Joko Pamungkas, Harun , Septika Cahya Rahmawati, Wildiani Lathifah, Erina Putri
Anggraeni | http://devotion.greenvest.co.id
745
LITTLE GAMELAN ART LEARNING MODEL TO GROW
PANCASILA VALUES IN KINDERGARTEN STUDENTS
Joko Pamungkas
1
, Harun
2
, Septika Cahya Rahmawati
3
, Wildiani Lathifah
4
, Erina
Putri Anggraeni
5
12345
Yogyakarta State University, Indonesia
joko_pamungkas@uny.ac.id
1
, harun@uny.ac.id
2
, Septikacahya.2021@student.uny.ac.id
3
,
wildianilathifah.2021@student.uny.ac.id
4
, Erinaputri.2021@student.uny.ac.id
5
KEYWORDS
little gamelan,
Pancasila values,
art learning
ARTICLE INFO
Accepted:
May 30
th
2022
Revised:
June 12
th
2022
Approved:
June 14
th
2022
ABSTRACT
This study aims to: (1) determine the prototype of the little gamelan art learning
model for inculcating Pancasila values in kindergarten children, (2) determine the
feasibility and practicality of the little gamelan art learning model (3) determine
the effectiveness of the little gamelan art learning model (4) knowing the process
of growing Pancasila values in kindergarten children while playing a little
gamelan art. The subjects of the study were group B kindergarten children,
kindergarten leaders, and kindergarten educators in the Special Region of
Yogyakarta. Need assessment data collection is done through interviews, list of
documents, and questionnaires. The results of this study indicate that the assessors
of the validity of gamelan experts and children's learning are met according to
criteria 0.9 in the Validity Coefficient Table with an error rate of 5%. Likewise,
the reliability between raters with the test-retest method obtained a consistency
score according to the criteria in the Reliability Table with an error rate of 5%.
The effectiveness of the little gamelan in stimulating Pancasila for early childhood
is very significant. This is based on a one-sample t-test that the acceptance of the
alternative hypothesis and the rejection of the null hypothesis is that the children's
Pancasila achievement during and after playing the gamelan exceeds the Pancasila
scores achieved by most of the PAUD teachers involved in this study. The values
that are stimulated in playing the little gamelan are praying, knowing God's
creation, being grateful, appreciating, polite, appreciating, compact, harmonious,
deliberation, leadership, fair, taking turns.
INTRODUCTION
The core of the curriculum is designed to be able to provide a broad learning
experience for children so that they can have the foundation to master the competencies
needed for present and future life, as well as develop abilities as heirs of the nation's culture
who are creative and care about the problems of society and the nation (Roschelle, Pea,
Hoadley, Gordin, & Means, 2000). In line with the 2013 Curriculum in PAUD units, the
Province of the Special Region of Yogyakarta issued Regional Regulation DIY Number 5 of
2011 concerning Management and Implementation of Culture-Based Education. Referring to
the DIY Regional Regulation Number 5 of 2011, education should play a role in the
intellectual life of the nation and improve the quality of Indonesian people as a whole by
upholding noble cultural values (Sawitri et al., 2021) .
All efforts to improve the expressive creative abilities of students in realizing their
artistic activities based on certain aesthetic rules are art education. The planting of Pancasila
values in schools should be sourced from the nation's culture which is noble values.
Volume 3, Number 8, June 2022
e-ISSN: 2797-6068 and p-ISSN: 2777-0915
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Wildiani Lathifah, Erina Putri Anggraeni
However, along with the development of the era, there is less interest in the younger
generation to learn about their culture. The global challenge is to maintain that culture,
especially local wisdom, is preserved so that it does not pose a threat both from within and
outside the country (Amir, 2018).
One of the arts is Javanese gamelan. Hypothetically, scholar J.L.A. Brandes argues
that the Javanese people before the Hindu influence had known ten skills, including wayang
and gamelan. In the education process, ironically, there are limited teaching materials or a set
of early childhood education lessons that promote local culture. Most of the learning
materials used are Pancasila nuanced but do not include culture in the learning materials
(Mahfud et al., 2020).
Due to these problems, the discourse on the linkage of local wisdom with art learning
should be followed by the development of appropriate learning models used to implement the
2013 curriculum in synergy with the development of potential regional advantages, especially
local wisdom in DIY (Darmadi, 2018).
Early Childhood Education is one of the affected, because early childhood still needs
guidance and direction from both teachers and parents. The implementation of the latest
curriculum was also conveyed from the official portal of the Directorate General of Early
Childhood Education, Basic Education and Secondary Education of the Ministry of
Education and Culture, that in 2022 the concept of Pancasila students will be applied in the
PAUD curriculum, this is because the values of Pancasila are less than optimal in daily
implementation. , currently learning the values of Pancasila is less than optimal for various
reasons (Downing, 2010).
The implementation of Pancasila values in Kindergarten is an effort to introduce
Pancasila which is the basis as well as the ideology of the Indonesian nation to uphold the
principles of state life. Pancasila which is contained in the Preamble to the 1945 Constitution
and is described in depth in its articles which means that the values in Pancasila are the
values that regulate the life of the nation and state in the fields of education, law, politics,
economy, arts and culture, and society. Cultural education and Pancasila of the nation have
the aim of preparing students to become good citizens, namely capable, willing citizens, and
the implementation of Pancasila values in life as citizens(Fajri, Yusuf, & Ruslan, 2019).
In a study conducted by Nurgiansih stated that the results showed that Pancasila
Education subjects succeeded in forming the honest character of students compared to the
existence of the Honesty Canteen. The honest behavior of students is in line with the content
of the material in the subject, namely about values and norms.
This nation needs a generation that truly practices Pancasila in everyday life and must
be synergized with the culture around the child, early childhood institutions as the vanguard
in maintaining and cultivating Pancasila values have the responsibility and obligation to give
appreciation for these values. Pancasila through learning because it can be seen from day to
day increasingly visible signs of the decline of Pancasila values in life, especially among
children.
The reality on the ground shows that there are children who are quite enthusiastic
about playing gamelan, many children and able to play various early childhood arts. These
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early childhood children are able to bring various artistic expressions that can be shown or
performed in front of the community at certain events organized or in collaboration with the
school (Roschelle et al., 2000). This is interesting, because it can prove to the public that
preschool children are capable of artistic expression that can even be enjoyed by the general
public. Besides that, the skills in artistic expression provide a platform for Kindergarten
children to actualize themselves. These skills are obtained from learning carried out in
schools by adjusting the abilities of the children (Firmansyah, 2018). This study tries to
analyze the small gamelan art learning model to increase pancasila value in tk students. This
research will contribute to the field of education where art learning can foster Pancasila
values in students.
Therefore, this study designed a learning model for the little gamelan art to foster
Pancasila values in Kindergarten children based on wisdom. local area, which allows children
to learn aspects of learning the art of little gamelan in accordance with their own cultural
procedures. The development of an art learning model based on local wisdom is intended to
foster the Pancasila values of Kindergarten children. dissemination and implementation.”
METHOD RESEARCH
The research method used in this study is a qualitative descriptive method. The type
of data used in this study is qualitative data, which is categorized into two types, namely
primary data and secondary data. Sources of data obtained through library research
techniques (library study) which refers to sources available both online and offline such as:
scientific journals, books and news sourced from trusted sources. These sources are collected
based on discussion and discussion from one information to another. Data collection
techniques used in this study were observation, interviews and research. This data is analyzed
and then conclusions are drawn
This research is research and development that refers to the conceptual framework
proposed by (Gall, Borg, & Gall, 1996). The development model is carried out based on 10
(ten) phases, namely "research and information collecting, planning, develop preliminary
form of product, preliminary field testing, main product revision, main field testing,
operational product revision, operational field testing, final product revision, and
dissemination and implementation."
Product Trial Design
Product testing is a very important part of development research, which is carried out
after the product design is complete. The product trial aims to determine whether the product
made is feasible and practical to use or not (Rimbawanti & Naqiyah, n.d.). Product trials also
see that the products made can achieve the goals and objectives of the product creation or not.
A good product meets 2 criteria, namely: learning criteria (instructional criteria) and
appearance criteria (presentation criteria). Product trials were carried out in the following
stages: (1) rater or expert/practitioner validation test, (2) initial, main, and operational trials
by teachers for learning model guidance, and by children for use of playing little gamelan;
and (3) dissemination of product development results to the wider education community. The
trial showed three things, namely the little gamelan validity test from gamelan art and early
childhood learning experts; test the feasibility/practicality of the little gamelan learning
model guide by teachers, as well as the use of little gamelan by children; and testing the
effectiveness of the product to achieve the goal of fostering Pancasila values in Kindergarten
(Seels & Richey, 1994).
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Research Time and Place
This development research was carried out in the 2022 academic year, namely in the
even semesters at the Pembina State Kindergarten in Yogyakarta and ABA Ngabean 2
Kindergarten in Sleman Yogyakarta.
Target/Research Subject
The subjects in this study were TK Negeri Pembina students which consisted of 15
children and TK ABA Ngabean 2 which consisted of 16 children.
Procedure
Referring to the ten phases that have been described previously, this research was
carried out with a development procedure containing the ten phases that have been suggested
by (Gall et al., 1996). These phases are a hierarchy from one phase to another. It is very
important to show a systematic development process. These phases are depicted in the
following figure.
Figure 1. Schematic of Borg & Gall Development Procedure
The ten steps in Figure 1 can be explained as follows.
1. Research and information collecting (initial research and information gathering)
At this stage to collect information to perform a needs analysis. Activities that will
be carried out at this time are conducting literature studies and field surveys. The field
survey involved principals, teachers, and kindergarten students. The survey was
conducted related to their understanding of art learning based on local wisdom, learning
models and tools used by teachers, and the development of learning models and tools in
growing Pancasila values that appear in Kindergarten children.
2. Planning
At this stage the preparation of research is carried out which includes formulating
skills and expertise related to the problem, determining the objectives to be achieved at
each stage, design or research steps. At this stage, the selection of materials to be taught is
also carried out, namely cultural themes. The evaluation used is authentic assessment.
3. Develop preliminary form of product
At this stage the development of the initial form of the product prototype is
started. Included in this step is the preparation of supporting components, preparing
guidelines and manuals, and evaluating the feasibility of supporting tools. Until this stage,
the initial product is obtained which is the initial product and the guidebook for the little
gamelan learning device. This little gamelan is adapted from a large gamelan that is
adapted to the size of the reach of kindergarten children. The initial product produced is
then carried out a validation test. The validation test in this study was carried out by 3
gamelan experts, and 3 early childhood learning experts who are experienced in
developing learning.
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4. Preliminary field testing (initial product trial)
At this stage, an initial field trial was conducted on a limited scale. This trial was
preceded by little gamelan training for 24 Kindergarten teachers who would practice the
initial product. The results of this initial product trial are qualitative data about the
practicality of the little gamelan learning model guide and the practicality of using little
gamelan games by children to improve the initial product. The number of children
involved in the initial product trial was 30 kindergarten children.
5. Main product revision (main product revision)
At this stage, improvements are made to the initial product produced based on the
results of the initial trial. The emphasis of improvement is on the practicality of the little
gamelan learning model guide used by teachers, and the practicality of using the little
gamelan game by children.
6. Main field testing
At this stage, the main product is tested. This trial was preceded by little gamelan
training for 807 kindergarten teachers who would practice the main product. The results
of this main product trial are qualitative data about the practicality of the little gamelan
learning model guide and the practicality of using little gamelan games by children to
improve the main product. The number of children involved in the main product trial was
435 Kindergarten children.
7. Operational product revision (revision of operational products)
At this stage, improvements are made to the main product produced based on the
results of the main trial. The emphasis of improvement is on the practicality of the little
gamelan learning model guide used by teachers, and the practicality of using the little
gamelan game by children.
8. Operational field testing (testing operational products)
At this stage, operational product trials are carried out. This trial was preceded by
little gamelan training for 12 Kindergarten teachers who would practice operational
products. The results of this operational product trial are qualitative data about the
practicality of the little gamelan learning model guide and the practicality of using little
gamelan games by children to improve operational products. The number of children
involved in the operational product trial was 30 kindergarten children.
9. Final product revision (final product revision)
At this stage, improvements are made to the operational products produced based
on the results of operational trials. The emphasis of improvement is on the practicality of
the little gamelan learning model guide used by teachers, and the practicality of using the
little gamelan game by children.
10. Dissemination and implementation
At this stage, the product/model developed is disseminated to the general
public/community, especially to early childhood education institutions. This step is
carried out through little gamelan performances/festivals, seminars, and publications in
reputable international scientific journals.
Data Collection Techniques and Instruments
Data collection techniques include observation, interviews, and documents. Data
collection instruments consist of observation sheets, questionnaires, and a list of documents
Validation instruments are used to collect the validity of the model and its supporting
learning tools through the procedure for compiling grids, making statement items, v test
expert validation, revision, and final writing. The validity of the model is seen from various
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aspects which include: cover, lay out / writing, presentation of content / material,
introduction, theoretical basis, contents of the little gamelan learning manual (syntax, shape,
principle, size, color and support system, and instructional impact). and the impact of
accompaniment), the ending (concluding, bibliography, glossary), and language.
Data analysis technique
This development research data analyst uses inter-rater validity and reliability (Aiken,
1980 & 1985), categorical analysis based on the frequency distribution of ordinal data
(Azwar, 2011), and tests the effectiveness of the little gamelan playing model with one
sample t-test. Inter-reater validity and reliability to assess the quality of the initial model of
little gamelan development by gamelan experts, and learning tools for children involved in
little gamelan games by learning experts. The data on the stimulation of the Pancasila
achievements of children and teachers involved in the little gamelan game used descriptive
analysis and ordinal (categorical) data types. Data on the effectiveness of Pancasila
stimulation by little gamelan games using a one-sample t-test.
Table 1. Categorization of Achievement Stimulation of Pancasila values
No
CATEGORY
INTERVAL
RUMUS
1
Very Often (SSR)
>84
X ≥ µ+1.8 x σ
2
Often (SR)
68-83
µ+0.6 x σ ≤ X ≤ µ+1.8
x σ
3
Enough (CK)
52-67
µ-0.6 x σ ≤ X ≤ µ+0.6
x σ
4
Rarely (JR)
36-51
µ-1.8 x σ ≤ X ≤ µ-0.6 x
σ
5
Very Rare (SJR)
<35
µ-1.8 x σ ≤ X
RESULT AND DISCUSSION
The introduction of basic geometric shapes to children through playing little gamelan
such as a circle on a gong, then a rectangle on a bonang plan. In addition, geometric shapes
are also introduced through notation, namely for triangles for kenong, squares for kempul and
circles for gongs (Spiller, 2004) It is important to introduce geometric shapes to early
childhood such as triangles, squares, and circles so that children can understand the meaning
of space (Lestari, 2011). Therefore, the resulting little gamelan products have been adapted to
the needs and Pancasila of early childhood.
Stages of learning the art of little gamelan
1. Initial steps include an explanation of the little gamelan rules of play,
2. Appreciation includes, introduction of the name of the little gamelan instrument,
3. Practices include free children to play little gamelan, recognition of number
symbols/notations, interesting writing of notation, practice of tempo cohesiveness, and
mentoring by the teacher.
4. cover
The Pancasila values that are stimulated from the little gamelan game contain the five
Pancasila precepts, namely God Almighty, just and civilized humanity, Indonesian unity,
democracy led by wisdom in representative deliberation, and social justice for all Indonesian
people (H.A.W. Widjaja, 2000). Furthermore, the five precepts are further elaborated into
Pancasila points which are stimulated when children play little gamelan. The points are
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praying before and after playing, knowing God's creations (leather on drums and wood),
being grateful for being able to play and enjoy gamelan music. The points in the second
precept, namely, walking on their knees respecting the existence of gamelan, sitting politely
(cross-legged and timpuh), walking on the edge of the instrument (not jumping over the
instrument) respecting the existence of the gamelan, values from the third point of Pancasila
play compactly (when playing all play , during rest all breaks), maintain harmony in playing
one gamelan set even though different instruments. The values of the fourth item, the children
discussed how many times they played ulian (rounds), in playing the gamelan there was
leadership (opened by the bonang, closed following the drum), the item values of the fifth
precept were: Be fair when there are children who cannot instrument (sitting next to a friend)
and Be fair when a friend wants to play, the child provides an opportunity for a friend by
taking turns playing the gamelan. The number of children who play little gamelan is 32
people from 2 Kindergarten institutions. This game is carried out for 4 to 5 shows each of
which lasts 60 minutes.
Table 2. Values of Pancasila
No
Pancasila
Developing as
Expected (%)
Very Good
Development (%)
%
1
Pray
31.3
68.8
100.0
2
know God's creation
40.6
59.4
100.0
3
Be grateful
31.3
68.8
100.0
4
honor
31.3
68.8
100.0
5
polite
3.1
96.9
100.0
6
value
25.0
75.0
100.0
7
compact
21.9
78.1
100.0
8
harmony
12.5
87.5
100.0
9
discussion
9.4
90.6
100.0
10
leadership
25.0
75.0
100.0
11
Be fair
18.8
81.3
100.0
12
Alternate
12.5
87.5
100.0
The values of Pancasila number 1 to 12 were achieved by 32 children through the
little gamelan game in the very well developed category. This means that the stimulation of
the little gamelan game has succeeded in growing basic Pancasila values in early childhood.
The Pancasila values which are strong markers for the Pancasila theory are Politeness,
Deliberation, and Harmony. This can be seen from Figure 34 that the values of Politeness,
Deliberation, and Harmony with a Factor Loading score of > 0.7, while other indicators are <
0.7 so that they are not strong markers of Pancasila which grew from the little gamelan game.
Figure 2. The value of Pancasila is
marked by the values of Polite,
Deliberation, and Harmony with a Factor
Loading score of > 0.7
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Twelve children's Pancasila values that grew as a result of the accompaniment of playing
little gamelan have reached the Very Good Developing category. The achievement of the
development of the value of Pancasila in praying for children is 68.8% in the BSB category,
and 31.2% in the BSH category. The achievement of the development of Pancasila values
knowing God's creation in children is 59.4% in the BSB category, and 40.6% in the BSH
category. The achievement of the development of the value of Pancasila in children is 68.8%
in the BSB category, and 31.2% in the BSH category.
Pancasila respect includes indicators when children walk on their knees, it shows that
children respect the existence of gamelan by not walking haphazardly, respecting differences
in children as much as 68.8% are in the BSB category, and 31.2% are in the BSH category.
Pancasila Polite, includes indicators when playing gamelan children sit politely,
namely by cross-legged for boys and timpuh for girls. This polite sitting position also applies
to children who are waiting for their turn to play the little gamelan. The achievement of the
development of polite Pancasila values in children is 96.9% in the BSB category, and 3.1% in
the BSH category.
The value of Pancasila respecting when a child plays gamelan is when the child
passes the gamelan instrument and does not jump over it, this indicates that the child respects
the existence of gamelan instruments, 75.0% respects the child in the BSB category, and
25.0% in the BSH category.
Pancasila is compact when playing the gamelan seen when it is time to play gamelan
and when the children are resting and resting, meaning that no one is playing the gamelan,
78.1% of children are in the BSB category, and 21.9% are in the BSH category.
Pancasila Harmoni when the child beats the wrong verse then the child stops and tries
to equalize with other friends. There is also an attitude of mutual cooperation between
children in learning this little gamelan when assisting the teacher in issuing gamelan
instruments to be arranged outside the classroom. The achievement of the development of the
value of Pancasila harmony in children is 87.5% in the BSB category, and 12.5% in the BSH
category.
Pancasila Deliberation, when the child wants to determine how many times he plays
the gamelan, then deliberation when the child determines the time to rest. The achievement of
the development of the value of Pancasila for deliberation in children is 90.6% in the BSB
category, and 9.4% in the BSH category.
Pancasila leadership invites friends to play little gamelan, leadership is also seen
when the bonang musicians open the song which is then followed by the drums. The
achievement of the development of the value of Pancasila as a leader in children is 75.0% in
the BSB category, and 25.0% in the BSH category.
Pancasila is fair when there is a child who does not get an instrument, the child sits
next to the instrument. . The achievement of the development of fair Pancasila values in
children is 81.2% in the BSB category, and 18.8% in the BSH category.
Pancasila in turn includes being fair when a friend wants to play, children provide
opportunities for friends by taking turns playing the gamelan. The achievement of the
development of Pancasila values in turns in children is 87.5% in the BSB category, and
12.5% in the BSH category.
The child's Pancasila growth that appears during the little gamelan learning process is
harmony when the child plays the wrong verse and then the child stops and tries to match up
with other friends. There is also an attitude of mutual cooperation between children in
learning this little gamelan when assisting the teacher in issuing gamelan instruments to be
arranged outside the classroom.
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When playing gamelan the children also learn about sitting neatly, the boys sitting
cross-legged and the girls sitting timpuh. All children holding any instrument also sit like that
whether they are holding drums or bonang even though they are leaders in playing gamelan.
Tolerance also appears in playing this little gamelan, such as a child not mocking a child who
is being tutored by the teacher because the child cannot, and other children are willing to wait
when there is special training for other instruments such as the demung and saron.
In addition, during the little gamelan learning process carried out at ABA Ngabean 2
Kindergarten and State Kindergarten, always start the learning process for this little gamelan
by praying first, it shows that children love God and all of his creations (Licona, 1992:12-22)
. Cultivating a sense of independence and responsibility can be seen when children return the
little gamelan percussion to its place.
The value of honest Pancasila also appears during the process of playing gamelan,
including the child admits that he can't and asks the teacher to repeat the material being
taught. Besides that, there are also children who admit their mistakes when playing the saron
instrument incorrectly. In Pancasila values, respect and courtesy are also reflected when
children want to respect teachers and listen the teacher when explaining and also the children
appreciate the gamelan instrument by not stepping over the instrument.
During the learning process of this little gamelan, children help each other when their
friends can't, like children helping their friends play saron during breaks. Meanwhile, for
being confident and hardworking, it can be seen when the children play the gamelan without
giving up easily. Leadership and justice are seen when the bonang musicians lead the open,
and the drums that lead while the Suwe ora jamu gending is played. Kindness and humility
are seen when children want to help the teacher in distributing food and drinks to other
friends. As for Pancasila, tolerance is seen when children on instruments other than the
balungan wait for children who are learning tempo.
The test of the effectiveness of the little gamelan in stimulating children's Pancasila
was carried out with a procedure consisting of tabulation of data on children who were
actively involved in playing little gamelan as many as 32 children; selecting outlier data (±
1.96 z-score); test the normality of the data; and one sample t-test analysis.
There are 12 Pancasila values that were observed as long as the children were actively
playing the little gamelan. The twelve values of Pancasila are praying, knowing God's
creation, being grateful, respecting, being polite, appreciating, being compact, harmony,
deliberation, leadership, being fair, taking turns. The results of observations are recorded in
the form of a scale of 1 to 4. The maximum score of the Pancasila value is 4 x 12 = 48, then
the child's Pancasila achievement score is divided by the total score and multiplied by 100.
The outlier data selection used the criteria of ± 1.96. Based on these criteria, there
were 6 outlier data found. Outlier data selection was carried out 4 times. The first round
found two outliers with subject number 23 and 30. The second round found one outlier with
subject number 4. The third round found one outlier with subject number 22. The fourth
round found two outliers with subject number 5 and 18. Therefore, the amount of data
Pancasila children analyzed were 26 children.
Table 12. Description of Children's Pancasila Data
N
26
Mean
96,53
Std. Deviation
2,50
Range
8,00
Percentiles
10
92,00
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Wildiani Lathifah, Erina Putri Anggraeni
25
95,50
50
96,00
75
98,00
90
100,00
The number of Pancasila children's data analyzed was 26 people. The average
achievement of children's Pancasila while playing the little gamelan is 96.53. The standard
deviation is 2.50, the range is 8.00, and 75% of children have achieved a Pancasila score of
95.5.
Figure 3. Frequency Distribution of Children's Pancasila when Playing Little gamelan
The normality test for children's Pancasila data is based on Skewness and Kurtosis
scores which are in the z-score range of ±1.96 if divided by their respective Standard Errors
(Santoso, 2014). Skewness score of -0.290 divided by 0.456 as Std. Error of Skewness equals
-0.64. Kurtosis score of -0.613 divided by 0.887 as Std. Error of Kurtosis is equal to -0.69.
Because the Pancasila data for children has Skewness and Kurtosis scores in the z-score
range of ±1.96, (ie -0.64 and 0.69), it can be concluded that the Pancasila data for children is
normally distributed.
The results of the one-sample t-test showed a t-count of 27.594, a value of 25 degrees
of freedom, and a two-tailed significance value of 0.000. The hypothesis is as follows.
Null Hypothesis (H₀): The achievement of a child's Pancasila value while playing the little
gamelan is the same as the Pancasila's achievement of 83.
Alternative Hypothesis (Hₐ): The achievement of the Pancasila value of children
while playing the little gamelan is not the same as the Pancasila achievement of 83.
Table 13. Little gamelan Stimulation Effectiveness Test with One Sample t-Test
Test Value = 83
t
d
f
Sig.
(2-tailed)
Mean
Difference
95% Confidence
Interval of the Difference
Lower
Upper
Pancasil
a Anak
27,59
4
2
5
0,000
13,53846
12,528
0
14,548
9
The basis for the decision to accept or reject the hypothesis is if t-count > t-table, and
two-tailed significance <0.05, then H₀ is rejected. Based on the results of the analysis, it was
found that the t-count is 27.549 > 2.059 as the t-table (df 25; 5%), and the two-tailed
significance is 0.000 < 0.050, it can be concluded that H₀ is rejected. Thus, it can be
concluded that the stimulation of children's Pancasila through little gamelan games is proven
to be effective with an achievement score exceeding 83 as the minimum criterion..
Vol.3, No.8, 2022
Joko Pamungkas, Harun , Septika Cahya Rahmawati, Wildiani Lathifah, Erina Putri
Anggraeni | http://devotion.greenvest.co.id
755
CONCLUSION
Based on the final product study, it can be concluded that the Little gamelan Learning
Model for fostering Pancasila values in kindergarten children has the following syntax: (1)
the initial steps include explaining the rules of the little gamelan game, (2) Appreciation
includes, introducing the name of the little gamelan instrument, (3) Practices include free
children from nuthuk little gamelan, introduction of number symbols/notations, interesting
writing of notation, practice of tempo cohesiveness, and mentoring by the teacher (4)
Closing. The little gamelan has fulfilled the practicality of its use by early childhood because
it has been tested according to the reach of the hands and the sitting position of the child
when playing the little gamelan. The effectiveness of the little gamelan in stimulating
Pancasila for early childhood is significant. This is based on a one-sample t-test that the null
hypothesis is rejected and the alternative hypothesis is accepted, namely that the children's
Pancasila achievements during and after playing gamelan exceeded the Pancasila scores
achieved by the majority of Kindergarten teachers involved in this study of 83. The values
Pancasila children who are stimulated during and after playing the little gamelan consist of
praying, knowing God's creation, being grateful, respecting, being polite, appreciating,
compact, harmony, deliberation, leadership, being fair, taking turns.
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Joko Pamungkas, Harun, Septika Cahya Rahmawati, Wildiani Lathifah, Erina
Putri Anggraeni (2022)
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Devotion - Journal of Research and Community Service
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