Development of Learning Model Based on the Personal Source in
Playing Javanese Gamelan for Children with Special Needs
Hana Permata Heldisari and Kun Setyaning Astuti
Yogyakarta State University, Jl. Colombo No.1, Depok, Sleman, Daerah Istimewa Yogyakarta, Indonesia
Keywords: Learning Model, Javanese Gamelan, Special Needs.
Abstract: This study aims to produce products in the form of learning models based on personal clumps that are
appropriate to apply in learning Javanese Gamelan for children with special needs. The development model
used is the ADDIE model with the consideration that this model is designed for a training. The stages of the
development procedure are analysis, design, development, implementation and evaluation. Subjects in this
study were limited to children with special needs with the criteria of low vision, mental retardation and
physical disability. The research instrument to assess the feasibility of the product in the form of a that is
addressed to the trainer of three people as the product users. Data analysis technique used is statistic
descriptive. The results showed that (1) the product produced in this development is a learning model based
on personal source in playing Javanese gamelan to children with special needs. The model includes three
stages ranging from pre-learning, learning and post-learning. It also includes the scope and elements of the
learning model applied to each of the criteria of the child. (2) The feasibility of the resulting product is
proven through the field test on 24 children with special needs at Bina Siwi Orphanage Yogyakarta. In
addition, it can be seen from the results of descriptive statistical analysis showing that the product is worth
using.
1 INTRODUCTION
Children with special needs are the children who are
experiencing abnormalities or deviations both
physical, mental, intellectual, social and emotional
in their process of growth and development
compared with other children in their age. The
misunderstanding from the society about children
with special need is because of the lack of
representative and actual readings of the
extraordinary child factors, classification, and its
characteristics from each type of extraordinary
children. In the extraordinary education, children
with special needs are classified into several groups
according to the type of child abnormality. The
classification includes groups of mental retardation
children, learning disabilities, emotional
disturbances, physical abnormalities, hearing
impairment, seeing impairment, language and
speech disorders, and gifted child groups.
Mental retardation is a state of mental
retardation, a condition also known as mental
retardation (mental retardation). Children with
mental retardation have an IQ below the average
normal child, thus causing their intellectual and
intellectual functioning to be disrupted which
triggers other problems during their development.
Their differences in abilities and needs compared to
children generally require special forms of care and
services according to their abilities. Their different
abilities are not an excuse to avoid even throwing
them away, but rather generate awareness to
appreciate the diversity of individuals and to pay the
attention and the ideal service they are supposed to
receive.
Differences in their abilities and needs compared
to regular children require special forms of care and
services that are appropriate with their conditions.
Their different conditions are not an excuse to avoid
even to leave them away, but rather generate
awareness to respect the diversity of individuals and
give them the attention and the ideal service they are
supposed to receive. The negative views on children
with special needs increase the problem in their
development, especially in mental and social
development. Especially in children with mental
retardation or children with developmental obstacles
that have limitations on general intellectuals that are
significantly below average. These limitations result
in them being viewed by the society as objects,
Heldisari, H. and Astuti, K.
Development of Learning Model Based on the Personal Source in Playing Javanese Gamelan for Children with Special Needs.
DOI: 10.5220/0007169504750480
In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference
on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 475-480
ISBN: 978-989-758-332-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
475

without rights, even the fail products so that they do
not need to go to school and do not need to be
treated properly. In fact, children with special needs
also have rights, compulsory in education, can work
and have a better future that required education or
special training to develop the ability of children
with special needs.
Government efforts in providing educational
services to children with special needs still require
hard work. It is written in the article on Ministry of
Education and Culture of Indonesia website that the
achievement of the percentage until 2017 is still at
18% of children with special needs, including
children with mental retardation who have received
educational services. Therefore training programs
are needed to keep them skilled even though not
through formal education. One of the training
programs is in the field of art consisting of music art,
fine arts and dance art. Related to that, music can
stimulate the children with mental retardation to
improve mental function, motor, and intelligence
(Milyartini, 2011). In addition, involvement with
music can improve self-perception in children with
mental retardation (Hallam, 2010). The opportunity
to play the instrument can be used as a motivation to
better manage emotions in the children with mental
retardation. Music creates a physiological response,
which is associated with emotional reactions (Sze,
2004). Physical limitations, mental and social
interaction abilities, not an obstacle to becoming
human beings are valuable to others.
The results of previous research have provided
the fact that music can be used as media to improve
the quality of children with mental retardation can
be a reason for institutions that accept children with
mental retardation in order to have a program in
training children with mental retardation in the field
of music art. One of the institutions that received
children with mental retardation is Bina Siwi
Orphanage. Bina Siwi Orphanage located in
Pajangan Sub district, Bantul Regency Yogyakarta is
one of the institutions that cares for children with
special needs consisting of blind, physical
abnormalities, and mental retardation.
The interview on July 2, 2017 with the Chairman
of the Home gave information that some of the
children in the orphanage only finished their
education up to the junior high level. Therefore Bina
Siwi Orphanage has a program in providing their
skills in the field of art. The arts include art crafts
and music art. In the field of art crafts, children in
the orphanage are trained to be creative making
souvenirs, key chains, and batik. While in the field
of music art, Bina Siwi Orphanage has a band tool,
tambourine and Gamelan Java laras pelog also
slendro.
Unfortunately, Java Gamelan is not maximally
utilized because there are no trainers willing to
provide training in the field of karawitan art. From
the interview on July 2, 2017 with the chairman of
Bina Siwi Orphanage, some gamelan music trainers
requested to train have constraints related to the
characteristics of the children with mental
retardation. The absence of an opportunity to receive
training in karawitan art causes the children with
mental retardation at Bina Siwi Orphanage not to
understand the structural pattern in each rhythm of
each gendhing and the framework of balungan
notation in each gendhing.
In the learning of Javanese gamelan music, the
children with mental retardation are trained to
improve their memory to the notion of balungan
pelog whose range of tone is not very wide because
there are only seven numbers in it, 2 (ro), 3 (lu), 4
(pat), 5 (mo ), 6 (nem), and 7 (pi). The selection of
Javanese gamelan art with laras pelog is adjusted to
the ability of the children with mental retardation
who experience cognitive deficite when studying. As
explained that cognitive deficite in the children with
mental retardation is reflected in perception,
memory, developing ideas, evaluation and reasoning
so as to have barriers in storing information rather
than abstract thinking (Rochyadi, 2005). Therefore,
Javanese musical art is expected to have no great
obstacle to the ability of the children with mental
retardation in storing information.
For a learning effectiveness, it takes approach,
strategy, method, learning technique that are packed
in one learning model. The learning model is a plan
or pattern that can be used to design the necessary
learning materials and to guide the teaching process
in the classroom (Suyono and Hariyanto, 2015).
Referring to the clumps of the model of learning by
Joyce and Weil which later can be further developed
according to the needs of the learning, the personal
model is chosen the use of learning models in the
personal model is more focused on the individual
view (Joyce and Weil, 1996).
From the description of the background above, it
appears that with music children with special needs
can gain confidence, self-esteem and motivation to
live better, and more acceptable in the society.
Physical limitations, mental and social interaction
abilities, not an obstacle to becoming human beings
that are valuable to others. Therefore, it is necessary
to develop a personalized learning model in
Javanese gamelan learning process that will be
applied to Bina Siwi Orphanage Yogyakarta by give
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
476

attention on the characteristics of children with
special needs so the researcher can be able to
arrange effective and efficient learning, able to
provide solutions to problems in learning, and also
able to unfold the benefits they acquired through a
Javanese gamelan art.
2 RESEARCH METHODS
This research is Research and Development (R and
D), a process used to develop and validate the
products used in education and test its effectiveness.
ADDIE (Learning-Design-Develop-Implement-
Evaluate) Learning Design based on the
consideration that the model is applied to develop an
instructional model product that oriented to produce
a proper, effective, dynamic training. In addition,
evaluation of the ADDIE model can be applied at all
stages. It will be useful for the improvement of a
training because there is always something to be
improved in every progress.
Research and development activities conducted
in July-September 2017. The trial of the product
conducted at the orphanage Bina Siwi Yogyakarta.
Subjects involved in this study were 1 material
expert, 3 trainers, 3 assessors, 3 students on a limited
trial, 24 students on field trials to assess the products
that have been developed. Subjects involved in
product trial were 24 students at Bina Insani
Orphanage Yogyakarta with mental retardation,
disabilities and blindness criteria.
Data collection techniques used in this study are
questionnaires, observations, and interviews.
Questionnaire function in this study is to determine
the advantages and disadvantages of the developed
product, and provide an objective assessment of the
product. There are 2 (two) kinds of questionnaire in
this research, that are questionnaire for material
expert and questionnaire for questionnaire for
trainer. Interview techniques are used when
developers conduct needs analysis. Interviews on
needs analysis were conducted with 2 (two)
informants as guardians of the research subjects. The
interview form used is unstructured interview.
Observations are used in some form of activity.
First, at the time of needs analysis, which includes
observing the condition of the orphanage and the
condition of the students. The second observation is
done on the product trial, that is, when the product is
used in the learning activity. In addition,
observations were made to observe behavioral
changes in students. Furthermore, to see the
feasibility of the product being developed using
descriptive analysis with the determination of the
ideal score.
3 RESULTS OF DEVELOPMENT
AND DISCUSSION
The first step in developing the learning model is to
determine the competencies that will be achieved.
Competence to be achieved in learning Javanese
Gamelan in children with special needs with the
category of mental retardation, disabilities and
visually impaired is able to play of lancaran laras
pelog. Next step is prepare the facilities and
instruments. The facilities and instruments is a set of
Javanese gamelan (pelog) consisting of: ricikan
balungan (slenthem, demung, saron barung, and
saron penerus), ricikan sturktural (kethuk kenong,
kempul, gong, kendhang, and kenong), and ricikan
garap (bonang barung, bonang penerus, and
sindhen).
In this development provided mp3 files that
played through mp3 player with headphones.
Finally, the necessary instruments is a microphone
with a minimalist sound system. The development of
the learning model of the personal model consists of
three stages: pre-learning, learning and post-
learning.
3.1 Pre-Learning
This stage is done before the start of learning to
minimize trial and error. There are two stages of
preparing learning and understanding learners. In the
first stage, the coach should master the gamelan
ricikan both the name of ricikan, the character and
the arrangement of the barrel. Next, prepare the
learning materials. The material given in accordance
with the purpose of learning is able to play gendhing
alit rhythm smooth with pelog barrel. Repertoire
Javanese gendhing is divided into three namely
gendhing ageng, gendhing tengah and gendhing alit
(Supanggah, 2009). Gendhing alit is gendhing with
kendhangan pattern lancaran, ladrang and
ketawang. The gendhing tengah is gendhing which
uses the candy pattern of Candra for the slendro
barrel and the Sarayudha kendas for the pelog barrel.
While gendhing ageng using Jangga kendhangan
pattern on the slendro barrel and kendhangan
Semang Alit, Maawur, and Semang Ageng for pelog
barrel. The shape of fluency including gendhing alit
which is the simplest gendhing among the three. The
shape of fluency has the following characteristics :
Development of Learning Model Based on the Personal Source in Playing Javanese Gamelan for Children with Special Needs
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a) The number of saving balances or in music is
called a tap in one piece (one line) consisting of 16
taps; b) One gongan consists of 4 gatra, in gatra
music is the bar; c) Each gatra is made up of 4 taps
with details on the first and third taps for the shoot
of the kethuk, the second tap for the kempul's
pretense and the fourth tap for kenong excerpts; and
d) Ricikan gong on the last four gatra taps of each
line.
Example gendhing alit rhythm lismar with pelog
pelas are: Prau Layar, Gugur Gunung, Sluku-Sluku
Bathok, Kebogiro, Manyar Sewu, Singa Nebah,
Tropongan, Tropongbang, Udan Mas. In this
research the material used is Gugur Gunung. Trainer
consists of at least 3 people, in accordance with the
grouping of Javanese Gamelan ricikan that is
balungan, garap and structural. That the ricikan in
outline based on its function into three namely
ricikan balungan, ricikan garap and structural
ricikan (Supanggah, 2009). Ricikan balungan
consists of slenthem, demung, saron barung, saron
penerus, bonang panembung. Ricikan garap consists
of rebab, gender barung, gender penerus, bonang
barung, bonang penerus, gambang, siter, flute and
sindhen. While the structural ricikan consists of
kethuk kempyang, kendhang, kenong, kempul, gong,
kenong, kemanak and kecer. In this research, the
balungan ricikan consists of 4 instruments namely
slenthem, demung, saron barung, and saron penerus.
Ricikan garap consists of bonang barung, bonang
penerus and sindhen. While the structural ricikan
consists of kenong, kendhang, kempul and gong.
Each instrument is played by one children with
mental retaration except kempul and gong played by
one children with mental retardation.
In the second phase, the trainer must also
understand the learners both physically and non-
physically. It aims to adjust their ability to the
ricikan they will learn, as well as a form of approach
to learners to understand their characteristics. As for
how the trainer responds to the children with mental
retardation that is (1) get closer to the learners to
help the adaptation ability and difficulty in
relationship with others; (2) Provide an easy-to-
understand notation notes that learners forget and
find it difficult to express a memory; (3) The trainer
helps learners to memorize because the reading
ability of the child is limited. Trainers as much as
possible do not put pressure on the child so that the
child is not depressed.
3.2 Learning
At the learning stage, consists of time allocation and
learning stages. Learning karawitan art with
gendhing material alit rhythms pelog lancaran
allocated as many as 8 times where in a week there
are 2 meetings. Each meeting takes as much as 90
minutes overall. Meetings are held regularly both in
the election day and time of the start of each meeting
to assist in organizing itself, as well as for the
effectiveness of learning. The learning of Javanese
gamelan music in children with mental retardation
begins with opening, demonstration, personal
training, and repeating joint exercises. The details of
each stage are as follows:
3.2.1 Opening
This stage is delivered through lectures by the team
of trainers. The opening material at the first meeting
was sharing a story about the experience in the field
of karawitan art by a team of trainers. While at the
next meeting, the opening is filled with reflections of
previous meetings. This opening stage is delivered
for 10 minutes.
3.2.2 Demonstration
During the demonstration stage, the team provided
an example consisting of each of the ricikans of
balungan, ricikan garap and structural ricikan. The
demonstration by the team of trainers is done by
giving the example of gendhing which will be
studied as much as 3 rounds (1) ricikan balungan
(demung), ricikan garap (bonang barung), structural
ricikan (kempul-gong); (2) ricikan balungan (saron
penerus), ricikan garap (bonang penerus), structural
ricikan (kethuk-kenong); (3) ricikan balungan
(saron), ricikan garap (bonang barung), structural
ricikan (kendhang). The demonstration was held for
10 minutes. After the demonstration takes place, the
trainer begins personalized learning in the three
groups of ricikans that are in the next stage.
3.2.3 Early Personal Training
This stage was held after a 30 minute demonstration
by the team. The team of trainers consisting of 3
people divided by type of ricikan that is balungan,
garap and structural. In this research, the balungan
ricikan consists of 4 instruments namely slenthem,
demung, saron barung, and saron penerus. Ricikan
garap consists of bonang barung, bonang penerus
and sindhen. While the structural ricikan consists of
kenong, kendhang, kempul and gong. Each
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
478

instrument is played by one children with mental
retardation except kempul and gong played by one
children with mental retardation. At this stage it is
not like learning in children in general that is with
written scores or written notation. This is because
the limitations in terms of academic children are not
able to read well so difficult to share the focus
between readings, memorizing the location of keys
and play the instrument.
In the ricikan balungan, children with mental
retardation begins by memorizing the notation
balungan every 2 gatra consisting of 8 beats
balungan. So at this stage, the coach is more
dominant to help children memorize. Once
successfully memorized, then practiced using their
respective instruments. At the time of practice with
the instrument, the trainer should personally assist
each child. Because in addition to memorizing the
notation with pronunciation, the children with
mental retardation also need to memorize their hand
movements in the beat according to the notation.
Therefore, the coach helps by pointing to the bladed
part of the blade. For saron penerus instrument using
Solo style that is return after beats balint (ngintili).
In the ricikan garap, the instrument bonang
barung and penerus is basically the same as the ritual
of the balungan that begins by memorizing the tone
played. However, because it has a different pattern,
memorization is done every 4 gatra. Once
successfully memorized, then practiced by following
the pattern according to the rhythm of fluency. For
sindhen, learn the gendhing that is being learned
through the mp3 player provided by the trainer, after
memorizing the lyrics, the trainer personally
evaluates the notation of his singing.
As for the ricikan garap kenong and kethuk
instrument position should be arranged in the order
that is always the same because children with mental
retardation tend to memorize their hand movements.
Nevertheless, learning still begins by memorizing
the tone to be played. For kempul and gong
instruments held by one child. The learning process
in kempul and gong is done by observing the pattern
of kendhangan, because if given the calculation
pattern will complicate the children with mental
retardation. So at this stage the trainer who is
responsible for the ricikan begin to practice on
kendhang instruments. In a simple gending lenght
kendang which is used enough kendang ketipung
(small kendang) and kendang Bem (biggest
kendang). The pattern of kendhangan is played
according to the trainer's instruction with no
pronunciation (t), tung (p), dhah (b). No (t) is the
small side of the ketipung drum that is struck with
the palm of the hand. Tung (p) is the large side of
the ketipung drum that is struck with the tip of the
fingers of the palm of the hand. While dhah (b) large
side on the edge of the drum bem being hit with the
palm of the hand.
3.2.4 Preliminary Group Exercise
After practicing personally, the next stage is to
practice together which means all the ricikan play
simultaneously. This stage is held for 10 minutes. At
this stage, the trainer should look at the parts of the
instrument that have not been able to follow the
course of gendhing simultaneously. After
examination, then in the next stage the trainer is
more focused on the instrument.
3.2.5 Final Personal Training
This stage is carried out for 20 minutes which is
focused on evaluation results during group exercises.
3.2.6 Final Joint Exercise
This stage is the same as the previous group
exercise. However, observations were made for the
exercise at the next meeting.
3.2.7 Closing
At this stage joint evaluation between trainers with
children with mental retardation as learners in
learning Javanese Karawitan art. Submission of
evaluation using language that motivates so that
learners do not feel inferior.
3.3 Post-Learning
To see the results of the learning process that has
been implemented from the psychomotor aspect can
use non test instruments with indicators: patterns,
techniques, cohesiveness, harmonization and taste.
Psychomotor aspect in this learning is Javanese
gamelan playing skills. At this stage the trainer as a
product user gives an assessment on the
questionnaire where there are four aspects that are
assessed are the scope of learning, learning
objectives, materials, learning stages and time
allocation. The result of a 93.3% eligibility
percentage which can then be interpreted in the
feasibility category range based on the scale rating
scale in the category very eligible to apply.
Development of Learning Model Based on the Personal Source in Playing Javanese Gamelan for Children with Special Needs
479

4 CONCLUSIONS
Based on the results of research and development
that has been done, it can be concluded several
things as follows: 1) the final product of the learning
model based on the personal models contains about
the packaging of learning from pre-learning,
learning, to post-learning. In the product, there are
learning materials such as gendhing alit (lancaran
laras pelog), learning steps, the scope of a learning
model that should be applied to students with mental
retardation; 2) The feasibility and quality of the
learning model product is good, with a score of 4.21
or 84.2% on expert material assessment; 3) product
feasibility in applying Javanese Gamelan learning to
children with special needs is very feasible, with a
percentage of 93.3%. Thus, the purpose of this study
has been achieved is to produce products in the form
of learning models for Javanese gamelan music in
children with mental retardation criteria can be
educated. In addition, the product is considered very
feasible so it can be used in learning Javanese
gamelan music with the characteristics of the same
learners.
REFERENCES
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, p.269.
Joyce, B., and Weil, M., 1996. Models of Teaching. USA:
Allyn and Bacon A Simon and Scuster Company.
Milyartini, R., 2011. Peran Musik Bagi Anak
Berkebutuhan Khusus. Jurnal Universitas Negeri
Indonesia.
Supanggah, R., 2009. Bothekan Karawitan II: Garap.
Surakarta: ISI Press Surakarta.
Suyono and Hariyanto, 2015. Implementasi Belajar dan
Pembelajaran. Bandung: PT Remaja Rosdakarya
Sze, S., and Yu, S., 2004. Effect of Music Therapy on
Children with Disabilities. ICMPC8 Journal.
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Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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