Diagnosing kinesthetic intelligence through innovative e-assessment of motion literacy based on laban dance notation

Introduction and Objective. Assessment in dance education must integrate cognitive understanding and motor execution to accurately diagnose kinesthetic intelligence. This study aims to develop an innovative e‑assessment model for motion literacy based on Laban dance notation to objectively diagnose kinesthetic intelligence among junior high school students. Methodology. This research employed a Research and Development (R&D) approach. The model was designed based on a Focus Group Discussion with junior high school arts teachers and validated through the Delphi method involving experts in dance education, information technology, and educational measurement. Field trials were conducted with 79 students from five administrative regions of Jakarta. Data were analyzed descriptively and inferentially to examine motion literacy knowledge, movement skills, and user acceptance. Results. Knowledge scores ranged from 20 to 100 with a mean of 70, indicating moderate understanding of Laban notation. Movement skill performance varied across participants and was influenced by device limitations. Automated scoring successfully provided immediate feedback. User acceptance analysis revealed high levels of usability and learning engagement, with two dominant factors: usability and learning value. Conclusions. The Laban notation‑based e‑assessment model is effective and reliable for diagnosing kinesthetic intelligence in school contexts. Despite technological constraints, the model offers an innovative, meaningful, and objective approach to motion literacy assessment in dance education.