<![CDATA[Music education in elementary schools has not yet fully leveraged the potential to foster students' social interaction and collaborative skills. The rise of digital technology and a trend toward individualized learning have increasingly limited opportunities for students to communicate, cooperate, and learn through direct group interaction. This study aims to analyze and evaluate the Gamelan ensemble learning process and its contribution to shaping elementary school students' social interaction and collaborative skills. The study employed a qualitative approach with a descriptive design. The study involved six students participating in a *gamelan degung* ensemble. Data were collected through participant observation, semi-structured interviews, and documentation, utilizing observation guides, interview protocols, and documentation sheets. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification. The findings indicate that Gamelan ensemble learning fosters social interaction through verbal and non-verbal communication, active listening, tempo coordination, musical responsiveness, and mutual assistance. Furthermore, the learning process develops collaborative skills through role allocation, shared responsibility, coordination, cooperation, and collective problem-solving. Thus, the Gamelan ensemble serves as a contextual pedagogical practice that integrates music education and cultural preservation with the development of students' social and collaborative competencies. Consequently, music education can be designed with a greater emphasis on collaboration to strengthen student social interaction.]]>
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