%L repoupi136445
%D 2025
%O https://scholar.google.com/citations?view_op=list_works&hl=en&user=7TOYfFIAAAAJ

ID SINTA Dosen Pembimbing:
Resa Respati: 5994434
Aini Loita: 5982430
%I Universitas Pendidikan Indonesia
%T EFEKTIVITAS METODE EURHYTHMICS, ORFF, DAN RHYTHM SYLLABLE TERHADAP MINAT SISWA DALAM PEMBELAJARAN RITME DI SEKOLAH DASAR
%K Eurhythmics, Orff, Rhythm Syllable, Minat Siswa.

Eurhythmics, Orff, Rhythm Syllable, Student Interest.
%A - Putri Andani Intan Permatasari
%A - Resa Respati
%A - Aini Loita
%X Pembelajaran ritme di Sekolah Dasar memiliki peran strategis dalam membentuk dasar musikalitas siswa sekaligus mengembangkan keterampilan motorik, kognitif, sosial, dan emosional. Namun, penerapan metode konvensional yang bersifat teoretis dan minim praktik langsung masih menjadi kendala dalam meningkatkan minat siswa terhadap ritme. Penelitian ini bertujuan untuk menganalisis dan membandingkan efektivitas metode eurhythmics, orff, dan rhythm syllable terhadap minat siswa dalam pembelajaran ritme dibandingkan dengan metode konvensional. Penelitian menggunakan desain kuasi-eksperimen dengan sampel empat kelas Sekolah Dasar, terdiri atas tiga kelas eksperimen dan satu kelas kontrol. Instrumen penelitian berupa angket minat siswa yang telah divalidasi. Analisis data dilakukan menggunakan uji Kruskal-Wallis H dan uji post hoc. Hasil menunjukkan perbedaan signifikan antar kelompok (p = 0,000). Skor rata-rata minat tertinggi diperoleh kelompok rhythm syllable (69,46), diikuti orff (67,46), eurhythmics (63), dan kontrol (57,33). Uji post hoc menunjukkan bahwa rhythm syllable secara signifikan lebih unggul dibandingkan eurhythmics (p = 0,002) dan konvensional (p = 0,000), namun tidak berbeda signifikan dengan Orff (p = 0,971). Persentase siswa dalam kategori minat sangat tinggi mencapai 100% (orff), 92,3% (rhythm syllable), 66,7% (eurhythmics), dan 8,3% (kontrol). Temuan ini menegaskan efektivitas metode berbasis gerak, vokalisasi, dan partisipasi aktif dalam meningkatkan minat siswa terhadap pembelajaran ritme.

Rhythm learning in elementary school plays a strategic role in establishing students’ foundational musicality while simultaneously developing their motor, cognitive, social, and emotional skills. However, the application of conventional methods—often theoretical and lacking hands-on practice—remains an obstacle to enhancing students' interest in rhythm. This study aims to analyze and compare the effectiveness of the eurhythmics, orff, and rhythm syllable methods on students’ interest in rhythm learning as compared to the conventional method. The research employed a quasi-experimental design involving four elementary school classes: three experimental groups and one control group. The research instrument consisted of a validated student interest questionnaire. Data were analyzed using the Kruskal-Wallis H test followed by a post hoc test. The results showed significant differences among the groups (p = 0.000). The rhythm syllable group achieved the highest mean interest score (69.46), followed by orff (67.46), eurhythmics (63), and the control group (57.33). The post hoc test indicated that rhythm syllable was significantly more effective than eurhythmics (p = 0.002) and the conventional method (p = 0.000), but not significantly different from Orff (p = 0.971). The proportion of students in the “very high” interest category reached 100% (orff), 92.3% (rhythm syllable), 66.7% (eurhythmics), and only 8.3% in the control group. These findings confirm the effectiveness of movement-based, vocalized, and actively participatory methods in increasing students’ interest in rhythm learning.