Student Centered Learning-Comprehensive Musicianship Through Performance Dalam Pembelajaran Orkestra

Fu'adi Fu'adi, Agustianto Agustianto, Yunike Juniarti Fitria, Herry Rizal Djahwasi

Abstract


Model pembelajaran merupakan bagian penting untuk mengembangkan kapabilitas musikal peserta didik. Artikel ini bertujuan untuk mendeskripsikan penerapan model pembelajaran musik orkestra berbasis Student-Centered Learning: Comprehensive Musicianship through Performance (SCL-CMP). Penelitian ini menggunakan metode kualitatif, dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model interaktif Huberman meliputi pengumpulan data, kondensasi data, reduksi data, dan verifikasi/kesimpulan, serta didukung dengan penggunaan software NVivo 12 untuk pengorganisasian data. Hasilnya yang pertama adalah manfaat SCL-CMP dalam pembelajaran orkestra bagi peserta didik meliputi partitur musik orkestra dapat dijelaskan dengan detail, mendorong peserta didik untuk lebih aktif, karakter instrumen musik menjadi lebih mudah dipahami, dan permasalahan teknis dalam memainkan instrumen musik lebih mudah diatasi; kedua, daya tarik SCL-CMP dalam pembelajaran orkestra antara lain peserta didik memiliki waktu lebih banyak untuk berdiskusi, lebih berani berpendapat, dan mendiskusikan partitur musik secara kritis; ketiga , kendala yang dihadapi dalam pembelajaran berbasis SCL-CMP antara lain sikap peserta didik yang malas dan pasif, dan kurangnya kesadaran pendidik terhadap kemajuan peserta didik; dan keempat, optimalisasi SCL-CMP dalam pembelajaran orkestra melalui upaya mengutamakan diskusi dalam pembelajaran, membagi kelompok alat musik menjadi beberapa kelompok, dan mencari solusi dari setiap permasalahan. Permasalahan dalam pembelajaran orkestra dapat dibahas secara mendalam beserta solusinya, sehingga dapat disimpulkan bahwa pembelajaran berbasis model Student-Centered Learning-Comprehensive Musicianship Through Performance sangat cocok diterapkan dalam pembelajaran orkestra.


Keywords


student centered learning; comprehensive musicianship; pembelajaran orkestra

Full Text:

PDF

References


Anders Ericsson, K., & Harwell, K. W. (2019). Deliberate practice and proposed limits on the effects of practice on the acquisition of expert performance: why the original definition matters and recommendations for future research. Frontiers in Psychology, 10(OCT), 1–19. https://doi.org/10.3389/fpsyg.2019.02396

Araújo, M. V. (2016). Measuring self-regulated practice behaviours in highly skilled musicians. Psychology of Music, 44(2), 278–292. https://doi.org/10.1177/0305735614567554

Barry, N. H., & Hallam, S. (2002). Practice.The science and psychology of music performance: Creative strategies for teaching and learning (& G. E. M. (Eds. . R. Parncutt (ed.)). Oxford University Press.

Brown, J. K. (2008). Student-Centered Instruction: Involving Students in Their Own Education. Music Educators Journal, 94( 5.

Colwell, R. (1992). Handbook of Research on Music Teaching and Learning. Schrimer Books.

Concina, E. (2020). The role of metacognitive skills in music learning and performing: Theoretical features and educational implications. Frontiers in Psychology, 10(JULY), 1–11. https://doi.org/10.3389/fpsyg.2019.01583

Creswell, J. W., & Poth, N. P. (2018). Qualitaive Inquiry & Research Design. London: SAGE Publications, Inc.

Djamaluddin, A., & Wardana. (2019). Belajar Dan Pembelajaran. In CV Kaaffah Learning Center.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295x.100.3.363

Ernst, R. (1974). A taxonomical analysis of selected units of the Hawaii comprehensive musicianship program. Doctoral dissertation, The University of Michigan. Dissertation Abstracts International, 35, 4584A.

Fisandra, H. B., & Danusiri, A. (2022). Orkestra sebagai Peristiwa Mediasi: Jakarta City Philharmonic, Tubuh dan Materialitas. Resital: Jurnal Seni Pertunjukan, 23(1), 1–14. https://doi.org/10.24821/resital.v23i1.6162

Fuad, N. M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving junior high schools’ critical thinking skills based on test three different models of learning. International Journal of Instruction, 10(1), 101–116. https://doi.org/10.12973/iji.2017.1017a

Ghozali, I. (2020). Professional competence of teachers in learning music at elementary schools in Pontianak. Harmonia: Journal of Arts Research and Education, 20(1), 84–94. https://doi.org/10.15294/harmonia.v20i1.24932

Hallam, S., Rinta, T., Varvarigou, M., Creech, A., Papageorgi, I., Gomes, T., & Lanipekun, J. (2012). The development of practising strategies in young people. Psychology of Music, 40(5), 652–680. https://doi.org/10.1177/0305735612443868

Hamalik, O. (2014). Kurikulum dan Pembelajaran. Bumi Aksara.

Hardjana, S. (2004). Musik Antara Kritik dan Apresiasi. In PT. Kompas Media Nusantara.

Harsono. (2008). Student-Centered-Learning di PerguruanTinggi. Urnal Pendidikan Kedokteran Dan Profesi Kesehatan Indonesia., Volume 3(No. 1).

Hatfield, J., Halvari, H., & Lemyre, P. (2017). Instrumental practice in the contemporary music academy: A three-phase cycle of self-regulated learning in music students. Musicae Scientiae, 21(3), 316–337. https://doi.org/https://doi.org/10.1177/1029864916658342

Heavner, T. (2005). The applied music lesson: Teaching gifted and talented students utilising principles of comprehensive musicianship. International Education Journal, 6(2), 170–174.

Heong, Y.M., Yunos, J.M., Othman, W., Hassan, R., Kiong, T.T., & Mohamad, M. M. (2012). The needs analysis of learning higher order thinking skills for generating ideas. Procedia-Social and Behavioral Sciences, 59, 197-203.

Hidayat, A. (2022). Peran Emosi Dalam Interpretasi Musikal Musisi Untuk Meningkatkan Kinerja Estetis (Studi Kasus: Komparasi Pada Pemain Cello dan Gitar). Resital: Jurnal Seni Pertunjukan, 23(2), 117–127. https://doi.org/https://doi.org/10.24821/resital.v23i2.5075

Indrawati. (2009). Model Pembelajaran Terpadu di Sekolah Dasar untuk Guru SD. Pusat Pengembangandan Pemberdayaan Pendidikan dan Tenaga Kependidikan Ilmu Pengetahuan Alam PPPPTK untuk Program BERMUTU.

Jorgensen, H. (2004). Strategies for individual practice. In A. Williamon (Ed.), Music excellence: Strategies and techniques to enhance performance (pp. 85–103). Oxford: Oxford University Press.

K., S. L. (2012). Just Good Teaching. Latham MD; Rowman & Liilefield Education.

Karbalaei, A. (2012). Critical Thinking and Academic Achievement. Íkala, Revista de Lenguaje y Cultura, 17(2), 121–128. https://doi.org/10.17533/udea.ikala.10948

Khoerunnisa, P., & Aqwal, S. M. (2020). Analisis Model-model Pembelajaran. Fondatia, 4(1), 1–27. https://doi.org/10.36088/fondatia.v4i1.441

Kim, S. (2010). A study of self-regulated learning in college string majors. String Research Journal, 1(1), 39–54. https://doi.org/https://doi.org/10.1177/194849921000100103

Lawler, N. (1976). Comprehensive musicianship in secondary school instrumental music: a structure and planning guide. Doctoral dissertation, The University of Alabama. Dissertation Abstracts International, 37, 7600A.

Leou, M., Abder, P., Riordan, M., & Zoller, U. (2006). 'Using HOCS-centered learning’ as a pathway to promote science teachers’ metacognitive development. Research in Science Education, 36(1–2), 69–84.

Mahanal, S., Zubaidah, S., Bahri, A., & Dinnurriya, M. S. (2016). Improving students’ critical thinking skills through Remap NHT in biology classroom. Asia-Pacific Forum on Science Learning and Teaching, 17(2).

Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). RICOSRE: A learning model to develop critical thinking skills for students with different academic abilities. International Journal of Instruction, 12(2), 417–434. https://doi.org/10.29333/iji.2019.12227a

Majid, A. (2013). Strategi Pembelajaran. Remaja Rosdakarya.

McPherson, G. E., & Zimmerman, B. J. (2011). Self-regulation of musical learning: A social cognitive perspective on developing performance skills (& P. W. (Eds. . In R. Colwell (ed.); MENC handb). Oxford University Press. https://doi.org/https://doi.org/10.1093/acprof:osobl/9780199754397.003.0004

McPherson, G. E., Davidson, J. W., & Faulkner, R. (2012). Music in our lives: Redefining musical development, ability and identity. Oxford University Press. https://doi.org/https://doi.org/10.1093/acp rof:oso/9780199579297.001.0001

McPherson, G. E., Nielsen, S., & Renwick, J. (2013). Self-regulation interventions and the development of music expertise (In H. Bembenutty, T. Cleary, & A. Kitsantas (Eds.) (ed.); Applicatio). Information Age Publishing.

Miles, Matthew B., A. Michael Huberman., & J. S. (2014). Qualitative data analysis (Third ed.). SAGE Publications, Inc.

Moleong, L. J. (2005). Metodologi Penelitian Kualitatif. PT. Remaja Rosdakarya, cetakan ke 21.

Music Educators National Conference. (1965). Comprehensive musicianship the foundation for college education in music cmp 2.

Nielsen, S. G. (1999). Learning strategies in instrumental music practice. British Journal of Music Education, 16(3), 275–291. https://doi.org/https://doi.org/10.1017/S0265051799000364

Platz, F., Kopiez, R., Lehmann, A. C., & Wolf, A. (2014). The influence of deliberate practice on musical achievement: A meta-analysis. Frontiers in Psychology, 5(JUN), 1–13. https://doi.org/10.3389/fpsyg.2014.00646

Schmidt, S., & Gruber, H. (2023). Does genre make a difference? Classical orchestra/popular band musicians’ motivation, self-efficacy, and practice experiences’ effects on deliberate practice. Psychology of Music, 51(1), 69–88. https://doi.org/10.1177/03057356221083699

Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. A WileyImprint.

Spearman, E. (1979). The development of comprehensive musicianship in the secondary instrumental music program. Washington University.

Spitzer, J. (2001). Orchestra. In Stanley Sadie (Ed.), The New Grove Dictionary of Music and Musicians (2nd editio, p. 530). London: Macmillan Publishers Limited, 2001.

Wan, L., Crawford, R., & Jenkins, L. (2023). Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice. Journal of Research in Music Education, 71(1), 67–90. https://doi.org/10.1177/00224294221093521

Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice. .Jossey- Bass:

Willoughby, D. (1971). Comprehensive Musicianship and Undergraduate Music Curricula, cmp6.

Woolf, B. P. (2009). Building Intelligent Interactive Tutors: Student-Centered Strategies for Revolutionizing e- Learning. Morgan KaufmannPublishers.

Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through Differentiated Science Inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77–91. https://doi.org/10.12973/tused.10214a




DOI: https://doi.org/10.24821/resital.v24i3.9346

Article Metrics

Abstract view : 406 times
PDF - 61 times

Refbacks

  • There are currently no refbacks.


Bookmark and Share



This work is licensed under a Creative Commons Attribution 4.0 International License.