Development of the Teaching System for Musical Skills in the Education System using the Facilitative Teaching Method and Creative Thinking

Abstract

             The objective of this research was to develop a systematic teaching system for practical music skills within the formal education setting, utilizing a facilitative teaching method and a creative thinking process. The study employed purposive sampling according to specific criteria, selecting the following groups: key informants (experts), practitioners, and research samples. The instruments used for data collection included surveys, observation forms, semi-structured interviews, questionnaires, focus group discussions, and the developed the system using the Facilitative Teaching Method and Creative Thinking. The research results were presented using descriptive analysis and summarized with supporting tabular data.

              The research findings indicate that six factors related to problems and obstacles in music instruction were identified. Based on the synthesis of the problem data, key issues emerged that demonstrated consistent needs for addressing and improving the teaching of practical music skills within the formal education system at the primary education level.  The key skills requiring improvement were identified as voice and ear training, rhythm, melody, and vocalizing with melody. Consequently, the teaching system was developed based on three core conceptual pillars: practical music learning, the facilitative teaching process, and learning through creative thinking. This developed system for Primary Education, Key Stage 1, comprises four principal components: teaching content, teaching techniques, teaching processes, and evaluation methods.

              The developed teaching system for practical music skills, which incorporates a facilitative and creative teaching process, consists of four main structures: teaching content, teaching techniques, teaching processes, and assessment. The academic achievement among the 50 samples showed that the post-test average score (84.26%, SD = 4.80) was significantly higher than the pre-test average score (67.66%, SD = 5.18) at a statistical significance level of .05. Furthermore, the satisfaction level of the practitioners was at the highest level (  = 4.55, SD = 0.18), while the satisfaction of the sample group was at a high level (  = 4.22, SD = 0.52).