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Proceding ICERI 2016 Rev 3 - 4
Proceding ICERI 2016 Rev 3 - 4
Proceding ICERI 2016 Rev 3 - 4
Dr. Kun Setyaning Astuti, M.Pd., Dr. Agus Widyantoro, M.Pd., Prof. Theo Wubbles, Ph.D. and Dr.
Karin Hoogeven
Abstrak
This article deals with the descprition of the model of teaching music in Nederlands. It is aimed at
descrcibing the teaching practice of music in Nederlands. Yo obtain the objective, this study employed
documentation, study literature, interview, and observation. The documentation method is used for
collecting data related to the concept and implementation of thematic learning for music both in Indonesia
and in the Netherlands. Study literature is used to obtain a clear idea about the design of music teaching
model applied in the Netherlands. Interviews conducted to the educational experts in the Netherlands,
including the policy makers, principals, teachers, students, and stakeholders from Utrecht University,
Iclon Leiden University, Konjlik, Conservatorium of Denhaag, and Akoesticum Edewageningen to
find out the concept and implementation of learning for music in the Netherlands. Observations are made
on the implementation of learning for music in the Netherlands . Observation was conduct on 23 teaching
and learning in Hoogeschool Voor De Kunsten Utrecht, The Royal Conservatorium Den Haag, Cals
College Nieuw Wegein, Montessory School Herman Jordan Lyceum Zeist, Kees Boeken School
Bilthoven, and Akoesticum Ede Wageningen.
Interview showed that 50 years ago there was a revolution in teaching learning in the Netherlands.
The result is felt at the moment. The process of learning what is important is to develop the attitude
and thinking skills of students into adulthood in a good way.. Beside that, base on observ ation showed
that music teaching in learning used various method. Some time teachers used a familiar method like
Kodaly, and some time they developed newly method that create by teacher.
The result of the research in the first year is obtain information that: a) The teaching materials are develop
based on a common ground; b) The the music lesson developed based on the students’ needs; c) the
sequence of the materials is based on the emergence of the students’ understanding; d) the music theory
and practice was taught integration, e) there was a reflection activity in which the students praised one
another, gave suggestions and inputs to improve the students’ skills which had been achieved, f) the
teaching approach used the student-center and cooperative learning.
Keywords: Music, Thematic, Integration, Model, Learning
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International Conference on Educational Research and Innovation (ICERI 2016)
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International Conference on Educational Research and Innovation (ICERI 2016)
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International Conference on Educational Research and Innovation (ICERI 2016)
principle, evaluation principle, and reaction higher grades of the elementary schools, the
principle. The chosen theme should not be teaching materials can be focused on the
too broad, meaningful and suitable to the understanding of concepts of basic music
students’ psychological development. This theories, such as rhythm. In the junior
principle is in accordance with the social secondary level, the teaching materials can be
facilitation theory which says that essentially such as musical scales. Students are given the
through utililizing social momentums, teachers opportunities to arrange new melodies using
can stimulate the learning process to occur on its musical scales with rhythmical pattern varieties.
own. In addition, the social situation where the In the senior secondary level, the teaching
students study will also influence the learning materials can be such as improvisation.
quality. The best social situation in learning is b. Methods
the one which enables each individual to have The methods used in the thematic
his/her own responsibility, which also support teaching are eclectic methods, that is, using
the group achievement (Mursell, 2007). different teaching methods in accordance
The evaluation principle in the thematic with the needs. Lecturing, discussion,
teaching should give the opportunity to assignment, drill, Suzuki, Khodaly, and other
students to do their self-evaluation or self- methods can be used in the thematic teaching
assessment (Trianto, 2011: 156). This is in line as long as the methods support the students’
with Astuti et al.’s (2010)idea that in music holistic and comprehensive achievement.
teaching, there should be self-evaluation or self- c. Media and teaching aids
assessment. The most important thing is that the media
Sometimes, teachers do not pay attention to facilite the presentation of the materials. The
an important nurturant effect while students’ musical instruments which can be used are
responses should be responded so that students in the form of carl orff musical instruments,
get the appropriate feedback. Therefore, teachers standard musical instruments and those made by
should respond to students’ response by directing the students themselves.
them to meaningful aspects (Trianto, 2011: 136). d. Facilities
According to Mursell (2007), that is called the Music thematic teaching is essentially close
focus principle, which states that the sequence of to natural situation. Therefore, the teaching
the materials should be interrelated as a learning process can be carried out both in or
meaningful unit. outside the classroom. The most important thing
in relation to the facility is that the students can
Objectives of the music teaching
focus their attention to the teaching process. So,
Pusat Kurikulum (2002:7) states that the available facilities should make students feel
arts education aims at developing all comfortable in their learning.
activities concerning aesthetic zest which e. Evaluation
includes any activities in expressing, exploring, A good evaluation is through giving
creating and appreciating arts in the form of feedback to the students about their learning
visual, sound, movement, and character achievement so that they know what they have
languages (Astuti dkk., 2012:10). Therefore, achieved and what they should achieve.
the objective of music teaching at schools is not Therefore, in thematic teaching self-evaluation is
that students will become artists, but to highly recommended so that students know their
improve their aesthetic zest. However, when learning achievement.
one day there are students who become artists, f) Students
it is not something avoidable. Essentially, each student can learn well
Music thematic teaching model using the thematic teaching. The most
important thing is that the materials should be in
Based on the explanation above, the music accordance with students’ developmental level,
thematic teaching model should meet the their cultural social background, and their ability.
following principles: In thematic teaching, the students become the
a. Materials centre of the teaching so the objective of the
The characteristics of the materials are the teaching should be on improving the students’
main aspect which needs to be taken into account activities and learning achievement.
in the thematic teaching because the essence of
the thematic teaching is on the materials. The g) Teachers
selection of the themes must be based on and in In thematic teaching, the teacher plays the
accordance to the meaningfulness, timeliness, role of a facilitator. The teacher’s responsibility
interest, and students’ development. In the
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International Conference on Educational Research and Innovation (ICERI 2016)
is to organize the teaching so that through the first year of the research focuse on collectes
their own self-awareness, students are actively qualitative data.
involved in achieving their learning achievement
Research sites
.
This study conducted in Indonesia and in
the Netherlands. In Indonesia, the study
conducted at Yogyakarta State University, and
Research Design
SMP Negeri 2 (State Junior High School 2) in
The research method used in this study is Temanggung. Whereas in the Netherlands this
Research and Development, in which there are study will be conducted at Keesboeken School,
experimental activities with pre-test/posttest Cals College Junior High School, Herman Jordan
control group design to test the effectiveness of Lyceum Montessory School and Senior High
the model. To determine the effectiveness the School, and Hoogeschool voor de Kunsten,
research use quantitative analysis. In the first Utrecht. Those schools are selected based on the
year focus to develop the model. Experimental observations that have been made in the
activities will be conduct in second year. previous studies, which proved that the schools
and colleges are very conducive in developing
Research Procedure
teaching-learning innovations.
In the previous studies, the researcher
developed an model of learning evaluation for
Development of Research Instruments
arts and culture (in 2008-2009). Those studies
has produced an appropriate learning model to The research instruments being developed
teach the music, fine arts, dance and theater are observation sheet, open questionnaire, and
in an integrated way. In 2010-2012 the test. The observation sheet is used to collect data
researcher, in collaboration with a team of on the implementation of thematic learning for
researchers from the Netherlands, developed a music, while the open questionnaire is used to
model of learning music. The study resulted in know the concept of thematic learning for music,
an appropriate model for learning music in and test is used to evaluate the students’
public schools. The subsequent research is achievement of learning music.
planned to be conducted in 2015-2016 in which
the researcher is going to to develop a model
Data Analysis
of thematic learning for music.
The qualitative data analyzed using
Data Collection Method
descriptive analysis. It is intended to give a
The data collection method use the comprehensive explanation about the thematic
documentation, interviews, and observations as learning for music, covering the materials,
well as experiments. The documentation method design, and implementation.
is used for collecting data related to the concept
and implementation of thematic learning for
music both in Indonesia and in the Netherlands.
Interviews conducted to the educational experts
Research Result
in the Netherlands, including the policy makers,
principals, teachers, students, and stakeholders, a.The Concept of Thematic Teaching and
to find out the concept and implementation of Learning in Indonesia
thematic learning for music in the Netherlands.
Observations are made on the implementation of As mention before, that thematic teaching
thematic learning for music in the Netherlands. model is essentially an integrated teaching
While the experiments will be conducted to model, therefore it’s can be said that to
determine the effectiveness of thematic learning discussion about thematic teaching must be talk
model . about integration. Teaching must enables
students either individually or in groups to
Data Type actively look for and find concepts and principles
The type of data to be collected is, for the holistically and authentically.
qualitative data, include concepts, materials, Every nation in the world is blessed with
and lesson plans, as well as the forms of the natural potential and resources that are not
outcomes for the thematic learning of music. always the same. Each has strengths and
While the quantitative data to be collected are weaknesses depending on how far the nation
the achievement (scores) of learning music. In develops its potential. It can be said that the
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International Conference on Educational Research and Innovation (ICERI 2016)
progress of a nation depends on how good it is difficulties encountered and ways to overcome
able to develop its resources optimally. the problems. The reflection on the activities of
The background of its history, geography, learners being open and respond positively any
cultures makes Indonesia become a multicultural input. They assume that an error or imperfection
nation that respects differences with its motto is normally, the process towards perfection, so
“unity in diversity” which means there are that the atmosphere of reflection is
differences but it remains as one nation. The friendship.The collecting data by
basic concept of education in Indonesia was Documentation is to collect the material of
basically developed by Ki Hadjar Dewantara, an lesson, take picture, and video of learning
Indonesian educationist, in 1920s. He developed process. The material lesson documentation is
motto “ Ing Ngarso sung tulodho, Ing madya books, CD, VCD, and paper. Teacher in the
mangun karsa, and tutwuri handayani”. This Netherlands always provide a very good
motto means that if someone becomes a leader, systematical material of lesson, but using
he should give examples, among his people he flexible method in class. That make lesson
should give motivation, and behind the scene he have high quality and exciting.
should give strength. This motto is ingrained in
Discussion
the concept of education in Indonesia.
Curriculum 2013 have purpose to a. The concept of integrated music teaching and
integrated of moral education in the process of learning in the Netherlands
learning music in primary and secondary Based on the best practice of music
education level in Indonesia. Curriculum 2013 is teaching in the Netherlands shows that learning
the culmination of a process of developing music can be done by 1) integrating affective,
curriculum that has been pioneered by cognitive and psychomotor in a music teaching
Indonesian government since before materials; 2) integrate various musical elements
independence around the 1920s, spearheaded by in the learning material; 3) integrating theory and
a prominent Indonesian educationist, Ki Hajar practice in the learning process. Theories
Dewantara. He used Javanese music to soften the concluded and simultaneously raised the practice
manners of learners. of playing music activities, and 4) develop
Therefore it can be said that the character education by integrating music with the
characteristic of integrated teaching in learning is field of language and morals.Integrating aspects
to develop the competence of learners as a of affective, cognitive and psychomotor learning
whole not only in term of intellectual but also music is done by giving experience to students
in term of feeling. about the mood of the song with variations such
as modulation, dynamic change, and change
Data collection on the concept and
gamut from major to minor. Changes modulation
implementation of thematic learning for
giving mood of the song to be more excited
music in the Netherlands
because generally modulation moves towards
The data collection in first year method use higher. Changes the dynamic of the piano to
the documentation, interviews, and observations. mezzo forte, forte kemodian to illustrate to
The documentation method is used for collecting students that life is full of changes. The
data related to the concept and implementation of interesting thing is the change of the ladder track
thematic learning in the Netherlands. major to minor scales. Such changes give
Interviews was conducted to the learners experience that atmosphere of joy or
educational experts in the Netherlands, vice versa can be done by changing the minor
including the policy makers, principals, scales. When the minor scales even sing a song
teachers, students, and stakeholders, to find out lyric contains an atmosphere of sadness.
the concept and implementation of thematic One of the Dutch philosophy is the concept
learning for music in the Netherlands. of a person lies not in knowledge, but on the
Base on the observation and interview, in behavior shown. They argue that it is a dangerous
general the teaching and learning process thing when a truth is only believed, but to do or
begins with the perception by the lecturer by implemented. Thus the Dutch always practiced
recalling previous learning. After that learners everything he knows. The Dutch do not judge
with the teachers practice the material of music. someone based on what was said by someone,
In the learning process there are students who are but rather to trust the things that are done by
fluent and there is not. Then lecturer strengthen someone. It was an impact on the learning
the ability of learners. After that is a reflection process. Theory and practice always integrated in
activities. This reflection on the activities of the any learning process. Concepts, theories, and
learners discuss achievements and discuss principles be concluded simultaneously with the
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International Conference on Educational Research and Innovation (ICERI 2016)
practice. The positive impact of the integration of mood of the song to be more excited because
theory and practice is very learners understand generally modulation moves towards higher.
the subject matter music with a broader and Changes the dynamic of the piano to mezzo forte,
deeper, and is more durable material embedded forte then to illustrate to students that life is full
in the memory of the student. of changes. The interesting thing is the change of
The integration of music with language and major to minor scales. Such changes give
morals generally occurs during the learning learners experience that atmosphere of joy or
process of vocal or singing. Song lyrics can be vice versa can be done by changing the minor
used as learning the language. This was done scales. When the minor scales even sing a song
both to students who were children or adults. lyric contains an atmosphere of sadness.
Children ages 5-6 years learn vocabulary through
songs lyric adults, while teachers and lecturers of
language use songs to teach a foreign language.
For example lecturers teach Indonesian
Indonesian to Dutch people using the medium of REFERENCES
popular songs Indonesia.
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International Conference on Educational Research and Innovation (ICERI 2016)
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