Enhancing Integrative Intelligence Through ESQK Based Creative Dance Education: A Classroom Action Research in Junior Secondary School

Enhancing Integrative Intelligence Through ESQK Based Creative Dance Education: A Classroom Action Research in Junior Secondary School | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing Integrative Intelligence Through ESQK Based Creative Dance Education: A Classroom Action Research in Junior Secondary School Ujang Maulana Yusup, Juju Masunah This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8889555/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Arts education in secondary schools is frequently characterized by imitation-based instruction that fragments cognitive, affective, and psychomotor domains, thereby constraining both teacher pedagogical reasoning and students’ integrative development. This study investigates how engagement with an integrative intelligence framework (ESQK), synthesizing Intellectual (IQ), Emotional (EQ), Spiritual (SQ), and Kinesthetic (KK) dimensions, mediated a teacher’s pedagogical transformation within creative dance education. Conducted in a Grade VII classroom (n = 26) at a junior secondary school in Indonesia, the research employed Classroom Action Research across three iterative cycles over six months. Analytical attention centered on shifts in teacher reasoning, instructional design, and classroom interaction from teacher-directed imitation toward learner centered, integrative, and reflective practice. Student integrative intelligence was assessed across four domains using structured observation rubrics and pre-/post-test measures. Results demonstrated significant growth across all intelligence dimensions (pre-test M = 1.49; post-test M = 4.50; t = 75.25, p < .05), with progressive improvement across cycles in IQ, EQ, SQ, and KK. Beyond documenting student gains, the findings illuminate how sustained practitioner inquiry can reorganize teachers’ epistemic orientations in embodied subject domains. The study therefore contributes to teacher education scholarship by theorizing structured action research as a professional learning mechanism that reshapes pedagogical reasoning and advances an integrative model of embodied teacher development. Art History Cultural Studies Educational Philosophy and Theory teacher pedagogical transformation integrative intelligence ESQK framework creative dance education classroom action research embodied pedagogy reflective practice Full Text Additional Declarations The authors declare no competing interests. Ethics Statement This study was conducted in accordance with institutional research ethics guidelines and was approved by the Research Ethics Committee of Universitas Pendidikan Indonesia (UPI), Bandung, Indonesia. The research involved human participants (junior secondary school students), and written permission was obtained from the school administration prior to the study. Informed consent was secured from students and their parents/guardians. All data were collected and analyzed anonymously, and participant confidentiality was strictly maintained throughout the research process. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8889555","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":591846144,"identity":"0fc359fe-2e25-4835-88c3-60888ba0db6f","order_by":0,"name":"Ujang Maulana Yusup","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA7UlEQVRIiWNgGAWjYNCCAjjLhoGBGUjxENRiAGelka7lMITCp8XgAHfiZx4Duzz+GTnGn3l3nE/czs7A+OBtGz4tvJuleQySiyVu5JhJ8565nbizmYHZcC5+LRuAWpgTG4BamHnbbiduOMzAJs1LwJbfPAb1ifNvgBzWdg6khf03AS3bgLYcTtxwI8cAaPgBsC3M+LRIHubdZjnH4HjixjPPyiTnnkk23tnM2Cw55xxuLXzHezffeFNRnTjvePLmD2932Mlu5z988MObMtxawBEHBgIJDAyMDaA4ApFEAf4DMC2jYBSMglEwClABAHOAUYfffY1FAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0009-0001-1722-6239","institution":"Universitas Pendidikan Indonesia","correspondingAuthor":true,"prefix":"","firstName":"Ujang","middleName":"Maulana","lastName":"Yusup","suffix":""},{"id":591846211,"identity":"ca9234e6-fd16-4cba-8c36-25af6f27f88a","order_by":1,"name":"Juju Masunah","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAwUlEQVRIiWNgGAWjYBACxgYIncAPJA4wMDCToEWygVgtMJBgcABME6GFedrhx595d9jlGd/IPXiAocI6sYGgw2anmUnznkkuNruRl3CA4Uw6MVoSzJh525gTt93IMTjA2HaYGC3pnz/zttUnbp4B0vKPKC05BtK8QMM3SIC0NBCnpUxybtvxxBln3iUcSDiWbkxQi+Hs9M0f3rZVJ/a35x7+8KHGWpawFoQKHmDsEFIOAvIIJg8x6kfBKBgFo2AkAgDSUUPbMJxbGwAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0001-6024-3547","institution":"Universitas Pendidikan Indonesia","correspondingAuthor":true,"prefix":"","firstName":"Juju","middleName":"","lastName":"Masunah","suffix":""}],"badges":[],"createdAt":"2026-02-16 04:27:10","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-8889555/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8889555/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[],"financialInterests":"\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003eEthics Statement This study was conducted in accordance with institutional research ethics guidelines and was approved by the Research Ethics Committee of Universitas Pendidikan Indonesia (UPI), Bandung, Indonesia. 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This study investigates how engagement with an integrative intelligence framework (ESQK), synthesizing Intellectual (IQ), Emotional (EQ), Spiritual (SQ), and Kinesthetic (KK) dimensions, mediated a teacher\u0026rsquo;s pedagogical transformation within creative dance education. Conducted in a Grade VII classroom (n\u0026thinsp;=\u0026thinsp;26) at a junior secondary school in Indonesia, the research employed Classroom Action Research across three iterative cycles over six months. Analytical attention centered on shifts in teacher reasoning, instructional design, and classroom interaction from teacher-directed imitation toward learner centered, integrative, and reflective practice. Student integrative intelligence was assessed across four domains using structured observation rubrics and pre-/post-test measures. 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