J. Julia, I. Isrokatun, Hikmat Pramajati, Nunung Siti Sukaesih, Iis Aisyah
Students in Indonesian elementary school teacher education programs tend to have weaker song notation reading skill. To improve their skill in reading and understanding song notations, critical and reflective steps are necessary. Therefore, this research aims at improving the students' skills in reading and understanding song notations, which is necessary for their future teaching profession. This research was conducted using an action research design, manifested by planning and implementing seven critical-reflective action steps. The participants were 44 undergraduate students in an elementary school teacher education program in a university in West Java, Indonesia. The research found that the prospective elementary school teachers were not accustomed to reading the symbols in song notations. Therefore, their musical literacy was low. However, this research found that their song notation reading comprehension and skill could be improved by implementing several critical-reflective action steps. Additionally, the reports from this research illustrated the results of collaborative teamwork in developing and finding solutions in each of the learning steps. Copyright © 2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License
Prodi PGSD Sumedang, Universitas Pendidikan Indonesia, Indonesia; Prodi Keperawatan Sumedang, Universitas Pendidikan Indonesia, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock