Descriptive Analysis of Music Arts Learning Efforts at State Senior High School 2 Langowan

Franklin E. Dumais (Program Studi Pendidikan Seni Drama, Tari, dan Musik, Fakultas Bahasa dan Seni, Universitas Negeri Manado, Tondano 95618, Indonesia)
Meyny S. C. Kaunang (Program Studi Pendidikan Seni Drama, Tari, dan Musik, Fakultas Bahasa dan Seni, Universitas Negeri Manado, Tondano 95618, Indonesia)
Marselino S. Malonda (Program Studi Pendidikan Seni Drama, Tari, dan Musik, Fakultas Bahasa dan Seni, Universitas Negeri Manado, Tondano 95618, Indonesia)

Journal of Theory and Practice in Arts
Vol. 1 No. 3 (2026)

This study aims to describe and analyze efforts to improve music arts learning at SMA Negeri 2 Langowan, focusing on students’ learning interest, participation, musical skills, creativity, and learning outcomes. The study employed a quantitative approach with a correlational and regression design. The research was conducted from September to November 2023 and involved 30 Grade XII Social Sciences students selected through total sampling. Data were collected using questionnaires, observations, interviews, and documentation. The data were analyzed descriptively and inferentially through frequency and percentage analysis, Pearson product-moment correlation, and simple linear regression. The findings indicate that music arts learning initially faced several challenges, including teacher-centered instructional practices, limited musical instruments and facilities, low student motivation, and weak extracurricular support. To address these challenges, the school implemented four complementary strategies: Project-Based Learning (PjBL), digital technology and media utilization, teacher professional development, and strengthening of extracurricular music activities. The implementation of these strategies resulted in positive changes in the learning process and student outcomes. Student attendance increased to 95%, while average practical music scores increased from 70 to 85. Furthermore, 80% of students reported that music learning became more enjoyable, 75% demonstrated improved practical skills, and 90% became more confident in public performances. Participation in extracurricular music activities increased from 10 to 35 students. These findings demonstrate that an integrated approach combining pedagogical innovation, digital technology, teacher competence, and authentic musical experiences can create a more active, creative, collaborative, and meaningful learning environment. The study concludes that sustainable improvement in music arts education requires continuous teacher development, adequate facilities, effective technology integration, and opportunities for students to engage in authentic musical activities.