Abstract
Learning the art of music that has characteristics, special characters, and is carried out within an integrative thematic frame in elementary schools, needs to be supported by the professional competence of classroom teachers. The purpose of this study was to determine the professional competence of classroom teachers in learning music in elementary schools. This paper is the result of interpretive descriptive research with the main data source of classroom teachers, while the source of supporting data are students and principals. Data collection techniques are done by tests, observations, and interviews. The data collection process is carried out starting before the learning stage until the learning evaluation process. Based on the results of the study showed that: (1) the average mastery of classroom teachers to the knowledge of music theory needed in learning has only reached 45%; (2) the average teacher mastery of musical basic competencies has only reached 42.5%; and (3) the average teacher mastery of musical instrument playing skills competencies needed in learning has only reached 33.75%. The results of tests conducted on the teachers turned out to be relevant to the data obtained during the implementation of learning. It was proven that learning material in the form of musical knowledge such as music symbols, time bars, and various tempos is only taught by one class teacher. The practice of singing traditional songs is not supported by the teacher’s ability to give examples of reading song notation in accordance with the demands of the teacher’s handbook. Practical learning material for playing musical instruments is also only implemented by one classroom teacher. The implementation of music art learning in which most of the time allocation is filled with singing songs that are mastered (memorized) by the teacher. This shows that the classroom teacher in the implementation of music art learning has not been supported by adequate professional competence.
Highlights
Music education in elementary school (SD) curriculum documents is one part of the four material fields of art material namely, visual, music, dance, and theater, which are thematically accommodated
The purpose of this research is to examine in order to find out (1) how the implementation of music art learning at Elementary School in Pontianak, (2) teacher professional competence in learning music art at Elementary School in Pontianak
The focus in this research relates to professional competence in the implementation of music art learning at Elementary Schools in Pontianak and surroundings
Summary
Music education in elementary school (SD) curriculum documents is one part of the four material fields of art material namely, visual, music, dance, and theater, which are thematically accommodated. Seen from the learning material integrated into various themes, the content of music learning in elementary school contains material on bar, rhythm, tone, tempo, dynamics, and sound color. In its implementation it can be developed by the classroom teacher in accordance with the existing grade levels. Government Regulation Number 19 of 2005 which was amended by Government Regulation Number 32 of 2013, and amended again through Government Regulation Number 13 of 2015, stipulates that the education process should be carried out according to certain standards. The fulfillment of all these standards in the implementation of learning becomes important in order to guarantee the achievement of the expected goals
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