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All Journal International Journal of Performing Arts (IJPA)
Yohana, Berthanica
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Arts Humanities

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THE ROLE OF LOCAL WISDOM IN ETHNOMUSICOLOGICAL EDUCATION FOR CULTURAL IDENTITY FORMATION: A LITERATURE-BASED CONCEPTUAL ANALYSIS: THE ROLE OF LOCAL WISDOM IN ETHNOMUSICOLOGICAL EDUCATION FOR CULTURAL IDENTITY FORMATION: A LITERATURE-BASED CONCEPTUAL ANALYSIS Yohana, Berthanica; Safrina, Rien; Yetti, Elindra
International Journal of Performing Arts (IJPA) Vol. 3 No. 2 (2024): December
Publisher : Yayasan Pusat Cendekiawan Intelektual Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56107/ijpa.v3i2.253

Abstract

Amidst the pressures of globalization, schools often struggle to balance the demand for globalcompetencies with the preservation of local culture. In music education, the dominance of a Westerncentric curriculum can alienate students from their own musical traditions. This paper utilizes aliterature review method to analyze how an ethnomusicological approach, grounded in localwisdom, can serve as a pedagogical alternative to strengthen students' cultural identity. Bysynthesizing various studies, we argue that local wisdom (which includes the social context, function,and philosophy of music) should be the core of learning, not just supplementary material. Theanalysis suggests that engaging students with music from their own cultural environment has thepotential to support identity formation in three aspects: personal (connecting with heritage),collective (strengthening a sense of community), and intercultural (understanding other culturesthrough the lens of one's own). We conclude that applying this approach could shift the function ofthe music classroom from a mere technical training space to one of cultural dialogue. The practicalimplication points to the need to review curriculum design and teacher training to be more orientedtowards local cultural contexts, in order to foster students who have a deep understanding of theirown roots while being open to the world.
AUGMENTING THE "PHONOLOGICAL BRIDGE": THE ROLE OF AI- POWERED FEEDBACK IN SINGING ARTICULATION FOR EARLY SPEECH DEVELOPMENT: AUGMENTING THE "PHONOLOGICAL BRIDGE": THE ROLE OF AI- POWERED FEEDBACK IN SINGING ARTICULATION FOR EARLY SPEECH DEVELOPMENT Yohana, Berthanica; Safrina, Rien; Yetti, Elindra
International Journal of Performing Arts (IJPA) Vol. 4 No. 2 (2025): December (On Progress)
Publisher : Yayasan Pusat Cendekiawan Intelektual Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56107/ijpa.v4i2.266

Abstract

Individualized speech support in diverse early childhood classrooms is a significant pedagogicalchallenge, often creating learning disparities. While effective, the scalability of arts-based interventions like the "Phonological Bridge" model is limited by an educator's capacity for one-on- one feedback. This conceptual paper explores, through a literature review, how Artificial Intelligence (AI) can serve as a "pedagogical amplifier" to address this issue. Synthesizing research from computational linguistics, human-computer interaction, and arts-based pedagogy, we propose a model of human-AI collaboration. This framework posits that AI's primary role is not to replace the educator, but to augment their capabilities. The literature suggests AI can automate pronunciation assessment, delivering personalized and immediate feedback to each child at scale. This process generates objective data that empowers teachers to shift from intuitive observation to data-informed intervention, freeing them to focus on higher-order tasks like fostering emotional connection and creativity. We conclude that this collaborative model represents a paradigm shift, recasting the teacher's role from a sole instructor to a designer of enriched learning ecosystems. Its primary implication is the potential to democratize access to high-quality speech practice, promoting greater equity in foundational language skills for the AI era..
Co-Authors Elindra Yetti Safrina, Rien