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All Journal Journal of Social Research Jurnal SENI MUSIK
Sara Lorin Hernadi
Universitas Pelita Harapan
Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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The Application of An Audiovisual Flashcard Method to Improve The Applied Understanding of Figured Bass Among Beginner Music Students Sara Lorin Hernadi; Matthew Hansel; Matius Shan Boone
Journal of Social Research Vol. 5 No. 7 (2026): Journal of Social Research
Publisher : International Journal Labs (AHU-0028405-AH.01.14 Tahun 2022)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i7.3263

Abstract

This study investigates the effectiveness of an audiovisual flashcard method to enhance beginner music students' applied understanding of figured bass. Figured bass, a core component of Western tonal music theory, is traditionally taught through written analysis, leaving students with limited auditory and practical integration. This gap often results in students recognizing notation visually but struggling to perform harmonically on an instrument. The study aimed to determine whether flashcards could bridge this gap, improve aural skills, and facilitate the practical application of harmonic theory. The research employed a qualitative action research approach involving 25 undergraduate music students at Pelita Harapan University, Class of 2025. Over six learning cycles, students used flashcards containing triads and seventh chords across major and minor scales. Observations, timing of student responses, and questionnaires were collected to evaluate performance and cognitive processing. Results indicate that the flashcard method significantly accelerated students' recognition and execution of figured bass. Students demonstrated improved accuracy, faster response times, and better harmonic internalization. However, some cognitive load challenges emerged with complex chords and inversions. The method also exposed gaps in foundational skills, guiding targeted interventions. In conclusion, audiovisual flashcards effectively transform abstract theoretical understanding into concrete performance skills, enhancing both cognitive and practical learning. Future research should explore digital interactive versions, cross-instrument application, and long-term retention to further optimize multimodal music pedagogy.
Analisis Kebutuhan Pelatihan Organis Gereja dalam Mengiringi Misa di Gereja Katolik XYZ [Analysis of Church Organists Training Needs in Accompanying Mass at XYZ Catholic Church] Sara Lorin Hernadi
Jurnal SENI MUSIK Vol. 14 No. 1 (2022): Jurnal SENI MUSIK
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jsm.v14i1.5327

Abstract

Gereja Katolik memelihara tradisi musik gereja dengan menggunakan organ sebagai alat musik dalam mengiringi misa. Hal tercantum dalam berbagai dokumen resmi Gereja Katolik. Gereja Katolik XYZ sebagai bagian dari Gereja Katolik di Keuskupan Agung Jakarta ikut memelihara tradisi musik gereja tersebut. Pelatihan organis dilakukan untuk meningkatkan kompetensi para organis di Gereja Katolik XYZ dalam mengiringi misa. Agar dapat mengetahui program pelatihan yang tepat dan sesuai sasaran, dibutuhkan suatu penilaian akan kebutuhan pelatihan.  Penelitian ini hanya terbatas kepada pengkajian masalah berdasarkan analisis penilaian kebutuhan pelatihan. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan dengan teknik wawancara, angket (kuesioner) dan dokumentasi. Wawancara dilakukan bersama dengan anggota sub-sie musik liturgi, dokumentasi didapatkan dari buku-buku dan dokumen-dokumen gereja, dan angket (kuesioner) kepada dirigen paduan suara dan organis. Hasil penelitian mengungkapkan bahwa data-data yang diperoleh baik dari sub-sie musik liturgi, dirigen paduan suara, dan organis memiliki hasil yang tidak berbeda. Organis di Gereja Katolik XYZ sebagai petugas liturgi sudah mengetahui dan dapat mendefinisikan kompetensi dan keterampilan yang dituntut untuk dimiliki sebagai organis. The Catholic Church maintains the tradition of church music by using the organ as a musical instrument to accompany mass. It is stated in various official documents of the Catholic Church. XYZ Catholic Church as part of the Catholic Church in the Archdiocese of Jakarta participates in maintaining the church's musical tradition. The organist training was conducted to improve the competence of the organists at the XYZ Catholic Church in accompanying the mass. In order to find out which training program is right and on target, an assessment of training needs is needed. This research is limited to problem assessment based on training needs assessment analysis. This study uses a descriptive qualitative approach. Data was collected using interview techniques, questionnaires, and documentation. Interviews were conducted with members of the liturgical music department, documentation was obtained from church books and documents, and a questionnaire to the choir director and organist. The results of the study revealed that the data obtained from the liturgical music department, choir directors, and organists had no different results. Organists at XYZ Catholic Church as liturgical officers already know and can define the competencies and skills required to be possessed as an organist.
Pengaruh Motivasi Belajar Terhadap Hasil Belajar Mahasiswa pada Kelas Instrumen Piano Fakultas Ilmu Seni UPH [The Effect of Learning Motivation on Student Learning Outcomes in the Piano Instrument Class Conservatory of Music UPH] Sara Lorin Hernadi
Jurnal SENI MUSIK Vol. 14 No. 2 (2022): Jurnal SENI MUSIK
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jsm.v14i2.6053

Abstract

Music learning at the university level of higher education has courses that are mandatory for every student. At the Conservatory of Music, UPH, the Piano Instrument Class course is one of the subjects that must be taken by every student, especially for students who do not yet have basic skills in playing the piano. In every semester, never 100% of students pass this class and, in every meeting, it is always found that students do not practice and there is a decrease in the quality of the performance that affects student learning outcomes. Piano learning that focuses on the skill aspect requires regular practice that is effective and efficient, and to be able to practice regularly, it takes motivation to practice. The purpose of this study was to see whether learning motivation had an effect on student learning outcomes in the Piano Instrument Class. Data collection techniques were taken using questionnaires and tests on 39 Piano Instrument Class students in the 2020/2021 Odd Semester. From the results of the study, it was found that learning motivation had an influence of 16% on learning outcomes in the Piano Instrument Class. Bahasa Indonesia Abstract:Pembelajaran musik pada tingkat pendidikan tinggi di universitas memiliki mata kuliah-mata kuliah yang wajib diambil oleh setiap mahasiswa. Pada Fakultas Ilmu Seni, UPH, mata kuliah Kelas Instrumen Piano menjadi salah satu mata kuliah yang wajib diambil oleh setiap mahasiswa, khususnya untuk mahasiswa yang belum memiliki kemampuan dasar dalam bermain piano. Pada setiap semesternya, kelulusan dari mata kuliah ini tidak pernah mencapai 100% dan dalam setiap pertemuannya selalu ditemukan mahasiswa yang tidak berlatih dan adanya penurunan kualitas permainan yang berpengaruh kepada hasil belajar mahasiswa. Pembelajaran piano yang berfokus pada aspek keterampilan membutuhkan latihan rutin yang efektif dan efisien, dan untuk dapat berlatih dengan rutin, dibutuhkan motivasi berlatih. Tujuan dari penelitian ini adalah untuk melihat apakah motivasi belajar memberikan pengaruh terhadap hasil belajar mahasiswa di Kelas Instrumen Piano. Teknik pengumpulan data diambil dengan menggunakan kuesioner dan tes pada 39 mahasiswa Kelas Instrumen Piano pada Semester Ganjil 2020/2021. Dari hasil penelitian ditemukan bahwa motivasi belajar memiliki pengaruh sebesar 16% terhadap hasil belajar di Kelas Instrumen Piano.
Designing The Grand Narrative Approach in Teaching Western Music History to Undergraduate Students in Indonesia Mario Santoso; Sara Lorin Hernadi
Jurnal SENI MUSIK Vol. 15 No. 2 (2023): Jurnal SENI MUSIK
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jsm.v15i2.7486

Abstract

Learning the history of any course subject is an enormously complex quest since it keeps evolving and even shifting from its origin. The same case also applies to the study of Western music history, which itself is a historical invention due to its complexity that is simplified into “periodization” by scholars; therefore, the whole conception is still changing today. This condition should be perceived as an opportunity to continually explore this massively diverse body of music and hence apply it to student’s interpretation and performance to reshape their thoughts in approaching music that has been written years ago; indeed, the learning of music history opens limitless possibilities of exploring the emotional message behind the black notes on the score. However, the common pedagogical approach of Western music history has been discouraging to music students in general because of the “vertical” approach, which emphasizes the compartmentalized timeframe block time that seems irrelevant and disconnected to their performances today. This organization of teaching results in a lack of comprehension that learning music history should be conveyed in a chronologically sequential order into one single coherent story, in which musical styles change very gradually, often coexisting with the new style. The purpose of this writing is to provide a better pedagogical design in teaching Western music history to undergraduate students in Indonesia by understanding the course as a grand narrative - an acculturation from two ancient traditions (Europe and West Africa) that is cultivated in the United States. AbstrakMempelajari sejarah dalam berbagai bidang adalah pencarian yang sangat kompleks karena sejarah terus berkembang dan bahkan bergeser dari asalnya. Hal yang sama juga terjadi dalam studi sejarah musik Barat, yang merupakan penemuan sejarah karena kompleksitasnya yang disederhanakan dalam “periodisasi” oleh para ahli; oleh karena itu, seluruh konsep masih dapat berubah hingga hari ini. Kondisi ini harus dilihat sebagai kesempatan untuk terus mengeksplorasi musik yang sangat beragam dan menerapkannya pada interpretasi dan pertunjukan siswa untuk membentuk kembali pemikiran mereka dalam mendekati musik yang telah ditulis bertahun-tahun yang lalu. Pembelajaran sejarah musik membuka kemungkinan tak terbatas untuk mengeksplorasi pesan emosional di balik notasi pada partitur. Namun, pendekatan pedagogis umum dari sejarah musik Barat telah mengecewakan siswa pada umumnya karena pendekatan "vertikal", yang menekankan waktu blok kerangka waktu yang terkotak yang tampaknya tidak relevan dan tidak terhubung dengan pertunjukan mereka hari ini. Pengorganisasian pengajaran ini mengakibatkan kurangnya pemahaman bahwa pembelajaran sejarah musik harus disampaikan secara berurutan secara kronologis dalam satu cerita yang koheren, di mana gaya musik berubah secara sangat bertahap, dan sering kali berdampingan dengan gaya baru. Tujuan penulisan ini adalah untuk memberikan desain pedagogis yang lebih baik dalam mengajarkan sejarah musik Barat kepada mahasiswa di Indonesia dengan memahami mata kuliah sebagai naratif besar - akulturasi dari dua tradisi kuno (Eropa dan Afrika Barat) yang dibudidayakan di Amerika Serikat. 
Co-Authors Mario Santoso Matius Shan Boone Matthew Hansel