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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Penelitian Musik Indonesian Journal of Music Research, Development, and Technology Jurnal Penelitian Musik OSTINATO Journal of Music Study and Research
Widya Febiyanti
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Music Education for Students with Visual and Hearing Impairments: A Scoping Review of Adaptive Technologies Octavia Kusuma Ayuningrum; Rita Milyartini; Widya Febiyanti
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20743

Abstract

This study aims to map and synthesize how adaptive technologies are designed and implemented to support access, participation, and learning in music education for students with visual and hearing impairments. The study employed the Arksey and O’Malley scoping review framework, encompassing identification, screening, eligibility assessment, and data charting processes. Literature searches were conducted in Scopus, ERIC, and Google Scholar for articles published between 2016 and 2026. Fourteen studies met the inclusion criteria and were analyzed using thematic analysis. The findings identified five main categories of adaptive technologies: haptic and vibrotactile technologies, audio-based technologies, visual feedback technologies, Braille music technologies, and multimodal or multisensory technologies. These technologies were implemented through individual and collaborative music learning activities, structured training sessions, tactile and auditory instruction, and multisensory learning experiences. The reviewed studies demonstrated positive contributions to accessibility, musical participation, rhythm and pitch comprehension, musical performance, confidence, communication, and social participation among students with disabilities. However, most interventions remained exploratory, involving small samples and short implementation periods. Music educators should integrate adaptive technologies into curriculum-based instruction, technology developers should prioritize user-centered and sustainable designs, and policymakers should strengthen teacher training and accessibility support.
Bridging Conducting Pedagogy and Digital Technology: Teachers’ Perceptions and Adoption Intentions toward a Webcam-Based Hand-Tracking Trainer Agus Firmansyah; Enry Johan Jaohari; Muhammad Yuda Ramadhan; Widya Febiyanti
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.22368

Abstract

This study aims to analyze teachers’ perceptions of the usefulness, ease of use, perceived learning, and adoption potential of the CONDUCT HandTrack Conducting Trainer a web application combining webcam hand-tracking, two-dimensional visualization, and real-time gesture scoring (perfect/good/miss) using the Technology Acceptance Model as an analytic lens. A descriptive quantitative approach complemented by qualitative data (embedded mixed-methods design) was applied to 21 teachers from teacher working groups (MGMP) in Subang Regency via a 56-item questionnaire (Likert 1–5). Descriptive analysis, Cronbach’s alpha reliability testing, Pearson correlation analysis, and thematic analysis showed perceived learning highest (mean 4.35; 96.2% agreement), followed by adoption potential (4.34) and training quality (4.22), while usability (ease of use) was lowest yet positive (3.83; α=0.83). Pearson correlations among constructs were strong (r=0.71–0.84; p<0.01), supporting the ease → usefulness → intention path indicatively at pilot scale. Application and training ratings were 4.76 and 4.48; all participants intended to pursue further training. The dominant barrier hand-detection accuracy explains the lower ease-of-use score, yet high perceived usefulness sustains adoption intention, a pattern consistent with utility-driven adoption. Theoretically, the study extends TAM and real-time-feedback evidence to in-service teachers on an embodied skill; practically, it guides the development of music-pedagogy technology toward tracking reliability, staged practice modes, and stakeholder-specific support.
Co-Authors Agus Firmansyah Enry Johan Jaohari Henry Virgan Muhamad Ihsan Muhammad Yuda Ramadhan Octavia Kusuma Ayuningrum Rita Milyartini Salsabila Restu Evtiani Sunandar Sifa Alya Putri