Exploring the Impact of Reflective Learning in Teaching Basic Music Theory: A Qualitative Study

Dedy Setyawan; Juju Masunah; Rita Milyartini; Yudi Sukmayadi

doi:10.35445/alishlah.v16i4.5819

Exploring the Impact of Reflective Learning in Teaching Basic Music Theory: A Qualitative Study

Dedy Setyawan, Juju Masunah, Rita Milyartini, Yudi Sukmayadi

Abstract

This study investigates challenges in the basic music theory course within the Music Education Study Program at STKIP Citra Bakti, focusing on identifying key learning issues and analyzing student reflections on the course experience. A descriptive approach with a survey method was employed. Data collection included questionnaires and interviews, and analysis was conducted using Miles and Huberman's model, which involves data reduction, data presentation, and data verification. The findings categorize the primary challenges in basic music theory learning into eight areas: (1) Student Characteristics, (2) Learning Attitudes, (3) Motivation, (4) Media/Teaching Materials, (5) Instructor Influence, (6) Family Support, (7) Social Environment, and (8) Infrastructure. Notably, 93.3% of students cited media and teaching materials as a significant issue, while 90% pointed to inadequate infrastructure as a key barrier to effective learning. The analysis highlights a critical need to improve media and teaching materials, as well as infrastructure, to enhance learning experiences. Addressing these issues may foster better engagement and understanding in basic music theory. The study underscores the importance of prioritizing resource allocation for teaching materials and facilities in the Music Education program. Future research should explore strategies to strengthen student interaction with learning materials and promote collaboration between educational institutions and resource providers to support music theory education effectively.

Keywords

Reflection on Learning; Basic Music Theory; Music Learning; Music Art Education

Full Text:

PDF

References

Asmus, E. P. (2021). Visions of Research in Music Education Qualitative Paradigms In Music Education Research. The Quarterly Jurnal of Music Teaching and Learning, 16(5), 1–29.

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers and Education, 128(September 2017), 269–283. https://doi.org/10.1016/j.compedu.2018.09.013

Chang, B. (2019). Reflection in learning. Online Learning Journal, 23(1), 95–110. https://doi.org/10.24059/olj.v23i1.1447

Cornelius, S., & Natvig, M. (2022). Music : A Social Experience. New York: Routledge.

Dada, D., Laseinde, O. T., & Tartibu, L. (2022). Student-Centered Learning Tool for Cognitive Enhancement in the Learning Environment. Procedia Computer Science, 217, 507–512. https://doi.org/10.1016/j.procs.2022.12.246

Djamarah, Bahri, S., & Zain, A. (2006). Strategi belajar Mengajar. Jakarta: PT. Rineka Cipta.

Goedhart, N. S., Blignaut-van Westrhenen, N., Moser, C., & Zweekhorst, M. B. M. (2019). The flipped classroom: supporting a diverse group of students in their learning. Learning Environments Research, 22(2), 297–310. https://doi.org/10.1007/s10984-019-09281-2

Gorgoretti, B. (2019). The use of technology in music education in North Cyprus according to student music teachers. South African Journal of Education, 39(1), 1–10. https://doi.org/10.15700/saje.v39n1a1436

Goss, P., Sonnemann, J., & Griffiths, K. (2017). Engaging students: creating classrooms that improve learning. Grattan Institute.

Greene, J. A., Freed, R., & Sawyer, R. K. (2019). Fostering creative performance in art and design education via self-regulated learning. Instructional Science, 47(2), 127–149. https://doi.org/10.1007/s11251-018-9479-8

Hayes, L. (2019). Beyond Skill Acquisition: Improvisation, Interdisciplinarity, and Enactive Music Cognition. Contemporary Music Review, 38(5), 446–462. https://doi.org/10.1080/07494467.2019.1684059

Hossain Maghool, S. A., Moeini, S. H. (Iradj), & Arefazar, Y. (2018). An educational application based on virtual reality technology for learning architectural details: Challenges and benefits. Archnet-IJAR: International Journal of Architectural Research, 12(3), 246–272. https://doi.org/10.26687/archnet-ijar.v12i3.1719

Iman, A. N. H., Naseem, A., & Safdar, S. (2024). Reflective Learning at the University Level: A Qualitative Study from the Student’s Perspective. Journal of Development and Social Sciences, 5(46–56). https://doi.org/10.47205/jdss.2024(5-i)05

Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2018). The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28(January), 177–195. https://doi.org/10.1016/j.tsc.2018.04.002

Joullié, J. E. (2018). Management without theory for the twenty-first century. Journal of Management History, 24(4), 377–395. https://doi.org/10.1108/JMH-05-2018-0024

Kharbat, F. F., Alshawabkeh, A., & Woolsey, M. L. (2021). Identifying gaps in using artificial intelligence to support students with intellectual disabilities from education and health perspectives. Aslib Journal of Information Management, 73(1), 101–128. https://doi.org/10.1108/AJIM-02-2020-0054

Kwaśniewska, J. M., Gralewski, J., Witkowska, E. M., Kostrzewska, M., & Lebuda, I. (2018). Mothers’ personality traits and the climate for creativity they build with their children. Thinking Skills and Creativity, 27(April 2017), 13–24. https://doi.org/10.1016/j.tsc.2017.11.002

Lynch, M., Kamovich, U., Longva, K. K., & Steinert, M. (2021). Combining technology and entrepreneurial education through design thinking: Students’ reflections on the learning process. Technological Forecasting and Social Change, 164(January 2018), 119689. https://doi.org/10.1016/j.techfore.2019.06.015

Malloch, S., & Trevarthen, C. (2018). The human nature of music. Frontiers in Psychology, 9(OCT), 1–21. https://doi.org/10.3389/fpsyg.2018.01680

Mazza, C., Ricci, E., Marchetti, D., Fontanesi, L., Giandomenico, S. Di, Verrocchio, M. C., & Roma, P. (2020). How personality relates to distress in parents during the COVID-19 lockdown: The mediating role of child’s emotional and behavioral difficulties and the moderating effect of living with other people. International Journal of Environmental Research and Public Health, 17(17), 1–13. https://doi.org/10.3390/ijerph17176236

McPherson, P. (2020). A Phenomenological Exploration of Educators ’ Lived Experiences and Transitions from Teacher-Centered to Student-Centered Learning A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy with a Major in E. Northwest Nazarene University.

Naryatmojo, D. L. (2019). Internalization the Concept of Local Wisdom for Students in the Listening Class. SSRN Electronic Journal, 10(1), 382–394. https://doi.org/10.2139/ssrn.3367656

Ng, D. T. K., Ng, E. H. L., & Chu, S. K. W. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and Information Technologies, 27(1), 45–64. https://doi.org/10.1007/s10639-021-10568-2

Novera, D., & Budiwirman. (2020). An Analysis of Guguak Manyambah Song Created by B. Andoeska in Minangkabau Song. Proceedings of the International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019) An, 458(Icssgt 2019), 139–146. https://doi.org/10.2991/assehr.k.200803.018

Penhune, V. B. (2018). Understanding Sensitive Period Effects in Musical Training. Cerebral Cortex, 28(12), 289–320. https://doi.org/10.1007/7854

Permatasari, B. D., Gunarhadi, & Riyadi. (2019). The influence of problem based learning towards social science learning outcomes viewed from learning interest. International Journal of Evaluation and Research in Education, 8(1), 39–46. https://doi.org/10.11591/ijere.v8i1.15594

Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education, 75, 93–104. https://doi.org/10.1016/j.tate.2018.06.003

Prasetyo, N., & Sumaryanto, T. (2019). Catharsis : Journal of Arts Education Form , Structure of Music in Magic Genjring Art at Randusanga Kulon Village , Brebes District , Brebes Regency. Catharsis: Journal of Arts Education, 8(3), 229–238.

Scholastica, C. A. (2018). Learning the English Passive Voice: Difficulties, learning strategies of Igbo ESL learners and pedagogical implications. International Journal of English and Literature, 9(5), 50–62. https://doi.org/10.5897/ijel2018.1146

Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481

Steinbrink, C., Knigge, J., Mannhaupt, G., Sallat, S., & Werkle, A. (2019). Are temporal and tonal musical skills related to phonological awareness and literacy skills? - Evidence from two cross-sectional studies with children from different age groups. Frontiers in Psychology, 10(MAR), 1–16. https://doi.org/10.3389/fpsyg.2019.00805

Tang, K. H. D. (2023). Student-centered Approach in Teaching and Learning: What Does It Really Mean? Acta Pedagogia Asiana, 2(2), 72–83. https://doi.org/10.53623/apga.v2i2.218

Thompson, W. F., Bullot, N. J., & Margulis, E. H. (2022). The Psychological Basis of Music Appreciation: Structure, Self, Source. Psychological Review, 130(1), 260–284. https://doi.org/10.1037/rev0000364

Ungureanu, P., & Bertolotti, F. (2020). From gaps to tangles: A relational framework for the future of the theory-practice debate. Futures, 118(December 2019), 102532. https://doi.org/10.1016/j.futures.2020.102532

Vansteenkiste, M., Aelterman, N., De Muynck, G. J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization. Journal of Experimental Education, 86(1), 30–49. https://doi.org/10.1080/00220973.2017.1381067

DOI: https://doi.org/10.35445/alishlah.v16i4.5819