Usage of Folk Songs in the Pancasila Student Profile Strengthening Project (P5): reviewed from Cultural Literacy and Music Literacy

Abstract

This study examines the impact of including folk songs within the Pancasila student profile strengthening project (P5) initiative on students' comprehension of music and culture. As concerns grow regarding education's disconnection from local culture, incorporating local knowledge into music instruction is an astute method for aiding kids in developing their individuality and character.  This study investigates the impact of including folk songs in classroom musical projects on students' comprehension of cultural values and musical abilities. We employed a quantitative approach utilising a quasi-experimental design.  Sixty students from a senior high school in Yogyakarta were divided into two groups: an experimental group utilising folk songs and a control group employing popular songs. The treatment comprised four sessions dedicated to researching, evaluating, arranging, and performing music. Validated questionnaires were used to gather data on cultural and musical literacy, followed by the application of Multivariate Analysis of Variance (MANOVA) to analyse the results. The findings indicated that learning via folk songs significantly influenced both cultural literacy (sig = 0.025) and music literacy (sig = 0.011).  Wilks' Lambda further corroborated that the effect occurred simultaneously (p = 0.027). The findings indicate that including local music in project-based learning enhances students' cultural awareness, musical proficiency, and character development, aligning with the objectives of the P5 curriculum.   This study demonstrates folk songs as a culturally appropriate pedagogical tool that emphasises character development.