Bridging musical gaps: creating educational songs with thematic learning for primary school students

Abstract

This study investigates how elementary school teachers without musical backgrounds create educational songs to support thematic learning under Indonesia's Kurikulum Merdeka. Thematic learning aims to integrate various subjects into cohesive themes, fostering student-centered learning (SCL) and emphasizing active engagement and critical thinking. Although the government provided the guiding textbooks, teachers face challenges in implementing SCL. Eventually, they often revert to conventional, teacher-centered methods. Previous research indicates that songs can serve as effective educational tools, but there is still a lack of thematic songs that align with the curriculum's specific themes. Using a case study approach, this research involved classroom observations, document analysis, and interviews with two first-grade teachers who developed songs for an environmental theme. The study found that teachers could create educational songs by deriving lyrics from teaching materials and improvising melodies, although they needed formal musical notation skills. Teachers and students then used these songs in classroom instruction, engaging in singing and physical activities. Despite inconsistencies in musical performance, the findings indicated that students were enthusiastic and better understood the material through these songs. The study highlights teachers' adaptive nature in leveraging available resources to meet educational objectives and emphasizes the importance of integrating arts, particularly music, into educational practices. The research contributes to the broader discourse on educational innovation, suggesting that even teachers without musical training can effectively create and use educational songs to enhance learning. Empowering teachers with resources and training in songwriting could further enrich thematic learning, fostering creativity, critical thinking, and collaboration among students. This approach aligns with the goals of the Kurikulum Merdeka, supporting holistic educational reforms and improving learning outcomes in Indonesian elementary education.

Keywords

• music-based interdisciplinary teaching
• primary school teacher
• primary school student
• thematic learning with music
• educational song

Ethical Statement

We are also profoundly grateful to the Ethics Committee and the funding provider, DPA LPPM UNNES year 2023 No. 195.12.4/UN37/ PPK.10/2023, for their financial assistance and approval. Lastly, we would like to acknowledge the specific contributions of the following individuals: Prof. Wadiyo Wadiyo, for his role as the research coordinator, providing guidance and oversight throughout the study. Dr. Slamet Haryono, for his meticulous work on document analysis, including the analysis of musical notations. Mr. Joko Wiyoso, for conducting detailed classroom observations and interviews, focusing on teacher activities related to song creation. Prof. Malarsih Malarsih, for her observations of student behavior, including gestures and movements, which were essential in understanding the impact of the musical activities on the students. CARE translation, a certified proofreader, for the invaluable assistance in proofreading this manuscript.

Thanks

We extend our heartfelt thanks to all the participants from SD Labschool Unnes for their invaluable contributions to this research. Your engagement and support were crucial in making this study possible.

References

1. Ain, N., & Rahutami, R. (2018). Theme network in thematic learning in elementary school. Journal of Physics: Conference Series, 1013(1), 012065.
2. Ain, N., & Rahutami, R. (2018). Theme network in thematic learning in elementary school. Journal of Physics: Conference Series, 1013(1), 012065.
3. Arief, A., & Isnan, F. (2020). Children songs as a learning media used in increasing motivation and learning student in elementary school. International Journal of Visual and Performing Arts, 2(1), 1–7.
4. Arief, A., & Isnan, F. (2020). Children songs as a learning media used in increasing motivation and learning student in elementary school. International Journal of Visual and Performing Arts, 2(1), 1–7.
5. Asano, R., & Boeckx, C. (2015). Syntax in language and music: What is the right level of comparison? Frontiers in Psychology, 6, 942-942.
6. Asano, R., & Boeckx, C. (2015). Syntax in language and music: What is the right level of comparison? Frontiers in Psychology, 6, 942-942.
7. Bitchener, J., & Turner, E. (2011). Assessing the effectiveness of one approach to the teaching of thematic unit construction of literature reviews. Assessing Writing, 16(2), 123–136.
8. Bitchener, J., & Turner, E. (2011). Assessing the effectiveness of one approach to the teaching of thematic unit construction of literature reviews. Assessing Writing, 16(2), 123–136.

9. Boone, J., & Bourgois, J. (2012). The oxygen uptake response to incremental ramp exercise: Methodogical and physiological issues. Sports Medicine, 42(6), 511–526.
10. Boone, J., & Bourgois, J. (2012). The oxygen uptake response to incremental ramp exercise: Methodogical and physiological issues. Sports Medicine, 42(6), 511–526.
11. Bowen, G.A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2).
12. Bowen, G.A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2).
13. Chou, M. (2014). Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories. Education Issue 3, 42(3), 284–297.
14. Chou, M. (2014). Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories. Education Issue 3, 42(3), 284–297.
15. Chumdari, C., Anitah, S.A.S., Budiyono, B., & Suryani, N.N. (2018). Implementation of thematic instructional model in elementary school. International Journal of Educational Research Review, 3(4), 23–31.
16. Chumdari, C., Anitah, S.A.S., Budiyono, B., & Suryani, N.N. (2018). Implementation of thematic instructional model in elementary school. International Journal of Educational Research Review, 3(4), 23–31.
17. Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
18. Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
19. Cohen, D.J., & Crabtree, B.F. (2008). Evaluative criteria for qualitative research in health care: Controversies and recommendations. The Annals of Family Medicine, 6(4), 331–339.
20. Cohen, D.J., & Crabtree, B.F. (2008). Evaluative criteria for qualitative research in health care: Controversies and recommendations. The Annals of Family Medicine, 6(4), 331–339.
21. Cohen, L., Manion, L., & Morrison, K. (2017). Observation. In Research methods in education (pp. 542–562). Routledge.
22. Cohen, L., Manion, L., & Morrison, K. (2017). Observation. In Research methods in education (pp. 542–562). Routledge.
23. Cowie, N. (2009). Observation. In Qualitative research in applied linguistics (pp. 165–181). Springer.
24. Cowie, N. (2009). Observation. In Qualitative research in applied linguistics (pp. 165–181). Springer.
25. Coyle, Y., & Gómez Gracia, R. (2014). Using songs to enhance L2 vocabulary acquisition in preschool children. Elt Journal, 68(3), 276–285.
26. Coyle, Y., & Gómez Gracia, R. (2014). Using songs to enhance L2 vocabulary acquisition in preschool children. Elt Journal, 68(3), 276–285.
27. Creswell, J.W., & Creswell, J.D. (2017).Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
28. Creswell, J.W., & Creswell, J.D. (2017).Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
29. Cross, I. (2014). Music and communication in music psychology. Psychology of Music, 42(6), 809–819.
30. Cross, I. (2014). Music and communication in music psychology. Psychology of Music, 42(6), 809–819.
31. Custodero, L.A. (2005). Observable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7(2), 185–209.
32. Custodero, L.A. (2005). Observable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7(2), 185–209.
33. Degrave, P. (2019). Music in the foreign language classroom: How and why. Journal of Language Teaching and Research, 10(3), 412–420.
34. Degrave, P. (2019). Music in the foreign language classroom: How and why. Journal of Language Teaching and Research, 10(3), 412–420.
35. DeNora, T. (2000). Music in everyday life. Cambridge university press.
36. DeNora, T. (2000). Music in everyday life. Cambridge university press.
37. Dillman Taylor, D., & Blount, A. (2021). Case study research. In Flynn, S. V. (Ed.), Research Design in the Behavioral Sciences: An Applied Approach (pp. 275-298). Springer.
38. Dillman Taylor, D., & Blount, A. (2021). Case study research. In Flynn, S. V. (Ed.), Research Design in the Behavioral Sciences: An Applied Approach (pp. 275-298). Springer.
39. Ekowati, C.K., & Nenohai, J.M. (2017). The Development of thematic mathematics book based on environment with a realistic approach to implant the attitude of caring about environment at students of elementary school grade one in Kupang. International Journal of Higher Education, 6(1), 112–121.
40. Ekowati, C.K., & Nenohai, J.M. (2017). The Development of thematic mathematics book based on environment with a realistic approach to implant the attitude of caring about environment at students of elementary school grade one in Kupang. International Journal of Higher Education, 6(1), 112–121.
41. Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, 6(2), 113–127.
42. Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, 6(2), 113–127.
43. François, C., Chobert, J., Besson, M., & Schön, D. (2013). Music training for the development of speech segmentation. Cerebral Cortex, 23(9), 2038–2043.
44. François, C., Chobert, J., Besson, M., & Schön, D. (2013). Music training for the development of speech segmentation. Cerebral Cortex, 23(9), 2038–2043.
45. Frith, S. (1996). Music and identity. Questions of Cultural Identity, 1(1), 108–128.
46. Frith, S. (1996). Music and identity. Questions of Cultural Identity, 1(1), 108–128.
47. Gardner, H. (1983). Artistic intelligences. Art Education, 36(2), 47–49.
48. Gardner, H. (1983). Artistic intelligences. Art Education, 36(2), 47–49.
49. Ghunu, N.M. (2022). The challenges of remote area elementary schools in thematic curriculum implementation. International Journal of Instruction, 15(2), 19–36.
50. Ghunu, N.M. (2022). The challenges of remote area elementary schools in thematic curriculum implementation. International Journal of Instruction, 15(2), 19–36.
51. González, M.G.S. (2021). The importance of song lyrics in perceptions and the sense of identity of young people. Res, Revista de Educacion, 32, 414–424.
52. González, M.G.S. (2021). The importance of song lyrics in perceptions and the sense of identity of young people. Res, Revista de Educacion, 32, 414–424.
53. Grøndahl Glavind, J., Montes De Oca, L., Pechmann, P., Brauner Sejersen, D., & Iskov, T. (2023). Student-centred learning and teaching: A systematic mapping review of empirical research. Journal of Further and Higher Education, 47(9), 1247–1261.
54. Grøndahl Glavind, J., Montes De Oca, L., Pechmann, P., Brauner Sejersen, D., & Iskov, T. (2023). Student-centred learning and teaching: A systematic mapping review of empirical research. Journal of Further and Higher Education, 47(9), 1247–1261.
55. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289.
56. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289.
57. Hannon, E.E., & Trehub, S.E. (2005). Tuning in to musical rhythms: Infants learn more readily than adults. Proceedings of the National Academy of Sciences, 102(35), 12639–12643.
58. Hannon, E.E., & Trehub, S.E. (2005). Tuning in to musical rhythms: Infants learn more readily than adults. Proceedings of the National Academy of Sciences, 102(35), 12639–12643.
59. Hargreaves,D.J.(2012).Musicalimagination: Perception and production, beauty and creativity. Psychology of Music, 40(5), 539– 557.
60. Hargreaves,D.J.(2012).Musicalimagination: Perception and production, beauty and creativity. Psychology of Music, 40(5), 539– 557.
61. Holmes, T.R., Crow, W.T., Tugrul Yilmaz, M., Jackson, T.J., & Basara, J.B. (2013). Enhancing model-based land surface temperature estimates using multiplatform microwave observations. Journal of Geophysical Research: Atmospheres, 118(2), 577–591.
62. Holmes, T.R., Crow, W.T., Tugrul Yilmaz, M., Jackson, T.J., & Basara, J.B. (2013). Enhancing model-based land surface temperature estimates using multiplatform microwave observations. Journal of Geophysical Research: Atmospheres, 118(2), 577–591.
63. Hu, X., Downie, J. S., & Ehmann, A. F. (2009). Lyric text mining in music mood classification. In 10th International Society for Music Information Retrieval Conference, ISMIR 2009 (pp. 411-416).
64. Hu, X., Downie, J. S., & Ehmann, A. F. (2009). Lyric text mining in music mood classification. In 10th International Society for Music Information Retrieval Conference, ISMIR 2009 (pp. 411-416).
65. Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests? Cognitive Processing, 15, 77–84.
66. Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests? Cognitive Processing, 15, 77–84.
67. Kendall, L. (2008). The conduct of qualitative interviews. Handbook of Research on New Literacies, 133–149. Routledge.
68. Kendall, L. (2008). The conduct of qualitative interviews. Handbook of Research on New Literacies, 133–149. Routledge.
69. Kneen, J., Breeze, T., Davies-Barnes, S., John, V., & Thayer, E. (2020). Curriculum integration: The challenges for primary and secondary schools in developing a new curriculum in the expressive arts. The Curriculum Journal, 31(2), 258–275.
70. Kneen, J., Breeze, T., Davies-Barnes, S., John, V., & Thayer, E. (2020). Curriculum integration: The challenges for primary and secondary schools in developing a new curriculum in the expressive arts. The Curriculum Journal, 31(2), 258–275.
71. Kraus, N., Slater, J., Thompson, E.C., Hornickel, J., Strait, D.L., Nicol, T., & White-Schwoch, T. (2014). Music enrichment programs improve the neural encoding of speech in at-risk children. Journal of Neuroscience, 34(36), 11913– 11918.
72. Kraus, N., Slater, J., Thompson, E.C., Hornickel, J., Strait, D.L., Nicol, T., & White-Schwoch, T. (2014). Music enrichment programs improve the neural encoding of speech in at-risk children. Journal of Neuroscience, 34(36), 11913– 11918.
73. Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 43(1), 1–55.
74. Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 43(1), 1–55.
75. Larsson, C., & Georgii-Hemming, E. (2019). Improvisation in general music education–a literature review. British Journal of Music Education, 36(1), 49–67.
76. Larsson, C., & Georgii-Hemming, E. (2019). Improvisation in general music education–a literature review. British Journal of Music Education, 36(1), 49–67.
77. Levinson, J. (2017). On the Concept of Music. In Aesthetics (pp. 192–195). Routledge. MacQuarrie, S., Nugent, C., & Warden, C. (2015). Learning with nature and learning from others: Nature as setting and resource for early childhood education. Journal of Adventure Education & Outdoor Learning, 15(1), 1–23.
78. Levinson, J. (2017). On the Concept of Music. In Aesthetics (pp. 192–195). Routledge. MacQuarrie, S., Nugent, C., & Warden, C. (2015). Learning with nature and learning from others: Nature as setting and resource for early childhood education. Journal of Adventure Education & Outdoor Learning, 15(1), 1–23.
79. Min, K.C., Rashid, A.M., & Nazri, M.I. (2012). Teachers’ understanding and practice towards thematic approach in teaching integrated living skills (ILS) in Malaysia. International Journal of Humanities and Social Science, 2(23), 273–281.
80. Min, K.C., Rashid, A.M., & Nazri, M.I. (2012). Teachers’ understanding and practice towards thematic approach in teaching integrated living skills (ILS) in Malaysia. International Journal of Humanities and Social Science, 2(23), 273–281.
81. Miranda, D. (2013). The role of music in adolescent development: Much more than the same old song. International Journal of Adolescence and Youth, 18(1), 5–22.
82. Miranda, D. (2013). The role of music in adolescent development: Much more than the same old song. International Journal of Adolescence and Youth, 18(1), 5–22.
83. Morris, T.H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student- centred learning: A conceptual comparison. Pedagogy, Culture & Society, 32 (4),1–20.
84. Morris, T.H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student- centred learning: A conceptual comparison. Pedagogy, Culture & Society, 32 (4),1–20.
85. Nurlaela, L., Samani, M., Asto, I., & Wibawa, S. (2018). The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes. In IOP Conference Series: Materials Science and Engineering (Vol. 296, No. 1, p. 012039). IOP Publishing.
86. Nurlaela, L., Samani, M., Asto, I., & Wibawa, S. (2018). The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes. In IOP Conference Series: Materials Science and Engineering (Vol. 296, No. 1, p. 012039). IOP Publishing.
87. Oliveira, H.G. (2015). Tra-la-lyrics 2.0: Automatic generation of song lyrics on a semantic domain. Journal of Artificial General Intelligence, 6(1), 87–110.
88. Oliveira, H.G. (2015). Tra-la-lyrics 2.0: Automatic generation of song lyrics on a semantic domain. Journal of Artificial General Intelligence, 6(1), 87–110.
89. Rickard, N. S., Appelman, P., James, R., Murphy, F., Gill, A., & Bambrick, C. (2013). Orchestrating life skills: The effect of increased school-based music classes on children’s social competence and self- esteem. International Journal of Music Education, 31(3), 292–309.
90. Rickard, N. S., Appelman, P., James, R., Murphy, F., Gill, A., & Bambrick, C. (2013). Orchestrating life skills: The effect of increased school-based music classes on children’s social competence and self- esteem. International Journal of Music Education, 31(3), 292–309.
91. Sasamoto, R. (2019). Onomatopoeia and relevance: Communication of impressions via sound. Springer Nature. Silverman, H.I. (2009). Qualitative analysis in financial studies: Employing ethnographic content analysis. Journal of Business & Economics Research (JBER), 7(5), 133-136.
92. Sasamoto, R. (2019). Onomatopoeia and relevance: Communication of impressions via sound. Springer Nature. Silverman, H.I. (2009). Qualitative analysis in financial studies: Employing ethnographic content analysis. Journal of Business & Economics Research (JBER), 7(5), 133-136.
93. Temperley, D., & de Clercq, T. (2017). Harmony and Melody in Popular Music. In The Routledge Companion to Music Cognition (pp. 165–177). Routledge.
94. Temperley, D., & de Clercq, T. (2017). Harmony and Melody in Popular Music. In The Routledge Companion to Music Cognition (pp. 165–177). Routledge.
95. Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
96. Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
97. Wadiyo, W., Haryono, S., & Wiyoso, J. (2022). Traditional Javanese Ethnic Songs: The Supporting Aspects of its Existence in the Local Community. Journal of Urban Culture Research, 24,162-175.
98. Wadiyo, W., Haryono, S., & Wiyoso, J. (2022). Traditional Javanese Ethnic Songs: The Supporting Aspects of its Existence in the Local Community. Journal of Urban Culture Research, 24,162-175.
99. Wadiyo, W., Utomo, U., & Haryono, S. (2019).The creativity of primary school students in learning music as part of cultural art school subject. In 2nd International Conference on Arts and Culture (ICONARC 2018) (pp. 123- 125). Atlantis Press.
100. Wadiyo, W., Utomo, U., & Haryono, S. (2019).The creativity of primary school students in learning music as part of cultural art school subject. In 2nd International Conference on Arts and Culture (ICONARC 2018) (pp. 123- 125). Atlantis Press.
101. Wadiyo, W., Utomo, U., Haryono, S., & Wiyoso, J. (2021). The Children’s songs composition: a contribution to fill in the absence of children’s songs in Indonesian preschool education. Resital: Jurnal Seni Pertunjukan (Resital: Performing Arts Journal), 22(3), 127–136.
102. Wadiyo, W., Utomo, U., Haryono, S., & Wiyoso, J. (2021). The Children’s songs composition: a contribution to fill in the absence of children’s songs in Indonesian preschool education. Resital: Jurnal Seni Pertunjukan (Resital: Performing Arts Journal), 22(3), 127–136.
103. Way, L.C., & McKerrell, S. (2017). Music as multimodal discourse: Semiotics, power and protest. Bloomsbury Publishing.
104. Way, L.C., & McKerrell, S. (2017). Music as multimodal discourse: Semiotics, power and protest. Bloomsbury Publishing.
105. Wu, S.C.A., & Chang, Y.L.A. (2015). Advancing kindergarten teachers’ knowledge and capabilities of differentiated instruction associated with implementation of thematic integrated curriculum. Procedia-Social and Behavioral Sciences, 177, 246–250.
106. Wu, S.C.A., & Chang, Y.L.A. (2015). Advancing kindergarten teachers’ knowledge and capabilities of differentiated instruction associated with implementation of thematic integrated curriculum. Procedia-Social and Behavioral Sciences, 177, 246–250.
107. Zin, D.M.M., Mohamed, S., Bakar, K.A., & Ismail, N.K. (2019). Further study on implementing thematic teaching in preschool: A needs analysis research. Creative Education, 10(12), 2887-2898.
108. Zin, D.M.M., Mohamed, S., Bakar, K.A., & Ismail, N.K. (2019). Further study on implementing thematic teaching in preschool: A needs analysis research. Creative Education, 10(12), 2887-2898.