Abstract
The musicology curriculum audit serves as a form of curriculum inspection to achieve the Sustainable Development Goals, which aim to ensure the sustainable development of education through student satisfaction surveys. In addition, collaborative review, assessment is an interactive process that enables students to work together and participate in shared decision-making to achieve jointly defined goals. The aim of this study was to investigate the effect of the setting of musicology curriculum on the collaborative assessment of college students by gender and grade level. This research will help to educate learners on the value of collaboration in the course of studying musicology majors and will strengthen global citizenship. The study used a cross-sectional survey of quantitative research design with 100 participants in the second year of college. Important findings show that male and female sophomores in musicology show a normal distribution of course satisfaction, which contributes to good academic performance, easier task completion, enhanced communication skills, apparent cooperation, and the submission of high-quality output.
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