Developing Elementary School Teacher Competence in Making Music Learning Media Using Scratch Application: An Action Research

J. Julia, Prana Dwija Iswara, Sandie Gunara, Yıldız Mutlu Yildiz, Egi Agustian

Abstract


The development of technology and information demands elementary school teachers to be able to make and teach technology-based musical instruments so that the development of technology and information can be used in the learning process. Elementary school teachers also have problems teaching musical composition using ensemble musical instruments. Teachers also lack strategies and media to teach musical instruments, so they need to have ideas for developing technology-based musical instruments. This study aims to develop the elementary school teachers’ ability to innovate and make music learning media using a computerized system. The research design used was action research. The participants were 38 teachers from nine regencies and cities in West Java, Indonesia. The results showed that the teachers were able to complete the task of making technology-based learning media which means that they were able to develop their technological abilities to make music learning media. Teachers can easily use and master the Scratch application to make music learning media. It can be concluded that with structured and controlled training, elementary school teachers can develop themselves and innovate well.


Keywords


teacher competence; teachers innovate; technology literate teachers; computerization for teachers; teacher and Scratch application

Full Text:

PDF

References


Adell, J. (1997). Tendencias en educación en la sociedad de las tecnologías de la información [Trends in education in the information technology society]. Edutec. Revista Electrónica de Tecnología Educativa [Electronic Magazine of Educational Technology], (7), a007–a007. https://doi.org/10.21556/edutec.1997.7.570.

Akuno, E. A. (2019). Music education in Africa: Concept, process, and practice. Routledge.

Akuno, E. A. (2012). Perceptions and reflections of music teacher education in Kenya. International Journal of Music Education, 30(3), 272–291. https://doi.org/10.1177/0255761412437818.

Alonso, F., Manrique, D., Martínez, L., & Viñes, J. M. (2010). How blended learning reduces underachievement in higher education: An experience in teaching computer sciences. IEEE Transactions on Education, 54(3), 471–478. https://doi.org/10.1109/te.2010.2083665.

Anwar, A. A. (2015). The Effects of Leadership Styles, Organizational Climate, Environmental Aspects and Organizational Commitment and Job Satisfaction on the Lectures’ Performance of Kopertis III in Jakarta Haris Maupa. Scientific Research Journal, 3(9), 2201–2796.

Arbix, G., Salerno, M. S., Amaral, G., & Lins, L. M. (2017). Avanços, equívocos e instabilidade das políticas de inovação no Brasil [Advances, misunderstandings and instability of innovation policies in Brazil]. Novos Estudos CEBRAP, 36(3), 9–27. https://doi.org/10.25091/s01013300201700030002.

Augustine, C., & Wong, C. (2016). Music Teaching Readiness among Non-Specialised Music Teachers in Government Preschools. Malaysian Journal of Music, 5(2), 54–69.

Austin, R., Smyth, J., Rickard, A., Quirk‐Bolt, N., & Metcalfe, N. (2010). Collaborative digital learning in schools: Teacher perceptions of purpose and effectiveness. Technology, Pedagogy and Education, 19(3), 327–343. https://doi.org/10.1080/1475939x.2010.513765.

Barreneche, A., Keenan, M., & Saritas, O. (2016). An OECD horizon scan of megatrends and technology trends in the context of future research policy. A Report Prepared by the OECD Directorate for Science, Technology and Innovation, Commissioned by Danish Agency for Science, Technology and Innovation (DASTI), Copenhagen.

Baskerville, D. (2011). Developing cohesion and building positive relationships through storytelling in a culturally diverse New Zealand classroom. Teaching and Teacher Education, 27(1), 107–115. https://doi.org/10.1016/j.tate.2010.07.007.

Baskerville, D. (2012). Integrating on-line technology into teaching activities to enhance student and teacher learning in a New Zealand primary school. Technology, Pedagogy and Education, 21(1), 119–135. https://doi.org/10.1080/1475939X.2012.659887

Berberick, D. M., Clementson, C. J., Hawkinson, J. K., & Rolandson, D. M. (2016). A Comparison of Principal Practices and Music Educator Perceptions Regarding Teacher Evaluation. Bulletin of the Council for Research in Music Education, 209, 43–62. https://doi.org/10.5406/bulcouresmusedu.209.0043.

Biasutti, M., & EL-Deghaidy, H. (2015). Interdisciplinary project-based learning: an online wiki experience in teacher education. Technology, Pedagogy and Education, 24(3), 339–355. https://doi.org/10.1080/1475939x.2014.899510.

Biasutti, M., Hennessy, S., & Vugt-jansen, E. De. (2015). Confidence development in non-music specialist trainee primary teachers after an intensive programme. December 2014, 143–161. https://doi.org/10.1017/S0265051714000291.

Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. https://doi.org/10.1016/j.compedu.2012.10.019.

Button, S. (2010). Music teachers’ perceptions of effective teaching. Bulletin of the Council for Research in Music Education, 25–38.

Calderón-Garrido, D., Cisneros, P., García, I. D., Fernández, D., & De las Heras, R. (2019). La tecnología digital en la educación musical: una revisión de la literatura científica [Digital technology in music education: a review of the scientific literature]. Revista Electrónica Complutense de Investigación En Educación Musical - RECIEM [Complutense Electronic Journal of Research in Music Education - RECIEM], 16, 43–55. https://doi.org/10.5209/reciem.60768.

Casillas, M., Ramírez Martinell, A., & Morales Flores, C. (2020). Los saberes digitales de los bachilleres del siglo XXI [The digital knowledge of the high school graduates of the XXI century]. Revista Mexicana de Investigación Educativa [Mexican Journal of Educational Research], 25(85), 317–350.

Chandrasoma, R., & Lee, J. E. (2013). A current approach to EFL writing: identity and learning in the classroom. Studies in English Language and Literature, 39(3), 189–219. https://doi.org/10.21559/aellk.2013.39.3.009.

Chireshe, R. (2011). Effective and ineffective lecturers: University students’ perspective in Zimbabwe. The Anthropologist, 13(4), 265–269. https://doi.org/10.1080/09720073.2011.11891207.

Clarke, L. (2013). Virtual learning environments in teacher education: A journal, a journey. Technology, Pedagogy and Education, 22(1), 121–131. https://doi.org/10.1080/1475939x.2012.731632.

Concina, E. (2015). Music Education and Effective Teaching: Perspectives from a Critical. Research Studies, 13(14), 15. https://doi.org/10.20533/licej.2040.2589.2015.0251.

Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715. https://doi.org/10.1037/0022-0663.88.4.715.

Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River, NJ.

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834. https://doi.org/10.3102/00028312038004813.

Dağhan, G., & Akkoyunlu, B. (2016). Modeling the continuance usage intention of online learning environments. Computers in Human Behavior, 60, 198–211. https://doi.org/10.1016/j.chb.2016.02.066.

Davies, C., & Eynon, R. (2013). Teenagers and technology. Routledge.

Davis, S. G. (2005). That thing you do! Compositional Processes of a Rock Band. International Journal of Education & the Arts, 6(16), 1–19.

Development, O. for E. C. and. (2015). OECD digital economy Outlook 2015. Organisation for Economic Co-operation and Development.

Eynon, R., & Geniets, A. (2016). The digital skills paradox: how do digitally excluded youth develop skills to use the internet? Learning, Media and Technology, 41(3), 463–479. https://doi.org/10.1080/17439884.2014.1002845.

Fehér, P. (2020). "Húsz év múlva”–A digitális oktatás helyzete, eszközei, trendjei világszerte ["Twenty years from now" - The situation, tools and trends of digital education worldwide]. Gyermeknevelés Tudományos Folyóirat [Child Education Scientific Journal], 8(2), 350–372. https://doi.org/10.31074/gyntf.2020.2.350.372.

Fitzpatrick, K. R. (2011). A mixed methods portrait of urban instrumental music teaching. Journal of Research in Music Education, 59(3), 229–256. https://doi.org/10.1177/0022429411414912.

Hadjerrouit, S. (2013). A Framework for Assessing the Pedagogical Effectiveness of Wiki-Based Collaborative Writing: Results and Implications. Interdisciplinary Journal of e-Skills and Lifelong Learning, 9, 029–049. https://doi.org/10.28945/1787.

Hartnett, M. (2017). Differences in the digital home lives of young people in New Zealand. British Journal of Educational Technology, 48(2), 642–652. https://doi.org/10.1111/bjet.12430.

Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365–378. https://doi.org/10.1080/03054985.2017.1305057.

Haugerud, T. (2011). Student teachers learning to teach: The mastery and appropriation of digital technology. Nordic Journal of Digital Literacy, 6(04), 226–238.

Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503–520. https://doi.org/10.1080/01411920902989227.

Henderson, M., Snyder, I., & Beale, D. (2013). Social media for collaborative learning: A review of school literature. Australian Educational Computing, 28(2).

Human, R., & van Niekerk, C. (2014). Assessing ngoma-ness: A generic cross-cultural framework for African musical arts education. Journal of the Musical Arts in Africa, 11(1), 21–35. https://doi.org/10.2989/18121004.2014.995434.

Jaipal, K., & Figg, C. (2011). Collaborative action research approaches promoting professional development for elementary school teachers. Educational Action Research, 19(1), 59–72. https://doi.org/10.1080/09650792.2011.547688.

Jara, C. A., Candelas, F. A., Torres, F., Dormido, S., Esquembre, F., & Reinoso, O. (2009). Real-time collaboration of virtual laboratories through the Internet. Computers & Education, 52(1), 126–140. https://doi.org/10.1016/j.compedu.2008.07.007.

Jenkins Dr, L. E., & Crawford, R. (2016). The impact of blended learning and team teaching in tertiary pre-service music education classes. Journal of University Teaching & Learning Practice, 13(3), 5.

Julia, J., & Isrokatun, I. (2019). Technology literacy and student practice: Lecturing critical evaluation skills. International Journal of Learning, Teaching and Educational Research, 18(9), 114–130. https://doi.org/10.26803/ijlter.18.9.6.

Julia, J., Iswara, P. D., & Supriyadi, T. (2019). The utilization of Scratch application in making music controller to introduce traditional musical instruments. Journal of Physics: Conference Series, (7), 1402. https://doi.org/10.1088/1742-6596/1402/7/077011.

Julia, J., Subarjah, H., Maulana, M., Sujana, A., Isrokatun, I., Nugraha, D., & Rachmatin, D. (2020). Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools. European Journal of Educational Research, 9(2), 655–673. https://doi.org/10.12973/eu-jer.9.2.655.

Julia, J., Supriyadi, T., & Iswara, P. D. (2020). Training the non-specialist music teacher: Insights from an Indonesian action research study. Universal Journal of Educational Research, 8 (2), 547–558. https://doi.org/10.13189/ujer.2020.080226.

Julia, J., Supriyadi, T., & Iswara, P. D. (2019). Using Android-based applications to support elementary school teachers to teach songs. Journal of Physics: Conference Series, 1318(1), 12041. https://doi.org/10.1088/1742-6596/1318/1/012041.

Karlsen, S. (2011). Using musical agency as a lens: Researching music education from the angle of experience. Research Studies in Music Education, 33(2), 107–121. https://doi.org/10.1177/1321103x11422005.

Laskowski, L., & Laskowski, L. (2016). Google Forms and Sheets for library gate counts Google Forms and Sheets for library gate counts. Journal of Access Services, 13(3), 151–158. https://doi.org/10.1080/15367967.2016.1184577.

Leeman, Y., van Koeven, E., & Schaafsma, F. (2018). Inter-professional collaboration in action research. Educational Action Research, 26(1), 9–24. https://doi.org/10.1080/09650792.2017.1301827.

Legette, R. M., McCord, D. H., & Legette, L. D. (2016). Causal Beliefs of Pre-service Teachers Regarding Success or Failure in Music Teaching and Learning. Research Perspectives in Music Education, 18(2), 51–59.

Leung, B., & Wong, W. (2005). Matching music teacher’s self conception with students’ perception on teaching effectiveness in an unfavourable secondary classroom context. Revista Electrónica Complutense de Investigación en Educación Musical [Complutense Electronic Journal of Research in Music Education], 2(1), 1–12. https://revistas.ucm.es/index.php/RECI/article/download/RECI0505110001A/8731.

Magnussen, R., Hamann, V. D., & Stensgaard, A. G. (2019). Educating for Co-Production of Community-Driven Knowledge. Electronic Journal of E-Learning, 17(3), 222–233. https://doi.org/10.34190/jel.17.3.005.

Magnussen, R., & Stensgaard, A. G. (2018). Community drive: Teaching children and young people to transform cities through game and data-driven methods. 12th European Conference on Game Based Learning, ECGBL 2018 European Conference on Games Based Learning, 354–361.

Maguraushe, W. (2015). Insights into the Zimbabwe integrated national teacher education course: Graduates’ music teaching competence. Muziki [Music], 12(1), 86–102. https://doi.org/10.1080/18125980.2015.1031452.

Mariaye, H. (2012). Understanding the professional images of pre service teachers. The metaphors we live and teach by. in EDULEARN12 Proceedings, 4140–4148. https://www.researchgate.net/profile/Hyleen_Mariaye/publication/344443215_understanding_the_professional_images_

of_pre_service_teachers_the_metaphors_we_live_and_teach_by/links/5f75fb22a6fdcc00864d7d0b/understanding-the-professional-images-of-pre-service-teachers-the-metaphors-we-live-and-teach-by.pdf.

Martin, A. J., Mansour, M., Anderson, M., Gibson, R., Liem, G. A. D., & Sudmalis, D. (2013). The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709. https://doi.org/10.1037/a0032795.

McTaggart, R. (1994). Participatory action research: Issues in theory and practice. Educational Action Research, 2(3), 313–337. https://doi.org/10.1080/0965079940020302.

Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. (Moti). (2013). Learning computer science concepts with Scratch. Computer Science Education, 23(3), 239–264. https://doi.org/10.1080/08993408.2013.832022.

Minoi, J.-L., Mohamad, F., Arnab, S., Phoa, J., Morini, L., Beaufoy, J., Lim, T., & Clarke, S. (2019). A Participatory Co-Creation Model to Drive Community Engagement in Rural Indigenous Schools: A Case Study in Sarawak. Electronic Journal of E-Learning, 17(2), 157–167. https://doi.org/10.34190/jel.17.3.001.

Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PloS One, 10(12), e0144008. https://doi.org/10.1371/journal.pone.0144008.

Moreno, L., Gonzalez, C., Castilla, I., Gonzalez, E., & Sigut, J. (2007). Applying a constructivist and collaborative methodological approach in engineering education. Computers & Education, 49(3), 891–915. https://doi.org/10.1016/j.compedu.2005.12.004.

Natesan, S., Bailitz, J., King, A., Krzyzaniak, S. M., Kennedy, S. K., Kim, A. J., Byyny, R., & Gottlieb, M. (2020). Clinical teaching: An evidence-based guide to best practices from the council of emergency medicine residency directors. Western Journal of Emergency Medicine, 21(4), 985. https://doi.org/10.5811/westjem.2020.4.46060.

Navarro, R., Larrañaga, E., & Yubero, S. (2018). Differences between preadolescent victims and non-victims of cyberbullying in cyber-relationship motives and coping strategies for handling problems with peers. Current Psychology, 37(1), 116–127. https://doi.org/10.1007/s12144-016-9495-2.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016.

Nimrod, G. (2018). Technophobia among older Internet users. Educational Gerontology, 44(2–3), 148–162. https://doi.org/10.1080/03601277.2018.1428145.

Njoora, T. K. (2015). More than just good feelings: Advocacy for music among mainstream subjects. Muziki, 12(1), 23–40. https://doi.org/10.1080/18125980.2015.1031367.

Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. Computers & Education, 57(1), 1098–1108. https://doi.org/10.1016/j.compedu.2010.12.009.

Özkandemir, O. (2019). İlkokul müzik derslerinde robotik ve kodlama programlarının kullanılmasına yönelik örnek bir çalışma [A case study for using robotics and coding programs in primary school music lessons] (Order No. 28242234). Available from ProQuest Dissertations & Theses Global. (2468395810). Retrieved from https://search.proquest.com/dissertations-theses/i̇lkokul-müzik-derslerinde-robotik-ve-kodlama/docview/2468395810/se-2?accountid=14141.

Papatraianou, L. H., Levine, D., & West, D. (2014). Resilience in the face of cyberbullying: An ecological perspective on young people’s experiences of online adversity. Pastoral Care in Education, 32(4), 264–283. https://doi.org/10.1080/02643944.2014.974661.

Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. Choice Reviews Online, 31(3), 31-48. https://doi.org/10.5860/choice.31-1648.

Pearce, K. E., & Rice, R. E. (2013). Digital divides from access to activities: Comparing mobile and personal computer Internet users. Journal of Communication, 63(4), 721–744. https://doi.org/10.1111/jcom.12045.

Pelton, R. P. (2010). Action research for teacher candidates: Using classroom data to enhance instruction. R&L Education.

Penn-Edwards, S. (2010). The competencies of an English teacher: Beginning student teachers’ perceptions. Australian Journal of Teacher Education, 35(2), 4. https://doi.org/10.14221/ajte.2010v35n2.4.

Pransky, K. (2009). Beneath the Surface: The Hidden Realities of Teaching Culturally and Linguistically Diverse Young Learners K-6. Education Review. https://edrev.asu.edu/edrev/index.php/ER/article/view/1096.

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816.

Rauduvaitė, A., & Wang, L. (2018). The analysis of content of bachelor study programme of music teacher training in Lithuania: attitude of foreign and Lithuanian students. Pedagogika, 132(4), 197–210. https://doi.org/10.15823/p.2018.132.12.

Reimer, B. (2003). A philosophy of music education: Advancing the vision. Pearson College Division.

Romero Ariza, M., & Quesada Armenteros, A. (2014). Nuevas tecnologías y aprendizaje significativo de las ciencias [New technologies and meaningful learning in science]. Enseñanza de Las Ciencias [Science Teaching], 32(1), 101–115. https://doi.org/10.5565/rev/ensciencias.433.

Sanford, A. K., Brown, J. E., & Turner, M. (2012). Enhancing instruction for English learners in response to intervention systems: The PLUSS model. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(1), 56–70.

Schmidt, M. (2013). Transition from student to teacher: Preservice teachers’ beliefs and practices. Journal of Music Teacher Education, 23(1), 27–49. https://doi.org/10.1177/1057083712469111.

Selwyn, N. (2012). Social media in higher education. The Europa World of Learning, 1(3), 1–10.

Shao, Y., & Crook, C. (2015). The potential of a mobile group blog to support cultural learning among overseas students. Journal of Studies in International Education, 19(5), 399–422. https://doi.org/10.1177/1028315315574101.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.

Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education/Revue Canadienne de l’éducation, 109–127. https://doi.org/10.2307/1602156.

Supriyadi, T., & Julia, J. (2019). The Problem of Students in Reading the Quran: A Reflective-Critical Treatment through Action Research. International Journal of Instruction, 12(1), 311–326. https://doi.org/10.29333/iji.2019.12121a.

Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33. https://doi.org/10.1016/j.compedu.2012.12.022.

Tortosa-Pérez, M., Sala, F. G., Aguilar-Bustamante, M. C., & de Oliver, J. S. P. (2020). Estrategia de posicionamiento en bases internacionales de las revistas de psicología editadas y coeditadas por el Colegio Oficial de Psicólogos de Madrid [Positioning strategy on international bases of psychology journals edited and co-edited by the Official College of Psychologists of Madrid]. Universitas Psychologica, 19, 1–16.

Townsend, A. S. (2011). Introduction to effective music teaching: Artistry and attitude. Rowman & Littlefield.

Trittel, M., Gerich, M., & Schmitz, B. (2014). Training prospective teachers in educational diagnostics. In Teachers’ professional development (pp. 63-78). Sense Publishers, Rotterdam.

Truong, N. T. K., & Sweetman, A. (2018). Basic information and communication technology skills among Canadian immigrants and non-immigrants. Canadian Public Policy, 44(S1), S91–S112. https://doi.org/10.3138/cpp.2017-032.

Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65–75. https://doi.org/10.1111/bjet.12220.

Vanderlinde, R., & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541–553. https://doi.org/10.1016/j.compedu.2010.02.016.

Vanderlinde, R., & van Braak, J. (2011). A new ICT curriculum for primary education in Flanders: Defining and predicting teachers’ perceptions of innovation attributes. Journal of Educational Technology & Society, 14(2), 124–135. https://www.jstor.org/stable/pdf/jeductechsoci.14.2.124.pdf.

Verdú, E., Regueras, L. M., Verdú, M. J., Leal, J. P., de Castro, J. P., & Queirós, R. (2012). A distributed system for learning programming on-line. Computers & Education, 58(1), 1–10. https://doi.org/10.1016/j.compedu.2011.08.015.

Wang, J.-C., & Humphreys, J. T. (2009). Multicultural and popular music content in an American music teacher education program. International Journal of Music Education, 27(1), 19–36. https://doi.org/10.1177/0255761408099062.

Wang, S.-K., Hsu, H.-Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637–662. https://doi.org/10.1007/s11423-014-9355-4.

Wiggins, J. (2007). Authentic practice and process in music teacher education. Music Educators Journal, 93(3), 36–42. https://doi.org/10.2307/4101537.

Wong, Y. P., & Lau, W. M. (2018). Perceived Attributes of Music Teaching Effectiveness among Kindergarten Teachers: Role of Personality. Australian Journal of Teacher Education, 43(9), 28–38. https://doi.org/10.14221/ajte.2018v43n9.2.

Zhang, C. (2020). From Face-to-Face to Screen-to-Screen: CFL Teachers’ Beliefs about Digital Teaching Competence during the Pandemic. International Journal of Chinese Language Teaching, 1(1), 35–52. https://doi.org/10.46451/ijclt.2020.06.03.




DOI: https://doi.org/10.17509/mimbar-sd.v7i3.29100

Refbacks

  • There are currently no refbacks.




Copyright (c) 2020 Mimbar Sekolah Dasar

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Mimbar Sekolah Dasar Stats