Implementasi Pembelajaran Vokal Menggunakan Metode Solfeggio pada Mata Pelajaran Seni Budaya Kelas V di SDN Mangli 04 Jember

Abstract

Vocal learning in Cultural Arts subjects at the elementary school level continues to face several challenges, including limited teacher competence in music education, inadequate instructional facilities, and students’ difficulties in reading musical notation and maintaining accurate intonation. These challenges hinder the development of students’ vocal and musical abilities. The solfeggio method, which emphasizes ear training, sight reading, and sight singing, offers a systematic approach to improving students’ musical competence. Therefore, this study aimed to describe the implementation of vocal learning using the solfeggio method in the Cultural Arts subject for fifth-grade students at SDN Mangli 04 Jember and to identify the supporting and inhibiting factors influencing its implementation. This study employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews, and documentation involving a fifthgrade teacher, a vocal instructor from a music school as a supporting informant, and fifth-grade students. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. Data credibility was ensured through source triangulation, technique triangulation, and member checking. The findings revealed that the implementation of the solfeggio method was systematically conducted through the stages of planning, implementation, and evaluation. During classroom instruction, the teacher integrated the core components of the method—ear training, sight reading, and sight singing—supported by keyboard applications as instructional media and systematic teaching modules. Supporting factors included teacher competence, appropriate learning media, structured teaching modules, and students’ enthusiasm, whereas differences in students’ musical abilities, limited facilities and infrastructure, and inadequate music notation reading skills became the primary challenges. Overall, the implementation of the solfeggio method contributed positively to improving students’ intonation accuracy, music reading skills, musical sensitivity, and self-confidence, indicating its potential to support meaningful and systematic vocal learning in elementary schools.