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All Journal Grenek: Jurnal Seni Musik JURNAL PENGABDIAN KEPADA MASYARAKAT Gondang: Jurnal Seni dan Budaya Pendas : Jurnah Ilmiah Pendidikan Dasar Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of Innovation in Educational and Cultural Research Virtuoso: Jurnal Pengkajian dan Penciptaan Musik Journal La Edusci
Adina Sastra Sembiring
Universitas Negeri Medan
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PERUMUSAN MUATAN MATERI AJAR MENGGAMBAR SKETSA BERBASIS PJBL BERORIENTASI ISU KEBENCANAAN BAGI MAHASISWA Muslim; Adina Sastra Sembiring; Raden Burhan Surya Natadiningrat
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44642

Abstract

Sketching is a fundamental competency that must be mastered by students in Art Education programs, as it functions as a medium for visual thinking, critical observation, and the development of artistic ideas. However, sketching instruction in higher education tends to focus primarily on technical aspects and has not sufficiently integrated real-world contexts, particularly social and disaster-related issues. This study aims to design instructional content for sketching courses based on Project-Based Learning (PjBL) oriented toward disaster-related themes for Art Education students. This study employed a qualitative approach using a literature review method. The research procedures included collecting relevant literature on sketching instruction, the PjBL model, and disaster education; conducting conceptual analysis; formulating learning outcomes; developing instructional content structure; and designing material descriptions, project activities, and assessment strategies. Data were obtained through document analysis and examined using descriptive qualitative techniques. The results indicate that the instructional content design was systematically organized into eight chapters: introduction, basic concepts of sketching, single-object sketching, sketching techniques and media, sketching as a visual thinking process, PjBL-based learning, disaster-oriented sketching projects, and assessment and reflection. The design integrates conceptual understanding, technical skills, visual thinking abilities, and contextual project implementation focusing on disaster-related issues. In conclusion, the PjBL-based instructional content design oriented toward disaster- related themes is considered relevant for enhancing students’ sketching skills, creativity, and social awareness of disaster phenomena. This design is expected to serve as an innovative alternative for developing contextual and meaningful art education learning in higher education.
Implementation of a Classical Guitar Learning Model Based on Elaboration Theory to Improve Musical Skills of Music Students Adina Sastra Sembiring; Eben Haezarni Telaumbanua; Uyuni Widiastuti
Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i5.5777

Abstract

This study examines the effectiveness of an Elaboration Theory-Based Classical Guitar Learning Model in enhancing the comprehensive musical skills of higher education students. Employing a quasi-experimental one-group pretest-posttest design, the research involved 40 undergraduate students from the Music Education Study Program at Universitas Negeri Medan. The intervention spanned eight instructional sessions, systematically progressing through orientation, epitome, elaboration, synthesis, guided practice, and reflection stages. Musical skills were evaluated using a performance rubric assessing technique, rhythm, tempo, dynamics, interpretation, expression, and overall quality. The results revealed a significant improvement in students' musical competencies, with the mean score increasing substantially from 68.45 in the pretest to 84.72 in the posttest. Notably, the highest gains were observed in higher-order musical dimensions, specifically musical expression, interpretation, and dynamics, alongside steady improvements in technical proficiency. These findings demonstrate that structuring learning materials hierarchically from simple to complex concepts effectively bridges the gap between mechanical execution and artistic expression. Consequently, this model serves as a valid, pedagogically sound instructional framework for optimizing both technical mastery and artistic expression in tertiary-level classical guitar education.
Effect of Problem-Based Digital Learning and Musical Intelligence on Art Appreciation Outcomes Uyuni Widiastuti; Mukhlis Mukhlis; Adina Sastra Sembiring; Lanang Riyadi; Akbar Bagaskara
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3277

Abstract

Traditional teacher-centered approaches in music education often struggle to address diverse student capabilities and the demands of 21st-century digital pedagogy. This study analyzes the effectiveness of the Problem-Based Digital Learning (PDBL) method compared with Direct Instruction in improving learning outcomes in an Art Appreciation and Criticism course, considering students' musical intelligence and controlling for initial ability. Employing a quasi-experimental design with ANCOVA on a sample of 96 music education students, the results reveal that PDBL yields significantly higher overall achievement than Direct Instruction. Additionally, students with high musical intelligence outperform those with lower aptitude. Crucially, a significant interaction effect demonstrates that PDBL is highly effective for students with high musical intelligence, whereas Direct Instruction is significantly more appropriate for students with low musical intelligence. This study concludes that instructional methods must be aligned with students' internal intelligence profiles to optimize outcomes. Scientifically, this research contributes to contemporary pedagogy by providing empirical evidence for classroom differentiation and showing how digital problem-solving frameworks can be systematically paired with student aptitude profiles in higher music education.
Co-Authors Akbar Bagaskara Bakhrul Khair Amal Brepin Tarigan Eben Haezarni Telaumbanua Lanang Riyadi Mukhlis Mukhlis Mukhlis Muklis Hasbulah Muslim Panji Suroso Raden Burhan Surya Natadiningrat Tarigan, Brepin Tri Danu Satria Uyuni Widiastuti Wiflihani Wiflihani