Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Padma Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Nusantara Journal of Multidisciplinary Science Catharsis
Eko Wahyuni Rahayu
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Catharsis

 1 
Personalized Arts Learning Through Musical Preferences and Personality Traits: A Conceptual Study Using the 16PF Model Bayu Aji Wicaksono; Warih Handayaningrum; Eko Wahyuni Rahayu; Umi Anugerah Izzati
Catharsis Vol. 14 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/catharsis.v14i1.28972

Abstract

This conceptual study examines how musical preferences reflect personality traits, using Raymond Cattell’s 16 Personality Factors (16PF) as a theoretical lens to inform personalized strategies in arts education. Through an integrative qualitative literature review, it synthesizes insights from music psychology, personality theory, and affective pedagogy to develop a framework for emotionally resonant and cognitively responsive learning environments. Findings indicate that preferences for genres such as classical, jazz, pop, or hip-hop are closely linked to psychological traits like sensitivity, liveliness, openness to change, rule-consciousness, and social boldness. These associations enable educators to identify students’ affective orientations and adapt arts instruction to their individual learning styles and emotional needs. The proposed framework addresses key educational challenges such as emotional disengagement and cognitive fatigue by positioning music as both a reflective medium and a pedagogical tool for fostering self-awareness and personal expression. It further advocates the use of informal assessments and personality profiling to support differentiated instruction and culturally relevant curriculum design. The study contributes a theoretically grounded pedagogical model that integrates personality-informed strategies with student-centered approaches, enhancing learner engagement, authenticity, and inclusion. Ultimately, this research offers a conceptual foundation for arts education that is more personalized, emotionally intelligent, and psychologically responsive.
Co-Authors Anik Juwariyah ARIEF SUDRAJAT Bayu Aji Wicaksono INDAR SABRI Karoso, Subiyanto Nadhirul Wismiyati PAMBUDI HANDOYO Siti Khoiriyah Syaiful Qadar Basri Tegar, Emil Trisakti Trisakti UMI ANUGERAH IZZATI Warih Handayaningrum