Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Musikolastika: Jurnal Pertunjukan dan Pendidikan Musik Al-Bidayah : jurnal pendidikan dasar Islam
Muhammad Asyraf Mohd Bakri
Unknown Affiliation
Arts Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Integrating Tembang Bocah Banyumasan into the PGMI Curriculum for Prospective Elementary School Educators: A Step PGMI Curriculum Towards Decolonizing Music Education Winangsit, Emah; Sunarto; Udi Utomo; Syahrul Syah Sinaga; Fajry Sub'haan Syah Sinaga; Muhammad Asyraf Mohd Bakri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12249

Abstract

This study examines the integration of Tembang Bocah Banyumasan into the PGMI curriculum at UIN Saizu Purwokerto as a decolonizing intervention in music education. In the PGMI context, the longstanding dominance of Western music has limited pre-service teachers’ exposure to local musical knowledge, weakened cultural rootedness, and produced learning practices that are insufficiently aligned with Indonesia’s cultural diversity. The paper aims to examine how this integration unfolds through three key phases: critical awareness, reappropriation, and emancipation and knowledge production, where students create and perform works that integrate local culture, Islamic values, and environmental awareness. The research employs a qualitative descriptive approach, analyzing curriculum structure, weekly learning stages, and empirical findings from student engagement. The results indicate that integrating Tembang Bocah Banyumasan fosters cultural identity, critical thinking, and creativity among PGMI students, while also contributing to a more inclusive, contextually relevant curriculum for elementary schools. Challenges, such as limited access to traditional instruments, were addressed through digital tools and local artist collaborations, ensuring a meaningful and adaptable learning experience. The findings suggest that this integration not only decolonizes music education but also bridges the gap between university and elementary school curricula, offering a model for inclusive and culturally responsive teaching.
Integrating Smart Apps Creator as Interactive Learning Media in Junior High School Choir Education Anggraeni, Chica; Antonius Edi Nugroho; Muhammad Asyraf Mohd Bakri
Musikolastika: Jurnal Pertunjukan dan Pendidikan Musik Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Musik FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/musikolastika.v7i2.219

Abstract

Objective: This study aims to describe the implementation of Smart Apps Creator (SAC)–based interactive learning media in supporting choir learning at the junior high school (SMP) level. SAC enables teachers to develop interactive materials integrating images, videos, and audio to foster student engagement and active learning in music instruction. Method: This research employed a qualitative descriptive design. The participants included music teachers, students, and school stakeholders (e.g., the principal). Data were collected through classroom observations, semi-structured interviews, and document analysis of learning materials developed using SAC. The study was preceded by a brief literature review to frame key issues related to interactive media use in schools. Results and Discussion: The findings indicate that SAC-assisted learning media was implemented to deliver choir materials in a more interactive format, helping teachers organize content into accessible modules and supporting students in following vocal practice through audio-visual guidance. SAC features were perceived to increase students’ attention, learning motivation, and participation during choir activities. The implementation also revealed practical challenges, particularly differences in teachers’ digital readiness and the need for consistent instructional design to align SAC content with learning objectives. Conclusion: SAC-based interactive media is a feasible approach for enhancing choir learning in junior high schools by promoting engaging, structured, and multimedia-supported instruction. Continued teacher support and design guidance are recommended to optimize its classroom impact.
Integrating Tembang Bocah Banyumasan into the PGMI Curriculum for Prospective Elementary School Educators: A Step PGMI Curriculum Towards Decolonizing Music Education Winangsit, Emah; Sunarto; Udi Utomo; Syahrul Syah Sinaga; Fajry Sub'haan Syah Sinaga; Muhammad Asyraf Mohd Bakri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.12249

Abstract

This study examines the integration of Tembang Bocah Banyumasan into the PGMI curriculum at UIN Saizu Purwokerto as a decolonizing intervention in music education. In the PGMI context, the longstanding dominance of Western music has limited pre-service teachers’ exposure to local musical knowledge, weakened cultural rootedness, and produced learning practices that are insufficiently aligned with Indonesia’s cultural diversity. The paper aims to examine how this integration unfolds through three key phases: critical awareness, reappropriation, and emancipation and knowledge production, where students create and perform works that integrate local culture, Islamic values, and environmental awareness. The research employs a qualitative descriptive approach, analyzing curriculum structure, weekly learning stages, and empirical findings from student engagement. The results indicate that integrating Tembang Bocah Banyumasan fosters cultural identity, critical thinking, and creativity among PGMI students, while also contributing to a more inclusive, contextually relevant curriculum for elementary schools. Challenges, such as limited access to traditional instruments, were addressed through digital tools and local artist collaborations, ensuring a meaningful and adaptable learning experience. The findings suggest that this integration not only decolonizes music education but also bridges the gap between university and elementary school curricula, offering a model for inclusive and culturally responsive teaching.
Co-Authors Anggraeni, Chica Antonius Edi Nugroho Fajry Sub'haan Syah Sinaga SUNARTO Syahrul Syah Sinaga Udi Utomo Winangsit, Emah