Need Analysis of Rampak Kendang Learning Module Development

based on Multiple Intelligences for Elementary School Teachers

Heni Siswantari

, Fery Setyaningrum

, Mira Setiawati

Elementary School Teacher Department, Ahmad Dahlan University, Yogyakarta, Indonesia

Keywords: : Need analysis, Rampak Kendang, Learning module, multiple intelligences.

Abstract: This study aims to analyze the needs of Rampak Kendang learning module development, based on multiple

intelligences for elementary school teachers. The subjects of this study were 24 elementary school art teachers

in Patimuan sub-district, Cilacap, Central Java. Data is collected through questionnaires and interviews, which

is then analyzed descriptively. The results of the study indicate that: 1) Most teachers really need the Rampak

Kendang art learning module, specifically based on multiple intelligences to shape the character of students.

2) The multiple intelligences Rampak Kendang material that will be developed in the module includes

technical guidance on playing music instruments in Rampak Kendang, multiple intelligences in the learning

process of Rampak Kendang, and the formation of student character in the learning process itself. This

research is the realization of the previous research related to multiple intelligences in Rampak Kendang in

Patimuan society. This year, the results of previous studies were integrated in the field of formal education in

the form of learning modules for art teachers in elementary schools.

1 INTRODUCTION

Learning art in elementary schools is one of the

mandatory materials included in SBDP subjects. The

material taught refers to the arts that develop in each

region. This is in line with local content material

proclaimed by the Ministry of Education and Culture

to nguri-uri or preserve local wisdom that is

integrated in learning in elementary schools. Through

these rules, art learning material from one region to

another will vary. One of the art learning materials in

elementary school that will be discussed in this article

is the Rampak Kendang which is taught in the

Patimuan, region of Cilacap, Central Java.

Picture 1 shows one of the performances of

Rampak Kendang in Patimuan sub-district which was

delivered by generations of children from elementary,

junior high, senior and adult levels. Rampak Kendang

is one type of music and dance performance with

drum as the main musical instrument and other

supporting tools, namely Gamelan. Patimuan region

is one of the outermost regions of Central Java which

is directly adjacent to West Java. This geographical

condition influences the emergence of acculturation

as a result of the diffusion of Rampak Kendang art

from West Java to Central Java. The form of

Figure 1: Photo by Heni, 2018

acculturation that emerges can be seen from the

combination of musical instruments, leisure and new

types of dance as a characteristic of Rampak Kendang

Patimuan. The identity of Rampak Kendang as

Patimuan's unique performing arts is one of the main

reasons it is used as material in art learning in

Elementary School. Based on data in the patimuan

sub-district education office, there are 27 art teachers

in elementary schools who study Rampak Kendang.

Nevertheless, not all schools have applied the

material for Rampak Kendang as material in Cultural

Arts and Crafts (SBdP) or local content. This is

Siswantari, H., Setyaningrum, F. and Setiawati, M.

Need Analysis of Rampak Kendang Learning Module Development based on Multiple Intelligences for Elementary School Teachers.

DOI: 10.5220/0008562002110215

In Proceedings of the 1st International Conference on Interdisciplinary Arts and Humanities (ICONARTIES 2019), pages 211-215

ISBN: 978-989-758-450-3

211

because there are no supporting learning resources to

teach it to students both intracurricular and

extracurricular. Teaching art in elementary schools is

not enough just in the form of routine training, but

learning resources are needed in the form of modules,

teaching materials, dictates, etc. to achieve learning

goals. This is in line with the research conducted by

Andi Sudarhiyanto (2017: 96) that the skills of

students in character building are not enough just by

daily living, but also require teaching materials.

Figure 2.

Picture 2 is the appearance of elementary school

students in performing Rampak Kendang in 2011 in

Patimuan, Cilacap. Children there have known and

studied Rampak Kendang since elementary school

age. Rampak Kendang material is important to give

to children to hone their intelligence. Students are the

next generation who will bring change in the future.

Education programs and services for children must be

carried out optimally by adjusting the characteristics

and potential of children. Because basically students

are unique individuals and have very diverse

characteristics and levels of intelligence. The

potential of children should continue to be developed

in accordance with their respective abilities because

it can affect the development period.

According to Bainbridge (Yaumi, 2016: 9)

intelligence is a general mental ability to learn and

apply knowledge in manipulating the environment, as

well as the ability to think abstractly. In the current

education sector, especially in Indonesia, there are

many children who have good talent but lack

attention. This happens because the education system

in Indonesia emphasizes logic skills in cognitive

aspects compared to other intelligences. This problem

was also found in a study conducted by Suwanto

(2019) which stated that in the learning process, not

all multiple intelligences were involved by education

providers. There are only a few intelligences

involved, namely logical-mathematical intelligence

and linguistic intelligence. If this happens

continuously, then students who do not have that

intelligence will be considered not smart. So that such

students do not have support to develop other

intelligence they have. However, not all children have

the same intelligence, because basically every human

being has multiple intelligences. Fleetham (Yaumi,

2016: 11) suggests that multiple intelligences is a

variety of skills and talents possessed by students to

solve various problems in learning. A similar theory

is also stated by Gardner in Chatib (2018: 87) which

states that multiple intelligences are intelligences

which some of them tend to be owned by every child.

There are 9 intelligences that have been proposed by

Howard Gardner including linguistic, mathematical-

logical, visual spatial, musical, kinesthetic,

interpersonal, intrapersonal, naturalistic and

existential intelligences. With the existence of these

various intelligences, an educator needs to understand

the importance of multiple intelligences and be able

to apply them in the learning process.

Various potentials and intelligences possessed by

each student must be explored and developed both by

educators, parents, and families. Children's

intelligences needs to be explored as early as possible,

especially the age of elementary school children

because it enters the golden age. At this time

character education can be built and formed

continuously so that it manifests into daily behavior.

The link between the children's multiple intelligences

and clear directions for character building can create

intelligent children and noble character. Art material

as a wealth of the Indonesian people is very

appropriate to accommodate the excavation of

children's multiple intelligences and the character

building of students. Thus, the implementation of

education needs to facilitate and provide the widest

opportunity for students to develop according to their

potential and talents in accordance with their

respective intelligence. So it is important for an

educator to understand that multiple intelligences can

be developed and explored through Rampak Kendang

learning in elementary schools in the Patimuan region

of Cilacap.

Based on interviews with art teachers in the

Patimuan Elementary School on March 24, 2019,

there are currently no learning resources related to

multiple intelligences Rampak Kendang. Some

teachers who make Rampak Kendang as art material

ICONARTIES 2019 - 1st International Conference on Interdisciplinary Arts and Humanities

212

in schools only teach techniques to play Rampak

Kendang according to their respective experiences

without having clear guidelines. Often the material is

not continued because of the teacher's limited

memory in teaching techniques to play Rampak

Kendang and the dance. The provision of material is

also not directed at the excavation of multiple

intelligences of students who can also be embedded

in character education. Based on observations made

on January 23, 2019, it shows that the limitation of

learning resources and competent art teachers in

primary schools throughout Patimuan sub-district

makes Rampak Kendang based on multiple

intelligences not yet implemented maximally. This

limitation also has an effect on the lack of

development of art learning tools by elementary

school art teachers in Patimuan sub-district.

Therefore, it is necessary to have supporting learning

resources that can guide the elementary school art

teachers in providing multiple intelligences-based

Rampak Kendang materials. Based on the

explanation above, the purpose of this paper is to

describe the level of module requirements as a

learning resource for Rampak Kendang art learning

material for elementary school teachers in Patimuan

sub-district.

2 METHOD

This research is a quantitative descriptive study

conducted in Patimuan sub-district, Cilacap District,

Central Java. The research subjects were 24

elementary school art teachers in Patimuan sub-

district. The data collection method uses

questionnaires and interviews. Questionnaires were

used to uncover the need for learning resources in the

form of modules in multiple intelligences-based

Rampak Kendang learning art performances for

teachers. This interview was used to uncover

obstacles in teaching multiple intelligences-based

Rampak Kendang learning materials to build

students' character.

3 FINDING AND DISCUSSION

Analysis of the results of the study illustrates the level

of needs of the Rampak Kendang art learning module

based on multiple intelligences to build student

character for elementary school art teachers in

Patimuan sub-district. The questionnaire used

amounted to 38 questions and statements divided into

6 aspects. The results of the percentage of the teacher

questionnaire developing the Rampak Kendang

Module are as follows.

Aspect 1: Teacher's understanding of the

importance of Rampak Kendang conservation from

an early age.

Figure 3: Diagram 1

Diagram 1 shows that 32.3% stated strongly agree

and 62.5% agree on the importance of preserving

Rampak Kendang early on, especially since

elementary school age. 3.12% were hesitant and 2.07

do not agree Rampak Kendang was preserved through

early recognition for elementary school students.

Aspect 2: Teacher's understanding of the

Importance of Rampak Kendang becomes the

material in SBDP at SD

Figure 4: Diagram 2.

Diagram 2 shows data of 19.4% strongly agree and

64.6 agrees that Rampak Kendang is one of the

materials that must be developed in the SBdP in

elementary schools. While 7.65 were hesitant and

8.35 do not agree if the Rampak Kendang material

was included in the SBdP in elementary school.

Aspect 3: Teacher's understanding of multiple

intelligences.

62,5

32,3

3,125 2,075

Setuju

sangatsetuju

Ragu2

tidaksetuju

64,6

19,4

7,65

8,35

Setuju

sangatsetuju

Ragu2

tidaksetuju

Need Analysis of Rampak Kendang Learning Module Development based on Multiple Intelligences for Elementary School Teachers

213

Figure 5: Diagram 3

Diagram 3 shows the data that 4.6% are strongly

understand and 55% understand about multiple

intelligences, while 20% are hesitant, 20 do not

understand and 0.4% are very unaware of multiple

intelligences.

Aspect 4: Teacher's understanding of the

relationship between multiple intelligences and

character education.

Figure 6: Diagram 4

Diagram 4 shows the data of 25.84% is strongly

understand and 66.6% understand the relationship

between the importance of understanding multiple

intelligences in character formation. Then 5% were

hesitant, 0.84 do not understand and 1.66% was

stronglyy unaware of the relationship between the

importance of understanding multiple intelligences

and character formation.

Aspect 5: Teacher's understanding of Rampak

Kendang's learning resource needs based on multiple

intelligences for elementary students.

Figure 7: Diagram 5

Diagram 5 shows data of 5.8% strongly agree and

73.34 agrees with the need for learning resources in

multiple intelligences-based Rampak Kendang

learning for elementary school students. Subsequent

data 8.34 doubts, 11.6% did not need and 0.8%

strongly did not require learning resources in Rampak

Kendang learning based on multiple intelligences for

elementary school students.

Aspect 6: Teacher's understanding of the needs of

the Rampak Kendang module based on multiple

intelligences to instill student character education.

Figure 8: Diagram 6

Diagram 6 shows data of 26.2% strongly agree and

57.1% agree that the Rampak Kendang module based

on multiple intelligences is needed, needs to be

realized and disseminated. 8.9% expressed doubt, 7%

disagree and 0.6% strongly disagree about the need

for this module to be realized.

Based on the results of the study, it shows that

the Rampak Kendang module based on multiple

intelligences is very much needed in helping art

learning in Rampak Kendang in Patimuan region,

Cilacap. So far, Rampak Kendang learning has not

been taught massively in all elementary schools in the

Patimuan region because there are no learning

resources that can be used by teachers. Research

conducted by Fitrianawati (2018) shows that

ethnomatematic teaching materials developed

through local wisdom are needed in mathematics

learning so that students not only learn from the books

given by the teacher. Therefore, although the practice

is based on which trainer is the main guide, the

module is needed to facilitate the teacher in providing

multiple intelligences-based Rampak Kendang

material to students. The interview conducted with

Ratnaningsih (2017), one of the art teachers at the

elementary school in Patimuan, stated that so far there

were no modules that could be used in Rampak

Kendang learning. Moreover, the understanding of

multiple intelligences is also not maximized so that

character instillation has not been emphasized in

Rampak Kendang learning.

4,6

0,4

sangatsetuju

setuju

25,84

66,66

1,66 0,84

sangatsetuju

setuju

Ragu2

5,8

73,34

8,34

11,68 0,84

sangatsetuju

setuju

Ragu2

26,2

57,1

8,9

0,6

sangatsetuju

setuju

Ragu2

ICONARTIES 2019 - 1st International Conference on Interdisciplinary Arts and Humanities

214

The Rampak Kendang learning module based

on multiple intelligences helps teachers to provide

Rampak Kendang material for students. The material

is not only limited to the technique of playing musical

instruments and dances in the Rampak Kendang

show, but also multiple intelligences that can be

maximized in it. Through this module, the teacher can

know the intelligence of students that can be

maximized through each learning process of Rampak

Kendang. The module consists of several parts,

namely a) the technique of playing the Rampak

Kendang musical instrument and dance, b) the

multiple intelligences in the learning process, and c)

the formation of characters in multiple intelligences-

based Rampak Kendang learning.

The initial part of this module explains in

detail the techniques of playing Rampak Kendang

(instruments of kendang and Javanese gamelan) and

the dance in Rampak Kendang. The module is

equipped with videos integrated with YouTube. Thus,

the teachers can use the barcode application on their

respective cellphones to open the video provided by

the barcode on the module sheet that is sprinkled.

This is to facilitate the teacher in remembering the

techniques in teaching Rampak Kendang art correctly

to students at each stage. The second part is multiple

intelligences in the Rampak Kendang learning

process. In accordance with the theory revealed by

Gadner that humans have 9 intelligences in

themselves. These intelligences are not entirely

prominent and vary from one person to another.

Rampak Kendang learning is able to sharpen some of

these intelligences and will be explained

systematically in this section. At the end of this part

of the module we will describe how multiple

intelligences in the Rampak Kendang learning

process can foster character for students. Rohidi

(2016: 167) states that education by using art saves

the potential of positive values as character education.

Rampak Kendang as a form of local wisdom in the

Patimuan area is able to become a medium in

instilling students' character through learning in

school. The teacher as one of the facilitators should

be able to develop learning materials provided in a

creative and structured manner so that the learning

objectives can be achieved.

4 CONCLUSIONS

The Rampak Kendang art learning module based on

multiple intelligences is needed by art teachers in the

Patimuan region. This module makes it easy for

teachers to provide techniques to play Rampak

Kendang, giving rise to multiple intelligences and

instilling the character of students in the learning

process. The teacher needs to understand the

characteristics of his students in order to know the

multiple intelligences that can be developed. Thus,

Rampak Kendang is not only given textually as an art,

but also contextually that is honing students' multiple

intelligences. Rampak Kendang's role as local

wisdom can be packaged well as an art education that

brings character values to students.

ACKNOWLEDGEMENTS

If any, should be placed before the references section

without numbering.

REFERENCES

Chatib, M. 2018 Orangtuanya Manusia. Bandung: Kaifa

(PT Miza Pustaka).

Fittrianawati, M. 2018. ANALISIS Kebutuhan Bahan

Matematika Di Sekolah Dasar Dengan Pendekatan

Ethnomatematics Di Kota Yogyakarta. Proceeding

International Conferance. April 2018.

Rohidi, Tjetjep R. 2016. Pendidikan Seni Isu dan

paradigma. Semarang: Cipta Prima Nusantara

Sudarhiyanto, A. 2017. Need Assesment Pengembangan

Bahan Ajar Pendidikan Karakter Berbasis Project

Based Learning pada Sekolah Menengah Pertama di

Kota Semarang. Jurnal Integralistik. Januari-juni 2017.

Hal. 94-104

Suwanto. 2019. Penerapan Multiple Intelligences

(Kecerdasan Musik) dalam Pembelajaran Matematika.

Jurnal Pendidikan dan Sains (JPS). Vol. 01 No. 01.

Yaumi.M, dkk. 2016. Pembelajaran Berbasis Kecerdasan

Jamak (Multiple Intelligences) Mengidentifikasi dan

Mengembangkan Multitalenta Anak. Jakarta.

Prenadamedia Group.

Need Analysis of Rampak Kendang Learning Module Development based on Multiple Intelligences for Elementary School Teachers

215