IMPLEMENTATION OF LOCAL CULTURE-BASED MUSIC ARTS LEARNING AT SMP DARUL ULUM

Abstract

This study describes the implementation of local-culture-based music education among Grade VII students at SMP Darul Ulum, focusing on planning, implementation, evaluation, and supporting and constraining factors. The study uses a descriptive qualitative case-study approach. Data are framed through observation, interviews, and documentation, with analysis involving data reduction, data display, and conclusion drawing. The findings indicate that learning proceeds through a sequence of introducing local musical examples, observing sound and rhythm patterns, guided practice, group interaction, developing simple variations, feedback, and reflection. Local culture functions not merely as supplementary information but as a context for students’ musical experiences. Teachers’ demonstrations, guidance, available learning media, student collaboration, and the surrounding cultural environment support learning. Challenges include differences in students’ prior experience and confidence, the need for discussion when creating variations, limited time, and the management of practice resources. Evaluation is most meaningful when it considers musical skills, creativity, collaboration, and understanding of cultural context. The study highlights the importance of connecting local cultural materials with active musical practice and reflective learning.