<![CDATA[Angklung music extracurricular activities provide elementary madrasah students with direct and collaborative musical experiences, yet studies examining how such programs are planned, implemented, and evaluated, and how they contribute to musical intelligence in boarding school-based Madrasah Ibtidaiyah settings, remain limited, as most previous studies have focused on early childhood education or on other musical media. This study aims to describe the planning, implementation, and evaluation of angklung extracurricular activities and to analyze their role in developing the musical intelligence of students at Madrasah Ibtidaiyah Ma’had Al-Zaytun, Indramayu, West Java. A descriptive qualitative approach was employed. Data were collected through observation, semi-structured interviews, and documentation involving eight purposively selected informants, namely the chairman of the Ma’had Al-Zaytun Sports and Arts Committee (KOSMAZ), two angklung instructors, and five fifth-grade students. Data were analyzed through data reduction, data display, and conclusion drawing, while credibility was established through methodological triangulation. The findings show that the activity is carried out in structured stages: planning based on the L-STEAMS curriculum, gradual materials, song targets, and note distribution according to grade level; implementation through opening routines, basic technique drills, the Kodály hand sign method, check sound, and ensemble playing; and evaluation through continuous observation, individual practical tests, conducting opportunities, and performances. The activity contributes to musical intelligence in four aspects, namely auditory stimulation, reinforcement of rhythm and tempo, musical memory, and musical expression and appreciation. This development occurs gradually and varies among students depending on attendance, concentration, experience, and willingness to memorize. These findings imply that angklung extracurricular programs can serve as a practice-based arts education medium in madrasah, provided that attendance consistency and assessment instruments based on musical intelligence indicators are strengthened.]]>
