Peningkatan Pelatihan Pembuatan Batik Tie Dye di Panti Asuhan Mizan Amanah Baciro Kota Yogyakarta

Authors

  • TMA. Kristanto Universitas Sarjanawiyata Tamansiswa
  • Handoyo Saputro Universitas Sarjanawiyata Tamansiswa
  • Gilang Adi Pranasta Universitas Sarjanawiyata Tamansiswa
  • Lisana Latifa Universitas Sarjanawiyata Tamansiswa
  • Ditya Ayu Lathifah Universitas Sarjanawiyata Tamansiswa

Keywords:

Tie Dye Batik, liquid dye paint, Mizan Amanah Orphanage

Abstract

Nowadays, the younger generation is expected to be independent. One such independence relates to the economic sphere. The Mizan Amanah Orphanage in Baciro, Yogyakarta, is home to about fifteen children, all boys, who are still attending elementary school. At the school, the children receive a formal education and a range of activities aimed at raising them to become religious, noble, qualified, responsible and independent people. Based on the outcome of the discussion with the headmistress, it was therefore agreed that the Abdimas team could offer batik training to the orphanage children. This was immediately followed by the preparation phase, teaching the theory of batik and conducting the training on May 21, 2023. Beside the lecturers, this tie-dye batik training involved three UST PPG students who were taking the Leadership Project II course. The three students were actively involved in each phase of the training. The day before the training, the orphanage students were given an explanation on what tie dye batik is, what materials are needed and how the batik activity is done. The batik process took about 45 minutes. A total of 25 white T-shirts were prepared, dipped in water and wrung out, rolled into the desired shape with a rubber and tied, poured with liquid dye in different colors and then dried. After drying, a series of colorful T-shirts with different motifs were created, depending on the creativity of the children. In principle, this activity went smoothly with 90% very good and 10% good, which was due to the limited time of the participants who had to attend other activities at the orphanage. Therefore, the training could only be carried out until the drying phase. One thing that still needs to be done is to secure the paint. This had to be done by the participants themselves on the instruction of the Abdimas team, although it was not directly supervised.

References

Bambang, R., Mufrodin, Z., & Evitasari, R. T. (2021). Menumbuhkan kecintaan batik sejak dini melalui pelatihan batik tulis untuk anak- anak di RW. 07 Semaki Yogyakarta. Pemberdayaan masyarakat dalam pencegahan dan pengendalian demam berdarah dengue di tingkat keluarga, (Oktober), 1411–1417.

Djuniwarti, D., & Marlianti, M. (2022). Pelatihan Membatik dalam Rangka Meningkatkan Kreatifitas Anak Asuh Yayasan Dapoer Cinta Yatim di Ciwidey Kabupaten Bandung. ATRAT: Jurnal Seni Rupa, 235–244. https://doi.org/http://dx.doi.org/10.26742/atrat.v10i3.2316

Kustiyah, E., & Iskandar. (2017). Batik Sebagai Identitas Kultural Bangsa Indonesia Di Era Globalisasi. Gema, 30(52), 2456–2472.

Steelyana, E. (2012). Batik, A Beautiful Cultural Heritage that Preserve Culture and Supporteconomic Development in Indonesia. Binus Business Review, 3(1), 116. https://doi.org/10.21512/bbr.v3i1.1288

Wu, W. C. V., Manabe, K., Marek, M. W., & Shu, Y. (2021). Enhancing 21st-century competencies via virtual reality digital content creation. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1962455

Downloads

Published

2024-01-22

Issue

Section

Volume 2 Nomor 1 Tahun 2023