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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Catharsis
Bayu Aji Wicaksono
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Hiperrealitas Musik dalam Peluang Pedagogis di Era Disrupsi : Penelitian Bayu Aji Wicaksono; Setyo Yanuartuti; Warih Handayaningrum
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1379

Abstract

This article examines the transformation of music's meaning and function in the digital disruption era through the lens of Jean Baudrillard’s hyperreality framework. Algorithmically curated digital music such as "Focus Mode" or "Lo-fi to Study To" playlists has shifted from being an aesthetic expression to becoming a simulated affective instrument designed to regulate mood and productivity. This phenomenon not only reflects the decline of artistic depth but also opens new pedagogical opportunities. Using a qualitative-critical approach based on literature review and discourse analysis, the study explores how simulated music can function as a pedagogical tool, both as a means to shape learning atmospheres and as an object of cultural critique. The findings reveal that, when used reflectively, digital music can enhance affective awareness, media literacy, and aesthetic meaning among learners in an age dominated by signs and algorithms. In this context, music is no longer merely background sound but a contested space between simulation and consciousness. Therefore, music education in the digital era must be designed not just for convenience but to cultivate critical reflection on how sound mediates learning experiences and shapes the subjectivity of the digital generation.
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 Eko Wahyuni Rahayu SETYO YANUARTUTI UMI ANUGERAH IZZATI Warih Handayaningrum