ECE Music Courses in Higher Education: Rhythmic Learning Based on Local Culture Through the Solfeggio Technique

The lack of learning techniques used by teachers in teaching music in early childhood, especially rhythmic learning, in general teachers only teach rhythm by explaining the value of notes, not using singing, and not connecting it with singing. The purpose of this research is to describe the effectiveness of rhythmic learning using cultural-based solfeggio techniques through lecture assignments. The research method used is descriptive qualitative with an emphasis on exploration. Data collection was taken from the results of the learning value of the rhythmic ensemble which lasted for four meetings. The results showed that of the eighteen students who attended the Culture-Based Arts Education course, when it came to Rhythmic Ensemble, fifteen of them got an A and only one got an A-. All of them can read notes and show them through body rhythmics while singing folk songs. Therefore, it can be recommended that early childhood teachers for music learning, especially in discussing the value of notes/rhythmic learning, use the solfeggio technique using folk songs to introduce local culture from an early age. Keywords: ECE program student, rhythmic learning, local culture, solfeggio technique References: Banoe, P. (2003). Kamus musik. Kanisius. Bronson, M. B. (1995). The right stuff for children birth to 8: Selecting play materials to support development. Natl Assn for the Education. Burak, S. (2019). Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching. International Journal of Music Education, 37(2), 257–271. https://doi.org/10.1177/0255761419833083 Carrillo, C., Baguley, M., & Vilar, M. (2015). The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators. International Journal of Music Education, 33(4), 451–462. https://doi.org/10.1177/0255761415582348 Duţică, L. (2018). Assessment Typologies Used Within the Discipline Theory, Solfeggio, Musical Dictation. Review of Artistic Education, 15(1), 37–43. https://doi.org/doi:10.2478/rae-2018-0004 Eyles, A.-M. (2018). Teachers’ Perspectives about Implementing ICT in Music Education. Australian Journal of Teacher Education, 43(5), 110–131. https://doi.org/10.14221/ajte.2018v43n5.8 Hamilton, A. (2007). Music and the Aural Arts. The British Journal of Aesthetics, 47(1), 46–63. https://doi.org/10.1093/aesthj/ayl038 Ismail, M. J., Fung Chiat, L., & Anuar, A. F. (2021). Learning Music Through Rhythmic Movements in Malaysia. Malaysian Journal of Learning and Instruction, 18(Number 1), 241–263. https://doi.org/10.32890/mjli2021.18.1.10 Jing, W., & Danprdit, P. (2022). Piano Rhythmic Exercise for Preschool Education Major Teaching at Taiyuan Teacher College. Journal of Green Learning, 2(2), 100–105. https://doi.org/10.53889/jgl.v2i2.120 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Kiraly, Z. (2003). Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer. International Journal of Music Education, os-40(1), 41–58. https://doi.org/10.1177/025576140304000105 Lubkov, A. V. (2020). Modern Problems of Pedagogical Education. The Education and Science Journal., 22(3). https://doi.org/10.17853/1994-5639-2020-3-36-54 Mohedo, M. T. D., & Bújez, A. V. (2012). Improving Learning in a Professional Context: A Research Perspective on the New Music Teacher. Procedia - Social and Behavioral Sciences, 69, 579–584. https://doi.org/10.1016/j.sbspro.2012.11.449 Niland, A. (2009). The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education. General Music Today, 23(1), 17–21. https://doi.org/10.1177/1048371309335625 Wang, L. (2022). The Skill Training of Reading Music in the Teaching of Solfeggio and Ear Training in the New Media Environment. Applied Bionics and Biomechanics, 2022, 1–11. https://doi.org/10.1155/2022/8209861 Zhang, W. (2022). Practice and Exploration of Music Solfeggio Teaching Based on Data Mining Technology. Journal of Environmental and Public Health, 2022, 5436772. https://doi.org/10.1155/2022/5436772 &nbsp

Permainan Anak Yang Menggunakan Nyanyian (Kajian Wilayah: Jakarta, Depok, Bogor, Tangerang, Dan Bekasi)

The study is about an almost extinct form of culture that is traditional game with song. The objective of the study is to identify/gather children game in order to preserve traditional game, specifically Betawian children game with song. Qualitative method is used as the approach of the study, focusing on ethnographic research. The study takes place in DKI Jakarta and its surroundings, especially Jakarta suburbs, i.e. Depok, Bogor, Tangerang, and Bekasi. The data analysis is done from the beginning and throughout the process of the study, employing qualitativedata analysis method proposed by Miles and Huberman. Some findings of the study are: One, Betawian children games consist of games with equipment and games with song. Two, there are three games using songs, they are (1). Hompimpah/Gambreng, (2). Tung Keripik, (3). Dang- Dang Tut. Three, five games for children below three years old using song sang by parents: (1). Klung Neng Nang, (2). Laa ilaaha illallaah, (3). Gong Anggong, (4). Cang Uncang Angge, dan (5). Jeg Ujeg Gantil. Four, songs/games with spell, they are: (1). Jeg Ujeg Gantil, (2). Uruk- Uruk Ujan, (3). Pang Numpang, (4). Cengcorang, (5). Rep Sirep, dan (6). Sep Asep. Five, 13 Betawian children games with song: (1) Cici Putri, (2) Wak – Wak Gung, (3) Keripik Jengkol, (4) Pung–Pung Balong, (5) Nenek Gerondong/ Tug–Tug Gene/Tug Tug Ubi, (6) Sim Terima Kasim, (7) Bokeran, (8) Umpet Batu/Titibeni, (9) Serondeng Kacang Tanah, (10) Orang Kaya Orang Miskin, (11) Deng Endengan/Sirih Tampin/Sirih Kuning, (12). Baris Tempe- Tempe, dan (13). Caca Gulali/Dung Dung Clok. Six, there is an appropriateness of children songs with game with the theory of classic games. Seven, there are eight games that are rooted and developed from Betawian children game with song

Pendekatan Reggio Emilia dalam Menjawab Tantangan Kemampuan Anak Usia Dini Abad 21

Pada abad ke-21 ini, setiap manusia termasuk anak usia dini menghadapi tantangan globalisasi. Berdasarkan penelitian terdahulu disimpulkan bahwa pembelajaran yang dapat mempersiapkan anak untuk memiliki kemampuan abad ke-21 adalah pendekatan yang berorientasi pada anak. Pendekatan Reggio Emilia adalah salah pendekatan yang berorientasi pada anak. Pendekatan ini menggunakan pembelajaran berbasis proyek dan menggunakan material terbuka yang telah teruji dapat mengembangkan kemampuan abad ke-21, namun Pendekatan ini memiliki komponen pembelajaran lain. Maka tujuan penelitian ini adalah ingin melihat apakah  seluruh komponen Pendekatan ini mampu menjawab tantangan kemampuan di abad ke-21, dan apakah pendekatan dari kota Italia ini dapat diaplikasikan di dalam konteks pendidikan Indonesia. Penelitian ini menggunakan metode penelitian tinjauan pustaka, menganalisa 2 buku sumber data primer tentang Pendekatan Reggio Emilia, 1 buku sumber data primer tentang Pendidikan menurut Ki Hajar Dewantara dan 62 artikel yang terdiri dari sumber data primer dan sekunder tentang Pendekatan Reggio Emilia dan Kemampuan abad ke-21

Analisis Nilai-nilai Pendidikan Dalam Lagu-lagu Daerah Betawi (an Analysis of Educational Values in Songs of the Betawiarea)

Penelitian ini berujuan untuk mendeskripsikan nilai-nilai pendidikan dalam lagu-lagu daerah Betawi. Has// penelitian ini diharapkan dapat menjadi masukan bag/:(1) Mahasiswa program studi sera musik sebagai calon guru musik di sekolahformal. (2) Guru-guru musik yang mengajar di sekolah formal pada umumnya. (3)Referensi bag/ mahasiswa sen/Â isik khususnya di Universitas Negeri Jakata. (4)Para praktisi Musik. (5) Pemda OKI, khususnya dalam upaya mengembangkandan melestarikan budaya Beawi. Masalah penelitian ini berkaitan dengan lagu-lagudaerah Betawi rumusan masalah adalah: apakah lagu-lagu daerah Betawimengandung nilai-nilai pendidikan bag/ anak ?. bertolak dari masalah tersebutmaka penelitian ini berujuan untuk mendeskripsikan nilai-nilai pendidikan dalamlagu-lagu daerah Betawi. Adapun nilai-nilai pendidikan yang tercantum dalam tujuan pendidikan nasional, meliputi: aspek logika, aspek etika, aspek estetika,aspek praktika.Keabsahan data meliputi (1) kredibilitas, (2) keteralihan, (3)kebergantungan, (4) kepastian (kepastian, perencanaan, proses, has/7akhir, Iharus ada auditor dan auditif sebagai peneliti). Dalam penelitian ini ke empat /criteria tersebut semaksimal mungkin dirujuk. Pengujian validitas dengan menggunakan cross-recheck dan melaluii pertimbangan ahli. Analisis data dilakukan, baik ketika mengumpulkan data maupun setelah pengumpulan data meliputi kegiatan mengumpulkan data, reduksi, penyajian, dan verifikasi. Temuandalam penelitian ini, aspek logika menjelaskan tentang benar salah, aspek etika,aspek estetika, aspek praktika, adalah tercermin pada lagu cik abang, sirih_kuning,surilang, jali-jali, lenggang kangkung, kicir-kicir, cik abang, dan ronggeng

Nilai-Nilai Pendidikan Karakter pada Film Adit dan Sopo Jarwo Ditinjau dari Aspek Pedagogik

Karakter erat kaitannya dengan nilai-nilai kebajikan yang mesti dibiasakan agar terbentuk suatu pola dalam pribadi individu yang masih ada tatanan dalam masyarakat untuk berpikir dan bertindak sesuai dengan nilai-nilai yang diutamakan dalam masyarakat. Penelitian ini bertujuan untuk mendeskripsikan nilai-nilai karakter apa yang ditanamkan dalam film Adit dan Sopo Jarwo dan Menganalisis relevansi film Adit dan Sopo Jarwo dalam menanamkan nilai-nilai karakter jika ditinjau dari aspek sosiopedagogiek. Penelitian ini menggunakan metode kualitatif dengan menggunakan metode analisis konten. Hasil penelitian dapat disimpulkan bahwa film Adit dan Sopo Jarwo mengandung nilai-nilai karakter jika ditinjau dari aspek pedagogies diantaranya nilai karakter menjaga hubungan dengan Tuhan dan sesama yang didalamnya terkandung sifat sopan santun, jujur, saling menghormati, saling menyayangi dan disiplin

TEACHERS’ CHALLENGE TO DEVELOP STUDENTS' CREATIVE THINKING SKILLS IN ACROSTIC WRITING POETRY AT ELEMENTARY SCHOOL

Children's poetry is a literary problem that is widely studied and in demand, but elementary school students, are constrained in the problem of arranging poetic words, difficulty developing ideas, the impact of lack of guidance in the post-COVID-19 pandemic, or lack of attention in writing poetry. This problem is the background for the improvement of learning after the COVID-19 pandemic carried out by teachers in the form of real action learning to write acrostic poetry in developing creative thinking skills as a form of student-centered learning challenges. This study aims to describe the challenge of teachers to develop students' creative thinking skills in writing acrostic poetry in elementary school. This type of research is qualitative. The research method used is a qualitative descriptive study, with a phenomenological approach. The procedure of this research is an interview and literature study. The source of data in this study came from primary data and secondary data. The findings of this study are 1) School Profile; 2) creative thinking skills; 3) learning to write acrostic poetry; and 4) teacher challenges. The results showed that in the face of challenges in learning to write acrostic poetry in elementary school, teachers need to develop models, approaches, strategies, methods, and techniques of learning to write acrostic poetry centered on students so that the ability to write poetry students in the development of language and literature can continue to be accommodated optimally. This study concludes that learning to write acrostic poetry for students makes an effective and significant contribution to the development of students' creative thinking skills in writing poetry, this is a challenge for teachers in the implementation of concrete actions to improve the quality of student-centered learning