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Trianus Homklom
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DEVELOPMENT OF THE MELODICA ENSEMBLE LEARNING MODEL FOR STUDENTS OF SANG TIMUR CATHOLIC ELEMENTARY SCHOOL IN SEMARANG Christanto Hadijaya; Ricky Nelson; Trianus Homklom
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47300

Abstract

This study develops and evaluates a structured Melodica ensemble learning model for elementary school students in response to the limited availability of systematic and developmentally appropriate ensemble-based instruction in primary music education. Using a design-based research approach, the study included needs analysis, model design, expert validation, limited trials, and implementation evaluation with Grade 3–6 students at SDK Sang Timur Semarang. The model integrates five progressive stages (listening, imitating, reading symbols, performing with accompaniment, and reflection), supported by graded repertoire, ensemble arrangements, digital media, and color management as visual scaffolding. Functional harmonic accompaniment (I–IV–V) in C and G major was applied to reinforce tonal understanding. Results show an 85% improvement in notation reading, approximately 50% increased fingering accuracy in early stages, and significant gains in rhythmic precision, pitch accuracy, ensemble coordination, and learning motivation. The gradual removal of color support confirms its role as effective transitional scaffolding without dependency. This study offers a validated and implementable pedagogical framework for strengthening basic music literacy through ensemble-based learning in elementary education.
PEMBELAJARAN HARMONI LANJUTAN BERBASIS SECONDARY DOMINANT CHORD DAN MODAL INTERCHANGE PADA MATA KULIAH TEORI MUSIK LANJUTAN Ricky Nelson; Trianus Homklom
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51591

Abstract

Secondary dominant chords and modal interchange are important parts of advanced harmony that play a role in developing students' musical analysis, arrangement, composition, and creativity skills. This study aims to describe the implementation of secondary dominant chord and modal interchange in the learning of Advanced Music Theory and identify the factors that influence its application. The research uses a qualitative approach with a case study method. Data was obtained through observation, interviews, and documentation of the learning process and students' musical assignments. Data analysis was carried out using the Miles, Huberman, and Saldaña models through data reduction, data presentation, and conclusion drawn. The results showed that students were able to implement secondary dominant chords through the use of temporary dominant chords to strengthen harmonic functions, while modal interchange was applied through the use of borrowed chords to enrich harmonic colors and musical expressions. The implementation of the two concepts is influenced by theoretical understanding, musical experience, exercise intensity, and learning strategies that integrate theory and practice. This study concludes that advanced harmony learning that is applicative can improve students' harmonic competence and musical creativity.
Co-Authors Christanto Hadijaya Ricky Nelson