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All Journal Assertive : Islamic Counseling Journal Al-Bidayah : jurnal pendidikan dasar Islam
Winangsit, Emah
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Terapi Musik untuk Meningkatkan Kesehatan Mental:: Tinjauan Literatur dalam Perspektif Psikodinamika Sinaga, Fajry Sub'haan Syah; Winangsit, Emah
Assertive: Islamic Counseling Journal Vol. 2 No. 1 (2023): Assertive: Islamic Counseling Journal | Januari-Juni 2023
Publisher : Da'wah Faculty of UIN Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/j.assertive.v3i01.8017

Abstract

This study discusses the role of music in maintaining mental health through the concepts psychodynamic with id, ego, and super-ego in Sigmund Freud's psychoanalytic theory. The method used is a literature review by searching relevant articles and journals from online databases. The analysis results indicate that music therapy can help individuals express difficult emotions, such as pain, sadness, or anger. In Freud's theory, healthy self-expression and emotional expression are essential for good mental health. Music therapy promises to improve mental health by providing an integrated experience with the emotions that occur when music is played. Previous studies also showed results in line with these findings, but further research is still needed to understand more deeply how music therapy can help improve mental health and how music therapy can be integrated with other therapeutic approaches. These findings indicate novelty in applying Sigmund Freud's psychoanalytic theory in the use of music therapy as a tool for improving mental health.
Integrating Tembang Bocah Banyumasan into the PGMI Curriculum for Prospective Elementary School Educators: A Step PGMI Curriculum Towards Decolonizing Music Education Winangsit, Emah; Sunarto; Udi Utomo; Syahrul Syah Sinaga; Fajry Sub'haan Syah Sinaga; Muhammad Asyraf Mohd Bakri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12249

Abstract

This study examines the integration of Tembang Bocah Banyumasan into the PGMI curriculum at UIN Saizu Purwokerto as a decolonizing intervention in music education. In the PGMI context, the longstanding dominance of Western music has limited pre-service teachers’ exposure to local musical knowledge, weakened cultural rootedness, and produced learning practices that are insufficiently aligned with Indonesia’s cultural diversity. The paper aims to examine how this integration unfolds through three key phases: critical awareness, reappropriation, and emancipation and knowledge production, where students create and perform works that integrate local culture, Islamic values, and environmental awareness. The research employs a qualitative descriptive approach, analyzing curriculum structure, weekly learning stages, and empirical findings from student engagement. The results indicate that integrating Tembang Bocah Banyumasan fosters cultural identity, critical thinking, and creativity among PGMI students, while also contributing to a more inclusive, contextually relevant curriculum for elementary schools. Challenges, such as limited access to traditional instruments, were addressed through digital tools and local artist collaborations, ensuring a meaningful and adaptable learning experience. The findings suggest that this integration not only decolonizes music education but also bridges the gap between university and elementary school curricula, offering a model for inclusive and culturally responsive teaching.
Integrating Tembang Bocah Banyumasan into the PGMI Curriculum for Prospective Elementary School Educators: A Step PGMI Curriculum Towards Decolonizing Music Education Winangsit, Emah; Sunarto; Udi Utomo; Syahrul Syah Sinaga; Fajry Sub'haan Syah Sinaga; Muhammad Asyraf Mohd Bakri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12249

Abstract

This study examines the integration of Tembang Bocah Banyumasan into the PGMI curriculum at UIN Saizu Purwokerto as a decolonizing intervention in music education. In the PGMI context, the longstanding dominance of Western music has limited pre-service teachers’ exposure to local musical knowledge, weakened cultural rootedness, and produced learning practices that are insufficiently aligned with Indonesia’s cultural diversity. The paper aims to examine how this integration unfolds through three key phases: critical awareness, reappropriation, and emancipation and knowledge production, where students create and perform works that integrate local culture, Islamic values, and environmental awareness. The research employs a qualitative descriptive approach, analyzing curriculum structure, weekly learning stages, and empirical findings from student engagement. The results indicate that integrating Tembang Bocah Banyumasan fosters cultural identity, critical thinking, and creativity among PGMI students, while also contributing to a more inclusive, contextually relevant curriculum for elementary schools. Challenges, such as limited access to traditional instruments, were addressed through digital tools and local artist collaborations, ensuring a meaningful and adaptable learning experience. The findings suggest that this integration not only decolonizes music education but also bridges the gap between university and elementary school curricula, offering a model for inclusive and culturally responsive teaching.
Co-Authors Fajry Sub'haan Syah Sinaga Muhammad Asyraf Mohd Bakri Sinaga, Fajry Sub'haan Syah SUNARTO Syahrul Syah Sinaga Udi Utomo