Developing Elementary School Teacher’s Professional Competence in Composing Traditional Songs: An Action Research in Indonesia
Abstract
The prevalence of international music engineering is undermining the significance of traditional songs in character building for elementary school students in Indonesia. Consequently, it is necessary to restore the role and function of traditional songs in elementary school learning. One approach to achieving this is by creating new songs that resonate with today's context. However, not all elementary school teachers have the competence to compose songs, hence the need for training in this aspect of teacher professional competence so that they can develop and use music learning materials. The objective of this study is to enhance the creativity and innovation of elementary school teachers in composing traditional songs. Action research as the research design involved quantitative and qualitative approaches. The participants consisted of 15 elementary school teachers who were honorary teachers and civil servants. Quantitative data were collected through surveys, and qualitative data were collected through interviews and observations. The findings indicate that teachers can develop their ability to compose traditional songs and can use technology in the process. Therefore, it can be concluded that elementary school teachers can develop and innovate themselves in creating traditional songs and teaching materials that are tailored to their needs with structured and controlled training. This research needs to be followed up by evaluating teachers in conveying their songs to students and suggesting that teachers be given regular training by the government to increase competence in the field of music, because only a small number participated.
https://doi.org/10.26803/ijlter.22.6.23
Keywords
Full Text:
PDFReferences
Alhazmi, M. A., Alqarni, T. M., & El Aasar, S. A. (2022). The required competencies for future teachers in light of the requirements of intellectual security and knowledge economy. Pegem Journal of Education and Instruction, 12(3), 226–236. https://doi.org/10.47750/pegegog.12.03.24
Asmarani, A., Sukarno, S., & El Widdah, M. (2021). The relationship of professional competence with teacher work productivity in Madrasah Aliyah. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 6(2), 220–235. https://e-journal.ikhac.ac.id/index.php/nidhomulhaq/article/download/1365/653
Barbaroux, M., Dittinger, E., & Besson, M. (2019). Music training with Démos program positively influences cognitive functions in children from low socio-economic backgrounds. PLoS ONE, 14(5), Article e0216874. https://doi.org/10.1371/journal.pone.0216874
Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., & Wesselink, R. (2004). Competence-based vet in the netherlands: Background and pitfalls. Journal of Vocational Education and Training, 56(4), 523–538. https://doi.org/10.1080/13636820400200268
Campayo–Muñoz, E., & Cabedo–Mas, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34(3), 243–258. https://doi.org/10.1017/s0265051717000067
Chen, B., Ren, G., & Liu, Y. (2022). Assessing the determinants of teachers’ job happiness in the private universities. Frontiers in Psychology, 13, 1–12. https://doi.org/10.3389/fpsyg.2022.1018517
Cheng, Y. (2022). Multimedia programmes: creating computer music to enhance creative thinking. Interactive Learning Environments, 30(1), 1–12. https://doi.org/10.1080/10494820.2022.2039950
Chouhan, V. S., & Srivastava, S. (2014). Understanding competencies and competency modeling ? a literature survey. IOSR Journal of Business and Management, 16(1), 14–22. https://doi.org/10.9790/487x-16111422
Cohrdes, C., Grolig, L., & Schroeder, S. (2019). The development of music competencies in preschool children: Effects of a training program and the role of environmental factors. Psychology of Music, 47(3), 358–375. https://doi.org/10.1177/0305735618756764
Crawford, R., & Jenkins, L. E. (2018). Making pedagogy tangible: Developing skills and knowledge using a team teaching and blended learning approach. Australian Journal of Teacher Education, 43(1), 127–142. https://doi.org/10.14221/ajte.2018v43n1.8
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Critchfield, J. B. (2021). Practice rooms and practice fields: connections in character development. Music Educators Journal, 107(4), 35–41. https://doi.org/10.1177/00274321211012447
Csikszentmihalyi, M. (2013). Creativity: the psychology of discovery and invention. HarperCollinsPublishers.
Dastgheib, S. S., Riyassi, M., Anvari, M., Niknejad, H. T., Hoseini, M., Rajati, M., & Ghasemi, M. M. (2013). Music training program: A method based on language development and principles of neuroscience to optimize speech and language skills in hearing-impaired children. Iranian Journal of Otorhinolaryngology, 25(71), 91–97. https://doi.org/10.22038/ijorl.2013.308
de Vries, J. A., Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in Educational Evaluation, 74(101184), 1–10. https://doi.org/10.1016/j.stueduc.2022.101184
Delta, P., International, K., Phi, T., & Kappan, D. (1961). An Analysis of Creativity. The Phi Delta Kappan, 42(7), 305–310. https://www.jstor.org/stable/20342603
Eisenwine, M. J., & Hadley, N. J. (2011). Multitasking teachers: Mistake or missing link? Educational Forum, 75(1), 4–16. https://doi.org/10.1080/00131725.2010.528551
Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. Jama, 287(2), 226–235. https://doi.org/10.1001/jama.287.2.226
Ergün, S. S., Fidan, N. K., & Yildirim, N. (2019). Views of the pre-service classroom teachers about technology literacy. Universal Journal of Educational Research, 7(4), 1140–1146. https://doi.org/10.13189/ujer.2019.070426
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597
Finke, R. A., Ward, T. B., & Smith, S. M. (1996). Creative cognition: Theory, research, and applications. MIT Press.
Goodwin, A. L. (2021). Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education, 44(1), 5–19. https://doi.org/10.1080/02619768.2020.1833855
Grady, M. R., Helbling, K. C., & Lubeck, D. R. (2008). Teacher professionalism since a nation at risk. Phi Delta Kappan, 89(8), 603–607. https://doi.org/10.1177/003172170808900815
Gruszka, A., & Tang, M. (2017). The 4P’s creativity model and its application in different fields. In A. Tang, & C.H. Werner (Eds.), Handbook of the Management of Creativity and Innovation. World Scientific. https://doi.org/10.1142/9789813141889_0003
Gyeltshen, C., & Beri, N. (2019). Levels of work place happiness, organizational commitment, work motivation, and job satisfaction among secondary school teachers in bhutan. International Journal of Recent Technology and Engineering, 7(6), 428–435. https://www.ijrte.org/wp-content/uploads/papers/v7i6s5/F10720476S519.pdf
Hadi, W., Sari, Y., Fahrurrozi, Safitri, D., Marini, A., Sarifah, I., & Dewiyani, L. (2022). Development of children’s audio media as a stimulus for creativity and interpretation ability in learning for elementary school. Social Space, 22(1), 251–269. https://socialspacejournal.eu/menu-script/index.php/ssj/article/view/16
Heil, D. (2005). The internet and student research: Teaching critical evaluation skills. Teacher Librarian, 33(2), 26–29. https://www.proquest.com/openview/45fbcd0cdff21188d423ff9932fc1a24/1?cbl=38018&pq-origsite=gscholar
Herdiati, D., & Saputra, D. N. (2022). Song model development for character education elementary school students. Jurnal Seni Musik, 11(1), 12–18. https://doi.org/10.15294/jsm.v11i1.51763
Hong, J. W., Fischer, K., Ha, Y., & Zeng, Y. (2022). Human, I wrote a song for you: An experiment testing the influence of machines’ attributes on the AI-composed music evaluation. Computers in Human Behavior, 131(6), 1–12. https://doi.org/10.1016/j.chb.2022.107239
Incognito, O., Scaccioni, L., & Pinto, G. (2022). The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers. International Journal of Music Education, 40(1), 90–104. https://doi.org/10.1177/02557614211027247
Jie, C., Mansor, N. N. A., & Widarman, B. (2020). The effect of professional competencies on job performance: A literature review. International Journal of Psychosocial Rehabilitation, 24(03), 1643–1651.
Joo, Y. H. (2020). The effects of distributed leadership on teacher professionalism: The case of Korean middle schools. International Journal of Educational Research, 99, Article 101500. https://doi.org/10.1016/j.ijer.2019.101500
Julia, J., Gunara, S., Supriyadi, T., Agustian, E., Ali, E. Y., & Budiman, A. (2022). Improving elementary school teachers’ competence in composing thematic songs: An action research. Pegem Journal of Education and Instruction, 12(1), 131–141. https://doi.org/10.47750/pegegog.12.01.12
Julia, J., Hakim, A., & Fadlilah, A. (2019). Shifting primary school teachers’ understanding of songs teaching methods: An action research study in Indonesia. International Journal of Education and Practice, 7(3), 158–167. https://doi.org/10.18488/journal.61.2019.73.158.167
Julia, J., Iswara, P. D., Gunara, S., Yildiz, Y. M., & Agustian, E. (2020). Developing elementary school teacher competence in making music learning media using scratch application: An action research. Mimbar Sekolah Dasar, 7(3), 362–385. https://doi.org/10.17509/mimbar-sd.v7i3.29100
Julia, J., Iswara, P. D., & Supriyadi, T. (2018). Song creation by using computer music notation. IOP Conference Series: Materials Science and Engineering. https://doi.org/10.1088/1757-899X/434/1/012055
Julia, J., Subarjah, H., Maulana, M., Sujana, A., Isrokatun, I., Nugraha, D., & Rachmatin, D. (2020). Readiness and competence of new teachers for career as professional teachers in primary schools. European Journal of Educational Research, 9(2), 655–673. https://doi.org/10.12973/eu-jer.9.2.655
Julia, J., Supriatna, E., Isrokatun, I., Aisyah, I., Nuryani, R., & Odebode, A. A. (2020). Moral education (2010-2019): A bibliometric study (part 1). Universal Journal of Educational Research, 8(6), 2554–2568. https://doi.org/10.13189/ujer.2020.080639
Julia, J., Supriyadi, T., & Iswara, P. D. (2020). Training the non-specialist music teacher: Insights from an Indonesian action research study. Universal Journal of Educational Research, 8(2), 547–558. https://doi.org/10.13189/ujer.2020.080226
Karsono, K. (2016). Proses kreatif a.t. mahmud dalam penciptaan lagu anak-anak [creative process A.T. Mahmud in children’s song creation]. Dewa Ruci: Jurnal Pengkajian Dan Penciptaan Seni, 7(1), 38–61. https://jurnal.isi-ska.ac.id/index.php/dewaruci/article/view/973
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9(5–6), 443–456. https://doi.org/10.1016/0742-051x(93)90029-g
Kelchtermans, G. (2009). Who I am in how I teach is the message: self?understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/10.1080/13540600902875332
Kristanto, W. (2020). Javanese traditional songs for early childhood character education. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 169–184. https://doi.org/10.21009/141.12
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
Lantigua, K. (2020). Developing a music-based selective attention training program for toddlers with developmental disabilities. Music Therapy Perspectives, 38(1), 61–68. https://doi.org/10.1093/mtp/miz012
Lara-Alecio, R., Tang, S., Sutton-Jones, K. L., Irby, B. J., Tong, F., Jimenez, D. D., & Villarreal, E. G. (2021). Teachers’ pedagogical and content knowledge after participation in virtual professional development. International Journal of Virtual and Personal Learning Environments, 11(1), 64–86. https://doi.org/10.4018/IJVPLE.2021010105
Laskowski, L. (2016). Google forms and sheets for library gate counts. Journal of Access Services, 13(3), 151–158. https://doi.org/10.1080/15367967.2016.1184577
Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195
Liakopoulou, M. (2011). The professional competence of teachers: which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66–78. https://www.ijhssnet.com/journals/Vol_1_No_21_Special_Issue_December_2011/8.pdf
Liepertz, S., & Borowski, A. (2019). Testing the consensus model: relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement. International Journal of Science Education, 41(7), 890–910. https://doi.org/10.1080/09500693.2018.1478165
Looi, V., & She, J. (2010). Music perception of cochlear implant users: A questionnaire, and its implications for a music training program. International Journal of Audiology, 49(2), 116–128. https://doi.org/10.3109/14992020903405987
Maury, S., Vella-Brodrick, D., Davidson, J., & Rickard, N. (2022). Socio-emotional benefits associated with choir participation for older adults related to both activity characteristics and motivation factors. Music and Science, 5, 1–22. https://doi.org/10.1177/20592043221137759
McTaggart, R. (1994). Participatory action research: issues in theory and practice. Educational Action Research, 2(3), 313–337. https://doi.org/10.1080/0965079940020302
Moskowitz, S., & Dewaele, J. M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 15(2), 117–130. https://doi.org/10.1080/17501229.2019.1707205
Muijs, D., Kyriakides, L., Van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art - teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256. https://doi.org/10.1080/09243453.2014.885451
Muijs, D., & Reynolds, D. (2017). Effective teaching: evidence and practice. SAGE.
Mulder, M. (2014). Conceptions of professional competence. International Handbook of Research in Professional and Practice-Based Learning, 107–137. https://doi.org/10.1007/978-94-017-8902-8_5
Murphy, K. R., Schmitt, N., & Borman, W. C. (1993). Personnel selection in organizations. The Academy of Management Review, 18(4), 783–785. https://doi.org/10.2307/258598
Nainggolan, O. T. P., Machfazia, A. N., Tyasrinestu, F., & Sittiprapaporn, P. (2021). Sibelius as a tool to improve student’s ability of making counterpoint melody. Journal of Web Engineering, 20(8), 2361–2390. https://doi.org/10.13052/jwe1540-9589.2087
Nasution, W. N. (2018). The effects of inquiry-based learning approach and emotional intelligence on students’ science achievement levels. Journal of Turkish Science Education, 15(4), 104–115. https://doi.org/10.12973/tused.10249a
Nisa, W., & Saleh, M. (2020). The contribution of professional competence through the work discipline and performance to teacher work productivity in public elementary school of Tabunganen Subdistrict, Barito Kuala. Journal of K6 Education and Management, 3(2), 149–157. https://doi.org/10.11594/jk6em.03.02.06
Nurhadi, D., & Lyau, N.-M. (2017). A conceptual framework for the development of twenty-first century vocational teachers’ professional competencies. International Forum of Teaching and Studies, 12(2), 8–20. http://americanscholarspress.us/journals/IFST/pdf/IFOTS-2-2017/IFOTS-v13n2art2.pdf
Orazbayeva, K. O. (2016). Professional competence of teachers in the age of globalization. International Journal of Environmental and Science Education, 11(9), 2659–2672. https://files.eric.ed.gov/fulltext/EJ1114610.pdf
Patscheke, H., Degé, F., & Schwarzer, G. (2016). The effects of training in music and phonological skills on phonological awareness in 4 to 6 year old children of immigrant families. Frontiers in Psychology, 7(10), 1–13. https://doi.org/10.3389/fpsyg.2016.01647
Pelton, R. P. (2011). Action research for teacher candidates: using classroom data to enhance instruction. R&L Education. https://doi.org/10.5860/choice.48-5813
Pratte, R., & Rury, J. L. (1991). Teachers, professionalism, and craft. Teachers College Record, 93(1), 59–72. https://doi.org/10.1177/016146819109300111
Rais, S., Rubini, B., & Herfina. (2022). Increasing teacher creativity through strengthening transformational leadership, teamwork, and work engagement. Pegem Egitim ve Ogretim Dergisi, 12(1), 232–241. https://doi.org/10.47750/pegegog.12.01.24
Roelofs, E. C., & Sanders, P. (2007). Towards a framework for assessing teacher competence. European Journal of Vocational Training, 40(1), 123–139. https://files.eric.ed.gov/fulltext/EJ776614.pdf
Roffiq, A., Qiram, I., & Rubiono, G. (2017). Media musik dan lagu pada proses pembelajaran [music and song media in the learning process]. JPDI (Jurnal Pendidikan Dasar Indonesia), 2(2), 35-40. https://doi.org/10.26737/jpdi.v2i2.330
Ruswandi, T. (2016). Kreativitas mang koko dalam karawitan sunda [mang koko’s creativity in Sundanese Karawitan]. Panggung, 26(1), 92–107. https://doi.org/10.26742/panggung.v26i1.165
Saguni, F., Hamlam, H., & Gusnarib, G. (2021). The adversity quotient between teacher professionalism on student’s autonomous learning. Journal of Social Studies Education Research, 12(3), 312–342. https://files.eric.ed.gov/fulltext/EJ1318810.pdf
Said-Metwaly, S., Noortgate, W. Van den, & Kyndt, E. (2017). Approaches to measuring creativity: a systematic literature review. Creativity. Theories – Research - Applications, 4(2), 238–275. https://doi.org/10.1515/ctra-2017-0013
Sinaga, S. S. (2022). Children’s trilingual songs (Indonesian, English, and Javanese) as media for strengthening the diversity character of elementary school students. Harmonia: Journal of Arts Research and Education, 22(2), 392–404. https://doi.org/10.15294/harmonia.v22i2.41585
Spencer, L. M., & Spencer, P. S. M. (2008). Competence at work models for superior performance. John Wiley & Sons.
Starko, A. J. (2017). Creativity in the classroom: schools of curious delight. Routledge.
Sternberg, R. J., & Lubart, T. I. (2014). The concept of creativity: prospects and paradigms. In Handbook of Creativity. Cambridge University Press. https://doi.org/10.1017/cbo9780511807916.003
Susilowati, D., Sugiyo, S., & Sutarto, J. (2021). The effectiveness of learning dolanan song and traditional Javanese games on early childhood character development. Journal of Primary Education, 10(2), 151–162. https://doi.org/10.15294/jpe.v10i2.47566
Tseng, H. H. (2016). A model for performance assessment: a Case of professional music training program. International Journal of Innovation and Research in Educational Sciences, 3(6), 376–380. http://ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_735_FINAL.pdf
Van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185
Webb, R., Vulliamy, G., Hämäläinen, S., Sarja, A., Kimonen, E., & Nevalainen, R. (2004). A comparative analysis of primary teacher professionalism in England and Finland. Comparative Education, 40(1), 83–107. https://doi.org/10.1080/0305006042000184890
Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components? Thinking Skills and Creativity, 27(1), 114–122. https://doi.org/10.1016/j.tsc.2017.12.003
Widodo, W. (2021). Enhancing teachers’ professional competence through grit, personality, and creativity. Management Science Letters, 11(1), 129–138. https://www.growingscience.com/msl/Vol11/msl_2020_285.pdf
Widodo, W., Gustari, I., & Chandrawaty, C. (2022). Adversity quotient promotes teachers’ professional competence more strongly than emotional intelligence: Evidence from Indonesia. Journal of Intelligence, 10(3), 1–17. https://files.eric.ed.gov/fulltext/EJ1353619.pdf
Wiradiredja, M. Y. (2015). Proses kreatif dalam penciptaan lagu bersumber visi misi kabupaten [the creative process in creating songs sourced from the district’s vision and mission]. Panggung, 25(1), 61–70. https://doi.org/10.26742/panggung.v25i1.15
Yusrina, Y. (2022). Contribution of organizational climate, emotional intelligence and professional competence to teacher work effectiveness. Indonesian Journal of Education (INJOE), 2(1), 67–76. https://www.injoe.org/index.php/INJOE/article/view/12
Zadnik, K., & Smrekar, S. (2020). Recognition of social skills during music activity among three- And four-year-old children in kindergarten. Journal of Elementary Education, 13(3). https://doi.org/10.18690/REI.13.3.325-346.2020
Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: Relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804
Zhao, L., & Zeng, W. (2021). Research on the application of artificial intelligence in piano exercise using internet and computer software and hardware technologies. ACM International Conference Proceeding Series, 2420–2425. https://doi.org/10.1145/3495018.3501114
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493