Modelling Naïve Bayes for Tembang Macapat Classification

Wibawa, Aji Prasetya; Ningtyas, Yana; Atmaja, Nimas Hadi; Zaeni, Ilham Ari Elbaith; Utama, Agung Bella Putra; Dwiyanto, Felix Andika; Nafalski, Andrew

doi:10.15294/harmonia.v22i1.34776

Cited by 2 publications

(2 citation statements)

References 25 publications

(26 reference statements)

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“…Macapat song has a special characteristic called Paugeran which has guru gatra, guru lagu, and guru wilangan (Cahyono et al, 2020;Irmade & Winarto, 2021;Wibawa et al, 2022). Guru Gatra is the number of lines in each stanza, Guru Wilangan is the number of syllables in each line, and Guru Lagu is the last vowel in each line of the Macapat song.…”

Section: Introductionmentioning

confidence: 99%

Barrier Analysis in Implementing Macapat Song Learning as Cultural Preservation

Hermawan,

Sukoyo

2023

jiecr

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This research examines the factors that hinder the implementation of Macapat song learning in junior high schools. This research used a descriptive qualitative approach. Data collection techniques in this research used observation, interview, and documentation techniques. The data was collected and analyzed using data analysis by Miles and Huberman (1994), which began with data collection, data reduction, data presentation, and conclusion. The validity of the data used the triangulation data method. The research results show that the implementation of Macapat song learning in junior high school is hampered by two factors: internal and external factors originating from students and teachers. The internal factors inhibiting students include low student interest, students' lack of mastery of Javanese vocabulary, and the assumption that learning Macapat songs is less critical. The internal factors inhibiting teachers include Javanese language teachers who tend not to have a Javanese language educational background, teachers who do not master the material of Macapat songs, less innovative learning methods, and teachers who have difficulty implementing the emancipated curriculum in learning. The external factors inhibiting students include device usage factors, family factors, and inadequate internet networks. The external factors inhibiting teachers include insufficient allocation of learning hours and lack of infrastructure that supports Macapat song learning. This research expects students to grow their interest in learning Macapat songs to maintain and preserve Javanese culture. With students' seriousness towards the Macapat song learning material, students will have a sense of love for Indonesian culture.

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Section: Introductionmentioning

confidence: 99%

Barrier Analysis in Implementing Macapat Song Learning as Cultural Preservation

Hermawan,

Sukoyo

2023

jiecr

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“…Tembang macapat is a Javanese cultural heritage that must be preserved. For that, tembang macapat can be preserved through a variety of workshops, competitions, educational facilities, and community initiatives [7,8]. Tembang macapat through education is now a mandatory subject in school learning both at the elementary school, middle school, senior high school, and college levels.…”

Section: Introductionmentioning

confidence: 99%

YouTube as an Innovation for Tembang Macapat Learning Media

Wahyudiono¹,

Mulyanto²,

Supriyadi³

2022

Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022)

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This study is motivated by the fact that students of the karawitan arts study program at the Mangkunegaran Art Academy in Surakarta for the academic year 2021/2022 the difficulty understanding the various forms of cengkok and gregel in tembang macapat taught by the lecturer. This is because the vast majority of students lack prior experience with gamelan art. Thus, the lecturer selected audiovisual as an innovative alternative learning medium. The researcher chose a qualitative method in descriptive form by presenting YouTube content as a reference source for independent learning by imitating techniques. The researcher conducted interviews with the head of the karawitan arts study program, a lecturer expert in tembang macapat, student staff, professionals who ensure the completeness of the karawitan arts study program, and several students. Data collection by interview at the first meeting was carried out in a structured manner, and for subsequent meetings, it was carried out unstructured. The results of the study prove that there is an influence learning tembang macapat through audiovisual YouTube content. This is evidenced by 90% of students when presenting tembang macapat already using various variations of cengkok and gregel that have been taught by lecturers, and there are still 10% of students who have not been able to present tembang macapat under the of variations. The presence of this YouTube content can provide new insights and knowledge about the various variations of cengkok and gregel in tembang macapat.

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Modelling Naïve Bayes for Tembang Macapat Classification

Cited by 2 publications

References 25 publications

Barrier Analysis in Implementing Macapat Song Learning as Cultural Preservation

Barrier Analysis in Implementing Macapat Song Learning as Cultural Preservation

YouTube as an Innovation for Tembang Macapat Learning Media

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