<![CDATA[This study aims to describe the learning strategies used in drum band extracurricular activities at MTs Hubbul Jiron NWDI Pringgarata. The study employed a descriptive qualitative approach, with the main data consisting of the learning process and information obtained from the extracurricular coaches and trainers. Data were collected through observation, in-depth interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing, with source triangulation used to examine data credibility. The findings show that learning was conducted regularly by utilizing classrooms and the school field. The learning strategy was developed according to students’ conditions and abilities, as some students still experienced difficulties in reading notation, recognizing pitches, and playing musical instruments. Song materials were presented using numbered notation and scores, introduced through solmization and repeated listening, and then practiced gradually by instrument sections before being combined into an ensemble performance. The strategy was oriented toward direct instruction and implemented through lecture, demonstration, and drill methods. A whiteboard and keyboard were used as supporting media. Evaluation was conducted continuously by observing students’ participation, seriousness, understanding of the material, and ability to perform the songs. Beyond musical skills, the learning process also cultivated discipline, responsibility, tolerance, mutual respect, independence, and consideration for others. These findings indicate that structured, gradual, demonstrative, and repetitive learning strategies are important for accommodating diverse student abilities in drum band instruction.]]>
