The Implementation of Project-Based Learning Model to Enhance the Effectiveness of Music Education in Schools

Abstract

Music education in schools still predominantly follows a teacher-centred approach. This results in limited two-way communication within the classroom, thereby hindering the optimal progression of the learning process. The primary objective of this study is to mitigate the teacher’s excessive dominance in the learning process and promote greater student engagement, thereby enhancing the effectiveness of the learning experience. The instructional model employed aims to culminate in a project-based outcome, specifically in the form of musical ensemble practice. The research methodology adopted for this study is descriptive qualitative, utilising data collection techniques such as observation, interviews, and a review of relevant literature. Data analysis involves processes of data reduction, presentation, and data inference. The findings reveal that the implementation of the learning model in the classroom aligns with the stages of the Project-Based Learning model. However, certain facilitating factors, such as the availability of musical instruments in schools, and inhibiting factors, such as educators lacking an artistic background and insufficient time for in-depth class discussions, influence the process.