: importance, assessment and future directions. Sports Medicine, 44(9), 1177-1184.

Gratiolet, P. (2011). De la physionomie et des mouvements d’expression. In De la physionomie et des mouvements d’expression.

Hauptmann, B., & Karni, A. (2002). From primed to learn: the saturation of repetition priming and the induction of long-term memory. Cognitive Brain Research, 13(3), 313-322.

Hikosaka, O. Rand, MK Nakamura, K. Miyachi, S. Kitaguchi, K. Sakai, K.(2002). Long-term retention of motor skill in macaque monkeys and humans. Experimental Brain Research, 147, 494-504.

Karni, A., Meyer, G., Rey-Hipolito, C., Jezzard, P., Adams, M. M., Turner, R., & Ungerleider, L. G. (1998). The acquisition of skilled motor performance: fast and slow experience-driven changes in primary motor cortex. Proceedings of the National Academy of Sciences, 95(3), 861-868.

Korman, M., Raz, N., Flash, T., & Karni, A. (2003). Multiple shifts in the representation of a motor sequence during the acquisition of skilled performance. Proceedings of the National Academy of Sciences, 100(21), 12492-12497.

Krasnow, D., & Chatfield, S. J. (2009). Development of the “performance competence evaluation measureâ€: assessing qualitative aspects of dance performance. Journal of Dance Medicine & Science, 13(4), 101-107.

Larasati, R. D. (2013). The dance that makes you vanish: Cultural reconstruction in post-genocide Indonesia. In The Dance that Makes You Vanish: Cultural Reconstruction in Post-Genocide Indonesia.

McTighe, J., & Wiggins, G. (2012). From common core standards to curriculum: Five big ideas. The New Hampshire Journal of Education, 16, 25-31.

Shadmehr, R., & Brashers-Krug, T. (1997). Functional stages in the formation of human long-term motor memory. Journal of Neuroscience, 17(1), 409-419.

Ofen-Noy, N., Dudai, Y., & Karni, A. (2003). Skill learning in mirror reading: how repetition determines acquisition. Cognitive Brain Research, 17(2), 507-521.

Triana, D. D. (2015). The Ability of Choreography Creative Thinking on Dance Performance. Harmonia: Journal of Arts Research and Education, 15(2), 119-125

Utomo, U., & Ardiyarta, T. (2013). Pengembangan instrumen penilaian unjuk kerja (performance assessment) kompetensi ekspresi dan kreasi musik di Sekolah Menengah Pertama (SMP). Harmonia: Journal of Arts Research and Education, 13(1), 1–9.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.