THE EFFECT OF MODIFIED CONCRETE LEARNING ON ELEMENTARY SCHOOL STUDENTS’ CREATIVITY IN MUSIC EDUCATION

Pasca Violita Langit (Universitas Negeri Yogyakarta)
Kun Setyaning Astuti (Universitas Negeri Yogyakarta)
Fu'adi (Universitas Negeri Yogyakarta)

Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Vol. 6 No. 6 (2026): Multidiciplinary Output Research For Actual and International Issue

Creativity is an important dimension of music education because students need opportunities not only to reproduce musical materials but also to generate and express their own musical ideas. This study aimed to examine the effect of Modified Concrete Learning on elementary school students’ creativity in music education. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design. The participants were elementary school students divided into an experimental group and a control group. The experimental group received music instruction through Modified Concrete Learning adapted from music learning practices observed in Dutch elementary schools, while the control group received conventional music instruction. Students’ creativity was measured before and after the intervention using a validated and reliable instrument. The data were analyzed using Analysis of Covariance (ANCOVA), with creativity pretest scores used as a covariate. The findings indicated that Modified Concrete Learning had a significant effect on students’ creativity after controlling for their initial creativity scores. The learning activities provided students with opportunities to engage directly with musical materials, explore musical possibilities, and develop their own melodic ideas. These findings suggest that concrete and experiential musical activities can provide a meaningful learning environment for fostering creativity in elementary music education.