Resa Respati, - and Yudi Sukmayadi, - and Rita Milyartini, - and Cece Rakhmat, - (2025) DESAIN MODEL AUDITORY REPETITION EKSPLORATION CREATIVITY (AREC) SEBAGAI STIMULUS PENGEMBANGAN MUSIKALITAS SISWA SEKOLAH DASAR. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Abstrak Pendidikan musik di sekolah dasar bertujuan untuk mengembangkan berbagai aspek dan potensi yang dimiliki siswa, salah satunya adalah kemampuan musikal. Pengembangan kemampuan musikal memiliki beragam manfaat, tidak hanya dalam meningkatkan prestasi belajar musik, tetapi juga sebagai modal dasar untuk mendukung perkembangan kognitif, kreativitas, psikomotorik, apresiasi seni, psikologis, dan kemampuan berbahasa. Dengan demikian, perkembangan musikalitas berperan penting dalam membentuk siswa yang memiliki kemampuan menyeluruh dan seimbang. Berdasarkan analisis pelaksanaan pembelajaran musik di Sekolah Dasar, pengembangan kemampuan musikal siswa menunjukkan beberapa tantangan yang perlu diatasi. Pembelajaran musik saat ini lebih difokuskan pada kegiatan teknis seperti hafalan lagu, pengenalan alat musik, serta praktik bernyanyi dan memainkan musik. Namun pendekanan tersebut dipandang belum sepenuhnya mencakup upaya pengembangan musikalitas secara utuh. Oleh karena itu, Penelitian ini bertujuan untuk mengembangkan model pembelajaran musik AREC (Auditory, Repetition, Exploration, Create) guna meningkatkan musikalitas siswa sekolah dasar melalui pendekatan yang lebih terstruktur. Metode penelitian yang digunakan adalah penelitian Educational Design Research (EDR). Adapun desain yang diadaptasi adalah model EDR dari Reeves. Penelitian ini melibatkan 271 guru pada tahap analisis kebutuhan, 9 guru pada tahap FGD dan implementasi model. Jumlah siswa yang terlibat adalah 225 siswa pada tahap analisis kemampuan musikal dan 86 siswa pada saat implementasi model yang berada pada fase A dan B. Instrumen yang digunakan dalam penelitian adalah lembar observasi, lembar wawancara, angket, studi dokumen, validasi ahli dan tes. Adapun teknik analisis data yang dilakukan meliputi analisis data kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa model ini valid untuk diterapkan, terbukti dari skor validasi ahli sebesar 84,8% dan guru sebesar 94,42%. Implementasi model AREC dapat meningkatkan sensitivitas siswa terhadap aspek-aspek musik, kreativitas, dan keterlibatan siswa secara aktif dalam pembelajaran. Hasil analisis uji kruskal wallis menunjukkan perbedaan signifikan dibandingkan model konvensional. Model AREC diharapkan mampu menjadi alternatif solusi dalam pembelajaran musik di sekolah dasar, mendukung pengembangan musikalitas siswa, serta memperkuat karakter seperti kreativitas dan kolaborasi. Abstract Music education in elementary schools aims to develop various aspects and potentials possessed by students, one of which is musical ability. The development of musical ability has numerous benefits, not only in improving academic achievement in music but also as a fundamental asset to support cognitive development, creativity, psychomotor skills, art appreciation, psychological well-being, and language skills. Therefore, the development of musicality plays a vital role in shaping students to become well-rounded and balanced individuals. Based on an analysis of music learning implementation in elementary schools, the development of students' musical abilities presents several challenges that need to be addressed. Current music learning tends to focus more on technical activities such as song memorization, introduction to musical instruments, as well as singing and playing music. However, this approach is considered insufficient in fully developing musicality. Therefore, this study aims to develop the AREC (Auditory, Repetition, Exploration, Create) music learning model to enhance elementary students’ musicality through a more structured approach. The research method used is Educational Design Research (EDR), adapting the EDR model developed by Reeves. This study involved 271 teachers during the needs analysis phase, 9 teachers in the FGD and model implementation phase. A total of 225 students participated in the musical ability analysis phase, and 86 students were involved during the implementation phase (Phase A and B). The instruments used in this research include observation sheets, interview guides, questionnaires, document studies, expert validation forms, and tests. Data analysis techniques include both qualitative and quantitative approaches. The results of the study indicate that the model is valid for implementation, as evidenced by an expert validation score of 84.8% and teacher validation score of 94.42%. The implementation of the AREC model improved students' sensitivity to various musical aspects, creativity, and active participation in learning. The results of the Kruskal-Wallis test analysis showed a significant difference compared to conventional models. The AREC model is expected to serve as an alternative solution for music education in elementary schools, supporting the development of students’ musicality and strengthening character traits such as creativity and collaboration.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=kDmpQvUAAAAJ&hl=id&oi=ao ID SINTA Promotor/Co-Promotor: Yudi Sukmayadi: 6100381 Rita Milyartini: 5978994 Cece Rakhmat: 5993220 |
| Uncontrolled Keywords: | Auditory Repetition Eksploration Creativity (Arec), Stimulus Pengembangan Musikalitas, Pembelajaran Musik Auditory Repetition Exploration Creativity, Stimulus for Musical Development, Music Learning |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education M Music and Books on Music > MT Musical instruction and study |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Seni S-3 |
| Depositing User: | Resa Respati |
| Date Deposited: | 17 Apr 2025 08:24 |
| Last Modified: | 17 Apr 2025 08:24 |
| URI: | http://repository.upi.edu/id/eprint/132177 |
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