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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling JTP - Jurnal Teknologi Pendidikan Jurnal Paedagogy
Rahmawati, Uci
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DAW-Based Beatmaking Creative Process: Literature Review with Guilford Indicators Rahmawati, Uci; Budiman, Agus; Narawati, Tati
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.19058

Abstract

This study aims to map rhythmic creativity in Digital Audio Workstation (DAW)–based beatmaking using Guilford’s indicators of creativity—fluency, flexibility, originality, and elaboration—as the primary analytical framework. In higher education in music arts, these indicators are employed as an analytical lens to examine how rhythmic ideas are generated, varied, refined, and expanded during the DAW-based beatmaking process. The study adopted a directed literature review method with thematic synthesis, analyzing 40 open-access sources published between 2017 and 2025 and retrieved through database searches (e.g., DOAJ and Google Scholar) and manual reference list screening. All included sources were peer-reviewed and assigned Digital Object Identifiers (DOIs). The literature was organized into thematic clusters, including DAW pedagogy, beatmaking practices, divergent thinking and musical creativity, digital collaboration, and critiques of technology and artificial intelligence in music production. Rhythmic elements—such as patterns, grooves, accents, subdivisions, swing, microtiming, transitions, arrangement, and energy automation—were subsequently mapped onto the four creativity indicators. The findings indicate that DAWs strongly facilitate rapid idea prototyping and iterative refinement, making fluency and elaboration the most prominent creativity indicators. In contrast, flexibility and originality appear to be more contingent on task design, learners’ willingness to shift compositional strategies, negotiation with genre conventions, and the broader collaborative and technological ecosystem, including templates, presets, and AI-assisted tools. This study provides a conceptual mapping framework and illustrative assessment directions to assist lecturers in interpreting DAW project artifacts as evidence of rhythmic creative processes. In the context of music arts higher education, the proposed mapping offers a reference for designing DAW-based composition tasks and developing more consistent and transparent assessment criteria for rhythmic creativity across the four Guilford indicators. Future research is recommended to empirically test this framework through the analysis of student-produced DAW artifacts.
Music Composition Learning Using Digital Audio Workstations in Higher Education: A Scoping Review Rahmawati, Uci; Milyartini, Rita; Masunah, Juju
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.64819

Abstract

This study aims to map research trends, pedagogical strategies, learning practices, outcomes, and challenges in music composition learning using Digital Audio Workstations (DAWs) in higher education. A scoping review approach was employed using the Population, Concept, and Context (PCC) framework and the PRISMA-ScR guidelines. Literature searches were conducted through Scopus, ERIC, DOAJ, Google Scholar, and supplementary manual searches for publications from 2015 to 2025. After the screening and eligibility process, 15 publications were included in the final analysis. The findings show that DAW-based composition learning in higher education is commonly implemented through practice-based, project/studio-based, self-directed, and hybrid learning models, including DAW-live coding practices. DAWs are positioned not only as production tools but also as creative learning environments that support ideation, exploration, revision, collaboration, and digital music production. Reported learning outcomes include increased learning independence, production competence, creative exploration, and awareness of the composition process. However, the review also identifies several challenges, particularly the limited use of systematic assessment indicators, uneven digital literacy, and institutional readiness related to facilities and learning resources. This study contributes to the literature by clarifying how DAWs function as pedagogical media in higher music education and by highlighting the need for more structured assessment rubrics and sustainable learning designs.
Krisis Keberlanjutan Perkembangan Peserta Didik: Tinjauan Psikologis dalam Praktik Pendidikan YS, Salsabila; Rahmawati, Uci; Dewi, Nindiastuti Nurfitria; Kim, Daemin; Sania, Khaira; Budiman, Nandang
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 16, No 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.15096

Abstract

Transitions across educational levels and the shift into the world of work often become highly demanding phases for students, as they require rapid adjustments in learning strategies, academic identity, and social relationships. When these transitions are not adequately supported, students may experience what this article conceptualizes as a crisis of developmental continuity. The purpose of this article is to critically describe this crisis and to examine the psychological, social, and institutional factors that shape the continuity of student development within educational practice. This study employs a systematic literature review by synthesizing peer-reviewed journal articles retrieved from Scopus, ERIC, and Google Scholar. The selection process applied keywords related to developmental sustainability, educational transitions, and psychological variables (self-awareness, self-efficacy, and self-regulation), followed by PRISMA screening procedures, resulting in 31 articles that were analyzed thematically. The review reveals that crises of developmental continuity commonly arise when students’ self-awareness, self-efficacy, and self-regulation weaken during periods of transition, while support from teachers, peers, families, and educational institutions remains insufficient. Programs that strengthen self-regulation, build supportive relational climates, and offer tiered interventions such as PBIS, self-regulated learning training, and peer mentoring are shown to help maintain developmental continuity. The article concludes that sustaining student development should be regarded as an essential indicator of educational quality and requires deliberate collaboration among educators, counsellors, families, and policymakers to design transitional supports that are humane, adaptive, and sustainable.
Co-Authors Agus Budiman Dewi, Nindiastuti Nurfitria Juju Masunah Kim, Daemin Nandang Budiman Rita Milyartini Sania, Khaira Tati Narawati YS, Salsabila