Normative–Empirical Gaps in Arts Education in Elementary Schools: A Juridical Analysis of the Implementation of National Education Goals
DOI:
https://doi.org/10.24036/jsu.v15i1.49Keywords:
analisis yuridis, tujuan pendidikan nasional, pembelajaran seni, kesenjangan normatif-empiris, sekolah dasarAbstract
This study aims to conduct a juridical analysis of the implementation of national education goals within arts learning in primary schools by examining the alignment between educational regulations and classroom practice. The analysis is grounded in the Indonesian National Education System Law (Law No. 20 of 2003), which emphasizes holistic student development encompassing intellectual, creative, moral, and social dimensions. The research was conducted at MI Insan Madani Bandung using a qualitative method combined with a normative–empirical juridical approach. Data were collected through direct classroom observation of arts learning in Grade III, analysis of curriculum documents and educational regulations, and field notes. The observation instrument was constructed based on indicators of National Education Goals, the Outcome-Based Education (OBE) framework, and the National Education Standards (SNP). Data validity was strengthened through source and technique triangulation by comparing observations, learning documents, and regulatory frameworks. The findings show that the implementation of arts learning has fulfilled several normative aspects, particularly in the domains of psychomotor development, instructional processes, teacher competence, and authentic assessment. However, significant normative–empirical gaps were identified in creativity, learner autonomy, conceptual understanding, and the adequacy of learning facilities, preventing the national education goals from being fully achieved. The juridical analysis further reveals that these conditions have implications for the unfulfilled rights of students in developing creativity and for the failure to meet the minimum facility standards stipulated in the SNP. This study provides theoretical and practical contributions by offering a comprehensive understanding of the relationship between regulatory frameworks, curriculum policy, and the actual implementation of arts learning in primary schools, thereby serving as a basis for improving instructional quality and strengthening educational policy.
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