Blending Synchronous and Asynchronous Based on Visualization Strategy in Music Lesson to Promote Music Students’ Performance Skill

Abstract

During the COVID-19 pandemic, music lessons greatly impact teachers and students, especially the constraints of applying proper tools in online music lessons including delivering lessons, classroom interactions, and conducting assessments to ensure students’ learning goals attain a desired end. This research study aimed to examine the effect of blending synchronous and asynchronous music lessons based on visualization strategy towards students’ music performance skill. This research applies a quasi-experimental design where obtaining validation from teachers and experts on the learning activities through blended learning based on visualization strategy, Wilcoxon Signed Rank Test and Spearman Correlation for measuring the effectiveness of learning activities for music lesson based on blended learning approach towards student’s musical performance skill and achievement, and a quantitative design supported with quantitative data where descriptive statistics are used to examine the perception of student’s on learning activities based on blended learning using synchronous and asynchronous towards their performance skill. This study was conducted based on an experiment whereby students participated during their music lesson via synchronous and asynchronous with the support of visual media. Digital platform with learning activities was used to conduct the synchronous and asynchronous lessons, and student’s performance skill were measured in relation to learning effectiveness. Six weeks of planning evaluation variables were tested involved rubric scores according to students’ pre-activity and post-activity in addition to test the interrelationship of students’ achievement grading system during pre-test and post-test conducted. A questionnaire with items of 30 student’s perception on the learning activities based on blended learning using synchronous and asynchronous with visualization strategy towards music performance skill were brought forward after the completion of 5 weeks program. Using visualization strategy positively impacts students’ understanding and enhances their skill in music performance and music theory achievement. Nevertheless, there was no correlation between students’ music performance skill and music theory achievement in promoting students’ music performance skill. Based on the students’ perception, they were able to improve in music performance skill substantially developed from viewing visualized materials, understanding the concept of music performance skill, and implementing on their musical instruments. Teachers’ perceptions should be considered to provide expectations towards students’ motivation and accomplishment.