Pengalaman Belajar Siswa Kelas V dalam Mempelajari Notasi Angka Melalui Aktivitas Bernyanyi
DOI:
https://doi.org/10.31100/dikdasmatappa.v9i2.4714Keywords:
number notation; singing activities; learning experience; music education; elementary schoolAbstract
This study aims to describe the learning experiences of fifth-grade elementary school students in learning numerical notation through singing activities. Learning number notation is often limited to memorizing symbols, which results in less meaningful musical experiences for students. This research employed a descriptive qualitative approach involving 20 fifth-grade students and one arts teacher. Data were collected through classroom observations, semi-structured interviews, and documentation. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings reveal that singing activities enhance students’ active engagement, support their understanding of the relationship between number symbols and pitch, and create a more enjoyable and meaningful learning experience. Most students demonstrated positive emotional responses and improved symbolic understanding of number notation, although some difficulties were observed, particularly in following rapid melodic changes. This study highlights the importance of singing activities as an effective pedagogical strategy in elementary music education, as they integrate cognitive, emotional, and aesthetic aspects into students’ musical learning experiences.
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