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All Journal PRASI: Jurnal Bahasa, Seni, dan Pengajarannya JTP - Jurnal Teknologi Pendidikan
Uci Rahmawati
Universitas Pendidikan Indonesia, Bandung, Indonesia
Education

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TRILOGI KI HAJAR DEWANTARA SEBAGAI KERANGKA PEMAKNAAN NILAI PENDIDIKAN KARAKTER PADA GONG SI BOLONG DAN TARI TAYUB Uci Rahmawati; Uus Karwati; Reni Haerani
PRASI Vol. 21 No. 01 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/prasi.v21i01.106252

Abstract

Penelitian ini mengkaji hubungan antara Gong Si bolong dan Tari tayub dengan Trilogi Ki Hajar Dewantara, sebagai dasar penguatan pendidikan karakter berbasis budaya lokal. Gong Si Bolong merupakan instrumen gamelan khas Depok yang memiliki bentuk unik berlubang di bagian pencon, sedangkan Tari Tayub adalah tradisi Jawa yang tumbuh di masyarakat agraris dan sering dipentaskan pada upacara panen atau sedekah bumi. Penelitian ini menggunakan pendekatan kualitatif dengan metode kajian literatur dan analisis video dokumenter. Fokus penelitian ini diarahkan pada aspek musikalitas, koreografis, serta nilai filosofis yang terkandung dalam kesenian tradisional ini. Hasil penelitian menunjukkan bahwa Gong Si Bolong berperan penting sebagai penanda siklus dan pusat harmoni dalam struktur laras pelog, sedangkan Tari Tayub menampilkan gerak improvisatif yang menyatu dengan irama gamelan. Keduanya tidak hanya berfungsi sebagai hiburan, tetapi juga mengandung nilai-nilai seperti gotong-royong, spiritualitas, estetika, perjuangan budaya, dan pendidikan karakter. Nilai tersebut sejalan dengan prinsip Ing Ngarso Sung Tulodo, Ing Madya Mangun Karso, dan Tut Wuri Handayani. Penelitian ini memberikan kontribusi dalam pengembangan pembelajaran seni berbasis budaya lokal serta pelestarian warisan budaya sebagai media pembentukan karakter bangsa. 
Music Composition Learning Using Digital Audio Workstations in Higher Education: A Scoping Review Uci Rahmawati; Rita Milyartini; Juju Masunah
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.64819

Abstract

This study aims to map research trends, pedagogical strategies, learning practices, outcomes, and challenges in music composition learning using Digital Audio Workstations (DAWs) in higher education. A scoping review approach was employed using the Population, Concept, and Context (PCC) framework and the PRISMA-ScR guidelines. Literature searches were conducted through Scopus, ERIC, DOAJ, Google Scholar, and supplementary manual searches for publications from 2015 to 2025. After the screening and eligibility process, 15 publications were included in the final analysis. The findings show that DAW-based composition learning in higher education is commonly implemented through practice-based, project/studio-based, self-directed, and hybrid learning models, including DAW-live coding practices. DAWs are positioned not only as production tools but also as creative learning environments that support ideation, exploration, revision, collaboration, and digital music production. Reported learning outcomes include increased learning independence, production competence, creative exploration, and awareness of the composition process. However, the review also identifies several challenges, particularly the limited use of systematic assessment indicators, uneven digital literacy, and institutional readiness related to facilities and learning resources. This study contributes to the literature by clarifying how DAWs function as pedagogical media in higher music education and by highlighting the need for more structured assessment rubrics and sustainable learning designs.
Co-Authors Juju Masunah Reni Haerani Rita Milyartini Uus Karwati