Implementing Malay Gamelan Module through Digitalization

Wong Huey Yi, Colleen Wong and Christine Augustine

Sultan Idris Education University,35900 Tanjong Malim, Perak, Malaysia

Keywords: Malay Gamelan, ADDIE, module, technology, digitalization, teaching and learning.

Abstract: The purpose of this study is to design a module of Malay gamelan playing using technology as the medium

of teaching and learning. This research will look into three objectives: a) identify the content for the digital

instructional Malay gamelan module; b) design the digital instructional Malay gamelan module; and c)

evaluate the usability of the digital instructional Malay gamelan module. ADDIE model of instructional

design will be used to help ensure the efficiency of designing this Digital Instructional Teaching and Learning

module. Respondents for this research consist of Malay gamelan teachers, and students. At the end of the

research, a module consisting of units of Malay gamelan teaching and learning instructional design will be

developed to provide a reference to learners who wish to learn in a more systematic approach through

technology. This research will benefit students and teachers in school, allowing for more fun and effective

learning.

1 INTRODUCTION

In learning in the 21st century, developments in

technology offer new opportunities to design new

products and services. Thus, technology has also

become a platform for learning and innovation, to

help in teaching and learning especially in schools.

Classroom learning is designed as to provide students

with a more interactive approach rather than teacher-

centered learning. According to Williams and Renna

(2016), the evolution of technology must not be

ignored but should instead be embraced. With the

current advancements in technology, individuals have

been able to indirectly learn new knowledge and

understanding through the devices they possess and

use. Learning in the 21st century should be fun and

creative. With the latest 21st century, learning

(Pembelajaran abad ke-21[PAK]) proposed by the

Malaysian government, another stage or standard of

learning should “colour” the scope of teaching and

learning through technology. According to Abdul

Halim & Nur Hanani (2017), the new generation Z

has an attachment to media and technology. This has

given a substantial impact on the education system.

Therefore, learning in the 21st century is grouped into

four categories: a) student-centered learning; b)

collaborative learning; c) contextual learning; and d)

integration with society. With these new approaches

in teaching and learning, the classroom environment

needs to become more “friendly” and comfortable to

its learners.

1.2 Problem Statement

Based on the observation conducted by the

researcher, there is still no formal Malay gamelan

teaching and learning module that is packaged

through technology. Learning still very much through

hands-on and books, which are not standardized. The

current Standard Kurikulum dan Pentaksiran (DSKP)

for Kurikulum Standard Sekolah Menengah (KSSM)

for Lower Secondary School in Malaysia does not

emphasize the learning of Malay gamelan but rather

gives options to schools to choose what ensemble

they would like to learn. Examples of these ensembles

are Angklung, Cak Lempong, Dikir Barat, Western

Orchestra, Chinese Orchestra, Rebana Ubi and many

other. The e-module book produced in this study will

be a stepping-stone for learners to learn playing the

Malay gamelan at any time and place, where it will

guide them to learn to play based on standards of

difficulty.

1.2 Research Objective

The purpose of this study is to create Digital

Instructional Teaching and Learning Modules for use

in the Malay gamelan course offered for Malaysian

502

Yi, W., Wong, C. and Augustine, C.

Implementing Malay Gamelan Module through Digitalization.

DOI: 10.5220/0009446705020504

In Proceedings of the 1st International Conference on Interdisciplinary Arts and Humanities (ICONARTIES 2019), pages 502-504

ISBN: 978-989-758-450-3

public schools. There are three research objectives,

which are to: a) Identify the content in the digital

instructional Malay gamelan module. b) Design a

digital instructional Malay gamelan module. c)

Evaluate the usability of the digital instructional

Malay gamelan module.

1.3 Research Question

a) What are the contents of the digital instructional

Malay gamelan module? b) How is the digital

instructional Malay gamelan module designed? c)

How can the usability of digital instructional Malay

gamelan module be evaluated?

2 LITERATURE REVIEW

In the late 1990s, the curriculum known as Kurikulum

Bersepadu Sekolah Menengah (KBSM) was

introduced to public secondary schools in Malaysia

where a section in the curriculum stated that the

introduction of music ensemble playing needs to be

implemented. Hence, Malay gamelan was introduced,

alongside other music ensembles such as Kompang

and Cak Lempong. Learning traditional music is

crucial, as it is different from learning formal western

instruments. There was no standardization of notes

and techniques of teaching the instrument. With a

proper module of teaching and learning, there will be

better focus in the teaching of Malay gamelan, aided

by the use of the sources and materials.

In 21st century learning, there has been paradigm

shift where the emphasis in teaching and learning

focuses more on students rather that teacher

(Donnelly & Fitzmaurice, 2005). The authors also

mentioned that the shift also affected the curriculum

design, especially in the emphasis on learning from

knowledge, skills and competencies within courses

and modules. However, because of the demands of

education in the 21st century, including differences in

student learning styles and changes in standards and

policies, music educators need to be able to document

and express ways in which their instructional

practices support the framework. Abdul Halim & Nur

Hanani (2017) mentioned that, in 21st century

learning, the new generation Z has an attachment to

media and technology. Thus, an approach of digital

teaching and learning will be used in assisting

learners in learning how to play Malay gamelan. This

will help learners in a more creative and fun way of

learning. According to Renton School District (n.d.)

digital learning is an instructional practise that uses

technology effectively, where it will strengthen

students' learning experiences and encompass a wide

spectrum of tools and practices.

ADDIE model will assist in the process of

creating the module step by step. In addition,

secondary materials such as journals, articles and

examples of modules will be used to help in creating

the proposed module. Educators such as Black

(2003), Khalil (2017), and many other researchers

such as Sumarsam (2002) have come up with simple

lessons on learning traditional instruments, as well as

information on and the history of gamelan. This

module will look into the effectiveness of self-

learning that enables learners and teachers to teach or

learn, step by step, and gradually progress to the next

level through technology. As learning in the 21st

century should be based on technology, Abdul Halim

& Nur Hanani (2017) mentioned that the approach of

learning could be grouped into four categories as

mentioned before. These approaches can give

students choices in exploring and collaborating in

learning. Critical thinking was embedded, where

children need to be able to think out of the box.

According to Watanabe-Crockett (2016), students in

the 21st century need to think and work creatively in

both digital and non-digital environments. The

process will actually produce unique and useful

solutions.

3 METHODOLOGY

3.1 Research Design

A quantitative approach will be use in this research to

build a teaching and learning of Malay Gamelan.

Demonstration of the playing will recorded and

transferred to video digital learning modules for

students in the classrooms. Several units in the

module will be validate by gamelan expert in the

process of the module development. The significant

of the digital instructional teaching and learning were

to conduct through questionnaires using Likert scale.

An identified class chosen will evaluate the module

once it is completed.

3.2 Subject

A group of secondary students with no background of

Malay gamelan playing will participate in the

designed units. The module used by the researcher is

a module built in her previous research. It will then

be transferred to an e-module after it has been

carefully analyzed, designed, and developed). Next, it

will be validated (implement the e-module in the

Implementing Malay Gamelan Module through Digitalization

503

students’ learning). Finally, a survey will be carried

out through evaluation.

3.3 Research Instruments

ADDIE model of Instruction Design will be a

framework used in designing and developing the

educational program for this research. ADDIE stands

for Analyze, Design, Development, Implement, and

Evaluation. According to Kurt (2017), educators and

others find that having stages of ADDIE clearly

defined facilitates the implementation of an effective

training tool. ADDIE by Kurt are used to explain the

researcher’s steps:

Analyze: The researcher will identify groups of

secondary school students who are learning Malay

gamelan for the first time to participate in the

research. Design: The researcher will look for

existing Malay gamelan modules for beginners and to

plan what is to be instructed in this stage.

Development: The researcher will compile the

information gained and use it for this stage. A

quantitative method will be used in the research. The

gained information will then be transformed into

digital instructional teaching and learning module.

Implementation: In this stage, the researcher will still

be looking for the best teaching and learning

materials, to modify and to edit as needed.

Evaluation: Evaluation of the summative and

formative phases of the product will be tested in this

stage. Feedback given by the students through the

questionnaires and observations on the module will

later be incorporated in the improvements to be made

and be further refined at the end of the project.

Kuala Lumpur.

4 CONCLUSIONS

This research hopes to share the new approach in

teaching Malay gamelan through technology. With

the integrated learning in both old and new traditions,

it flows along way the evolution in teaching and

learning. Thus, Malay gamelan will not extinct but

new approaches to teach this ensemble varies through

years. Be advised that papers in a technically

unsuitable form will be returned for retyping. After

returned the manuscript must be appropriately

modified.

ACKNOWLEDGEMENTS

This research is a research to be proposed for

University Research Grant.

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