Research Article
The Development and Testing of Interactive Multimedia Learning Materials for
Teaching and Learning of Tumbuk Kalang Music Ensemble in Formal Educational
Institutions
Mohd.NizamNasrifan1, Mohd.HassanAbdullah2*, ZaharulLailiddinSaidon3*
1,2*,3*Faculty of Music and Performing Arts, Universiti Pendidikan Sultan Idris
mohd.nizam@fmsp.upsi.edu.my1, mohd@fmsp.upsi.edu.my2*, zaharul@fmsp.upsi.edu.my3*
Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27 January 2021; Published online: 05 April 2021
Abstract: Tumbuk Kalang music Ensemble is a genre of traditional Malay music that has its own historical background and
presentation patterns. This research was conducted due to the urge to understand the culture of music and singing heritage, particularly Tumbuk Kalang music Ensemble which has become the heritage for Malays in Negeri Sembilan. It is a form of culture studied by the Malay community of Negeri Sembilan from generation to generation informally or non-formally. It has started to be forgotten among various behavioral changes of the community which occur according to the development of times. Therefore, this research is a framework that examined the techniques and aesthetic aspects of Tumbuk Kalang music Ensemble and is structured with the knowledge of music education which resulted in developing interactive multimedia materials used in the teaching and learning in formal educational institutions. This research involved quantitative and qualitative methods using questionnaire and a semi-structured interview technique to collect data and thus presented through descriptive -analysis method. An interactive multimedia and learning material for Tumbuk Kalang Music ensemble has been developed and evaluated for its suitability to be used in formal educational institutions. The research findings through feedbacks from teachers', coaches and students revealed that these teaching and learning materials have confirmed a high level of applicability and suitability as teaching and learning materials for Tumbuk Kalang Music ensemble of Negeri
Sembilan in formal educational institutions.
Keyword: Tumbuk Kalang, musical culture, heritage, interactive multimedia, informal education, non-formal education 1. Introduction
In the process of building Malaysians, the role of culture cannot be denied. The term culture itself covers the whole aspects human life from they were born until their final day. Art and culture are parts of the heart and soul of mankind. The development of a country can be seen from the development of its cultural arts in which music is one of the main components to determine how far the civilization of certain countries have developed. Music is one form of cultural art with universal language of emotion. Through the culture of music, humans can express their emotions.
2. Research Background
This research was conducted generally based on the desire to understand the country’s musical and singing culture, particularly towards the Malay music ensemble as the cultural treasures. The Negeri Sembilan Tumbuk Kalang music ensemble was chosen as the main aspect of research because it has become a heritage for the Malays with its own distinctive history.
Tumbuk Kalang is a cultural art that needs to be brought together side by side with the improvement and development as well as civilization of the Malays. Tumbuk Kalang is a traditional music ensemble originated from Negeri Sembilan and is categorized as a folk game. Maybe many have never heard of its rhythm, but for those who have, it can be considered something entertaining and fun. The music equipment consists of a lesung, antan (beater), rebana and gong. The lesung and antan are made of merbau or halban due to its hard wood and it produces loud sound.
According to the National Education Philosophy (FPN), education should develop individuals’ potentials as a whole and integrated in creating harmonious people in terms of intellectual, spiritual and physical. Students’ involvement in musical activities will preserve the aspects of feelings, creativity, aesthetic values, develop mental intelligence, psychomotor and social values. To meet the aspirations of FPN, music has been made compulsory to all primary school pupils starting from 1983 until now and many secondary schools are also offering traditional music ensemble lesson such as caklempong and gamelan. The preservation of cultural arts will not endure and grow without the supported of the educational systems as parts of the real world needs to be lived by every generation in our country.
Mohd. Nizam Nasrifan, Mohd. Hassan Abdullah*, Zaharul Lailiddin Saidon*
The study was conducted in relation to the teaching of Tumbuk Kalang music ensemble of Negeri Sembilan in formal educational institutions. The importance of continuity and preservation of the music culture through systematic education and in line with technology development is a concern focused in the study. The rapid development of teaching and learning methods and approaches in Malaysia has given equal opportunities in the field of music education including the teaching of the nation's heritage music. Efforts to maintain the nation's cultural heritage in line with today's development demand more systematic methods. However, recognized pedagogical methods to design artistically based lessons are not yet plentiful (Adileh, 2012). For this reason, augmented practice of technology associated to practical pedagogy is necessary (Bowman, 2014; Ruthmann and Hebert, 2012).This includes preparations of knowledge and specific skills related to playing Tumbuk Kalang music ensemble which need to be delivered to new generation so that this can be maintained and preserved.
Teaching of traditional music Ensemble through technology in education
Among the most prominent developments in the field of education, development and use of interactive multimedia materials equipped with navigation features, audio and video support, text and graphics are said to be important tools in assisting students in teaching and learning. The influence of its use is increasingly widespread in teaching and learning (TnL) because of its ability to convey the content of learning music more efficient and attractive. With that, it is the intention of the researchers to use the same approach to introduce Tumbuk Kalangmusic ensemble of Negeri Sembilan by displaying matters related to knowledge and skills such as history, specific terms, instruments, game techniques, songs and others in stages and structured.
The use of interactive multimedia materials in the TnL process in formal institutions is one of the most effective approach to enable students to learn the Tumbuk Kalang music with full senses by reading, listening and seeing, as compared to the traditional methods of transmission. According to Mook Soon Sang (2000), with the used of particular material will allowed teachers to convey their teaching more easily, attractive and effective, while students can understand their lessons more meaningful and conduct their own learning activities or groups.
The TnL materials configured in a form of courseware CDs combined with various components needed for the learning of Negeri Sembilan Tumbuk Kalangmusic ensemble instruments as a whole, such as music, sound, video, animation, text as well as graphics that help to understand the concepts and mastery of relevant skills. Through manipulation of text, colours, animations, graphics, videos and sounds, computer technology is able to maximize the effectiveness of students learning and teachers’ teaching (Tang Keow Ngang, Ghani & Kanesan, 2006).
3. Problems Statement
Art is a branch of culture that is inherited from generations to generations. However, the convergence and cultural inflows which exist from the insistence of an open sky system to some extend has dampen local cultural roots practiced for so long. Today, traditional cultural heritage faces the threat of extinction. Traditional culture covers the practices and ways of living the various races in our country. This includes music, clothing, food, art and others. Civilization of a race can often be seen in its cultural heritage. This cultural heritage should be maintained because of its own identity.
In this context, the art of Tumbuk Kalangmusic ensemble which is closely related to the Malay culture of Negeri Sembilan since decades ago has deteriorated in its appearance. In the pilot study, there were not more than three groups which are still actively performing based on occasions invitations. The decrease in the ensemble performances of Tumbuk Kalang are based on a combination of several current factors which sometimes are beyond the awareness of the community as a whole.
Malaysia's cultural art is increasingly experiencing lameness due to globalisation, which has made us as a race easily conquered by the current modernization. Efforts to build cultured and high personality society should be of particular focus from everyone in the conservation matters of cultural Arts in Malaysia because each of us is the leader of our own levels. Humans are creatures with mind and culture capable of creating any changes. The creative and dynamic nature of human will continue to evolve in improving the quality of life through cultural arts. Hence, the loss of nation treasures as a result of modernizations should be taken as a lesson not to be the reason that destroys the national cultural arts in Malaysia.
The researchers view that the continuity of the Negeri Sembilan Tumbuk Kalangmusic ensemble does not have good future. The lack of interest in young people and adults in this traditional skills is quite alarming. Even
more worrying when there are no young people who can inherit traditional techniques and values related to Tumbuk Kalang arts.
Generally, nowadays, music students in secondary schools or teacher training institutions are well trained and have the skills in musical performances. Their skills are usually focused on the mastery of western musical instruments and some selected Malay traditional ensembles. They have been able to achieve high standards in playing western modern ensemble, but no direct exposure of the small traditional ensemble and ‘fringe’ such as TumbukKalangeven in educational institution in Negeri Sembilan. Although the national education policy has organised traditional music teaching and learning, lacking of a systematic course or programme structure related to TumbukKalangmusic ensemble itself complicates the achievements of those goals.
Studies which involve efforts in the teaching and learning of Negeri Sembilan Tumbuk Kalangmusic ensemble in formal educational institutions is seen as the most basic requirement to preserve the continuation of the Malay music culture. The Tumbuk Kalang arts have also exhibited unique characteristics and privileges of its own in comparison to other Malay music ensemble from the perspective of history, specific terminology, shape appearance, holding techniques, playing techniques and others. Therefore, this knowledge needs to be communicated through effective learning method as well as easy to be use so that its development is in line with students' ability in achieving the required skills.
The strength to realize the teaching and learning in these formal institutions is based on the fact to conserve and maintain the state's cultural heritage, especially Negeri Sembilan, as well as to create cooperative spirit towards improving tolerance, harmony and unity in line with the strengthening of Malaysian self-empowerment. Therefore, the researchers took the initiative to regain the glory and its heritage through the implementation of formal activities held in educational institutions.
4. Purpose and Research Questions
The study aims to examine aspects which can be considered in the process of informal teaching and learning of Negeri Sembilan TumbukKalangmusic which is then structured into a form of teaching materials to be used in formal educational institutions. The study will obtain data on the techniques of playing and expressions as well as local terms used by activists traditionally and integrated with formal educational methods and approaches.
The study indirectly provided some background history of the Tumbuk Kalang music ensemble and investigated evidence of how the ensemble was first used in the Malay music perspectives in Negeri Sembilan. The migration patterns from geographical aspects of Tumbuk Kalang music ensemble were also studied to obtain a clear picture of its evolution as one of the important entertaining music ensemble among the Malay traditional music ensemble in Negeri Sembilan.TumbukKalangmusic ensemble demonstrates its uniqueness from the aspects of history, specific terms, instruments, playing techniques, songs and others.
The data collected was structured into materials for teaching and learning of interactive multimedia on playing Tumbuk Kalangensemblethat to be used in formal educational institutions. The development and evaluation of the materials is seen as the most basic requirement before maintaining the continuity of the Malay musical treasures of cultural heritage. Therefore, this effort is seen as an effective learning method used to deliver knowledge in line with students' ability to achieve the required skills. More specifically the objectives of this study are as follow:
i. to identify the key elements in playing NegeriSembilan TumbukKalang Music ensemble.
ii. to structure the contents and teaching methods of playing NegeriSembilanTumbuk Kalang music ensemble into interactive multimedia form to be used in formal institutions
iii. to receive evaluations from instructional experts in music education on the design of teaching and learning interactive multimedia materials in playing Music ensemble of TumbukKalangNegeriSembilan.
iv. to receive feedback on the suitability of interactive multimedia products as teaching and learning materials for TumbukKalangNegeriSembilanmusic ensemble in formal educational institutions.
Based on the research objective outlined, the proposed study seeks to answer the following questions:
i. What are the key elements in playing NegeriSembilan TumbukKalang Music ensemble?
ii. What are the design of interactive Multimedia learning materials for teaching and learning in playing Music ensemble in formal institutions?
Mohd. Nizam Nasrifan, Mohd. Hassan Abdullah*, Zaharul Lailiddin Saidon*
iii. What is the evaluations from instructional experts in music education on the design of interactive multimedia materials for teaching and learning in playing Music ensemble of TumbukKalangNegeriSembilan?
iv. How far are the suitability of interactive multimedia products as the teaching and learning materials of Negeri Sembilan TumbukKalang Music ensemble in formal educational institutions?
5. Research Methodology
The proposed research aims to construct the teaching and learning in playing TumbukKalang music ensemble, which was only played informally in the community of Negeri Sembilan into formal educational institutions. At early stages, the study collected data and feedback from the active musicians of Tumbuk Kalang about matters related to playing the musical instruments and thus translate the information into a form of structured multimedia interactive teaching materials. Further, the researchers received feedback from music education instructional experts on the developed materials for the purpose of improvement before they were finalised. Finally, the materials were used in a selected school that have co-curricular activities and gathered data on the applicability and suitability of the developed materials as the medium for teaching and learning.
In general, this research involves qualitative and quantitative methods. The qualitative data was collected in Phase 1 involving interview process and library research. The quantitative method is adopted in Phase 3 involving collecting data related to the evaluation of suitability of product by educational experts. Finally, the qualitative method of data collection used through interviews in Phase 4 is an evaluation related to its usability among teachers, coaches and students.
More specifically, Figure 1 shows the flow of methodology in the advocacy studies of playing Negeri Sembilan TumbukKalang Music ensemble in formal institutions.
Phase 1 – Content requirements
Step 1 – Interviews of the active musicians Step 2 – Library research
Step 3 - Transcriptions
Phase 2 – Preparation and Development of interactive multimedia materials Step 4 – Development of Material Concepts
Step 5 – Materials development
Phase 3 – Experts evaluation
Step 6 – Construction of items for experts evaluation Step 7 – Expert evaluation (questionnaire)
Step 8 – Improvement
Phase 4 – Evaluation of usability and suitability Step 9 – Construction of evaluation items
Step 10 – Implementation of materials in formal institutions Step 11 – Administration of interview sessions
Step 12 – Data Analysis Step 13 – Research Report
Figure 1.The methodology flow of development and evaluation of interactive multimedia module for the teaching of NegeriSembilan Tumbuk KalangEnsemble
The research conducted was to explore the usability of the developed interactive instructional materials for learning Tumbuk Kalang music ensemblethat was used by teachers and students in selected school. Before the implementation of materials at the study location, it also received feedbacks and responses by experts in the field of music education technology towards it suitability as the teaching and learning materials.The following are the findings of the study based on the stated research questions.
a. What are the key elements in playing of Negeri Sembilan Tumbuk Kalang music ensemble?
The study has collected data related to techniques of playing and expressions as well as local terms adopted by musicians traditionally and integrated with formal educational methods and approaches.
Based on the procedures of the study outlined in Phase 1, the determination of the key elements in playing NegeriSembilanTumbuk Kalangmusic ensemble which has become the needs for teachers and students to be included in the interactive application.To meet the requirements of data in this aspect, the researchers have conducted:
i. Interviews with activists of Tumbuk Kalangensemble consist of leaders, musicians and singers. ii. Interview with Negeri Sembilan JKKN officer
iii. Newspaper articles iv. Training observations v. Audio material
Findings from the analysis of resources mentioned above, the researchers have identified a number of topics focusing on the mastery of Tumbuk Kalang music playing skill. Based on the justification and needs analysis referred through various sources as mentioned above, several units and key topics have been structured to be include. The structure of units and topics is illustrated in the following table.
Table 1.Selection of units and topics
Units Topics
Unit1 Introduction
Unit2 Tumbuk Kalang Equipments Unit3 Tumbuk Kalang Playing Techniques Unit4 Sri Jelebu Group
Unit5 Songs (Videos, Lyrics and Music Scores)
Unit6 Songs (Audio)
Unit7 Educational elements in the playing of Tumbuk Kalang
Unit8 Info
Based on the predefined topics, the researchers have outlined general learning outcomes for the interactive teaching and learning focusing on the mastery of playing Tumbuk Kalang music ensemble. Generally, interactive teaching and learning can help students to (a) identify the concept of Negeri Sembilan Tumbuk Kalang Music ensemble, (b) identify songs, (c) identify playing techniques and (d) identify the instruments used.
In more detail, smaller subtopics are designed based on main topics which have been identified. For each subtopic, specific learning outcomes are outlined to be achieved at the end of learning. The following table illustrates the division of topics, sub-topics and learning outcomes.
Turkish Journal of Computer and Mathematics Education Vol.12 No.3 (2021), 973-986 Research Article
Table 2.Division of Topics, subtopics and learning outcomes
Topics Sub-topics Learning Outcomes
Unit1: Introduction
1. Know the origins
2. Purpose and playing venues
3. Musicians
1. Identifying the history of Tumbuk KalangEnsemble
2. State the purpose and presentation venue of Tumbuk Kalang
3. Identify musicians and functions of musicians of Tumbuk Kalangensemble
Unit2:
Equipment / Instrumentation
1. Lesung, alu dantepak 2. Rebana
3. Gendang 4. Gong
5. Gereteh(Caklempong) 6. Seruling
1. Name of instruments played in the performance of Tumbuk KalangEnsemble
2. State the function of instruments in ensemble Unit3: Playing techniques and beat 1. KambingBerlaga 2. Membolong 3. Inang 4.Joget
1. Identify playing techniques and rhythm played in Tumbuk Kalang ensemble
2. Play the techniques of playing and beat
Unit4:
Sri Jelebu Group
1. Members 2. Achievements 3. Performances
1. Identify examples of Tumbuk Kalang music ensemble groups who are still active
Unit5: Songs (videos + lyrics + music score) 1. Budu Landai 2. AnakBocek 3. TakTunTun 4. AyamDen Lapeh 5. EmpatDara 6. AsalKapas 7. SiUjang 8. CantikManis 9. Padi 10. KelokSembilan 11. BungaHati 12.JogetAnakDagang 13. MemikatHati 14. MudekArau 15. NeverOn Sunday
1. Identify the performance songs of Tumbuk Kalang ensemble 2. Play songs of Tumbuk Kalang ensemble Unit6: Songs (Audio) 1. Lagu pembukaan 2. AnakBocek 3. TakTunTun CantikManis 4. PisangRondah 5. Lenggang-lenggang 6. Instrumental1 7. Instrumental2 8. InstrumentalJoget 9. MudekArau
1. Identify the performance songs of Tumbuk Kalang ensemble
2. Playing songs of Tumbuk Kalang ensemble
Unit7:
Elements of education in playing Tumbuk Kalang
1. Instill of Values 1. Identify and discuss moral values embedded in Tumbuk Kalangensemble
Unit8:Info 1. Information on production
b. What are the design of interactive Multimedia learning materials for teaching and learning in playing NegeriSembilanTumbuk Kalangmusic ensemble in formal institutions?
The continuously emerging technology offers teachers and students with numerous opportu nities on instructional methods. Similarly, applications for music learning are rapidly growing, and shifting the skills of teaching, learning, and creating music (Rainie & Wellman, 2012; Waldron, 2013). Based on the detailed topics and outlined learning outcomes, an instructional design which is a structured and systematic method or procedure in producing interactive multimedia learning materials for the learning of Negeri SembilanTumbuk Kalang music ensemble is developed. The design is equipped with interactive features to allow two-ways communication among students, teachers and computers to create an active, effective and meaningful learning environment.
The process of instructional design begins by deciding on objectives to be achieved by users after using the application. Then, the process of determining the activities, practices and testing on users while using the instructional design development will also be determined in this phase. Designers also need to ensure that certain information delivery methods are easily understood and suitable to the users. In this phase, various elements – same elements whether from the aspects of content, screen design, exploration system and others are also determined.
Overall, the multimedia material has combined a range of components needed for comprehensive music learning such as music, sound, video, text and stationary graphics and moving graphics in creating fun learning. The followingfigures shows the examples of the developed product design.
Figure 2. Front cover of Interactive multimedia teaching and learning
Mohd. Nizam Nasrifan, Mohd. Hassan Abdullah*, Zaharul Lailiddin Saidon*
Figure 4. Explanation of the lesung anatomy
Figure 5.Learning of playing techniques and beat techniques
Figure 6. Learning of playing techniques and beat techniques
Figure 8. Learning Tumbuk Kalangensemble through videos, lyrics and music scores
Figure 9. Research project Info
c. What are the evaluations from instructional experts in music education on the design of interactive multimedia materials for teaching and learning in playing Music ensemble of TumbukKalangNegeriSembilan?
Evaluation of the design of interactive multimedia materials for teaching and learning in playing Negeri SembilanTumbuk Kalang music ensemble was conducted once it was completed. The test of this course application is aimed to investigate the perceptions of the experts towards the suitability of its use as the teaching and learning materials for heritage Ensemble in formal educational institutions. In particular, a test was conducted on the interactive instructional design developed to validate the suitability of this interactive design as a grouped teaching media to master playing Tumbuk Kalang music ensemble among students of selected school in co-curricular activities. An expert in the field of music technology has been appointed for this purpose by using quantitative approach through questionnaires. Detailed information about the completion of this course is divided into three sections:
i. Part A: Contents of Instructional Design ii. Part B: Instructional Design
iii. Part C: Technical Needs
Table 3.Test Instruments for Interactive Design
Part Item No of questions
Section A: Content of Interactive Design Music theory Content 9
Mohd. Nizam Nasrifan, Mohd. Hassan Abdullah*, Zaharul Lailiddin Saidon* Section B: Instructional Design Content rationale Learning objectives/outcomes Learning activities Self-Test (formative) Post Test (sumative)
6 7 10 5 5 Section C: Technical Needs Language Texts Graphics Audio Visual 11 5 6 6 N = 70
Based on items and sub-items questioned, respondents’ will give feedback by marking (√) in the available spaces:
Level: 5 = Highly suitable
4 = Very suitable
3 = Suitable
2 = Less suitable
1 = Not suitable
The following are the findings of the questionnaire related to the suitability of the interactive multimedia materials for teaching and learning Tumbuk Kalang in formal institution from the perspective of an expert in music education technology.
Part A: Content of Instructional Design
Table 4.Content of Tumbuk Kalang Instructional Interactive Design
Criteria Level
1.1 Content related directly to learning objectives/outcomes
4
1.2 Complete – Provide all the content or learning experience needed to achieve learning objectives/outcomes
4
1.3 Suitable to the characteristics (level of ability and maturity) and student's experience
5
1.4 Relevant to the course needs and target group 3 1.5 Divided into small and continuous learning steps 3
1.6 Presented in a logic sequence 5
Average level = 3.36
The suitability indicated a high level. Indirectly, it was concluded that the content of the materials developed for the teaching and learning of TumbukKalangare suitable to learning outcomes, students’ background and abilities.
Section B: Instructional Design
A questionnaire related to the development of interactive instructional design for teaching and learning of TumbukKalang music ensemble is divided into five 5 sections including testing towards (a) rationales of interactive multimedia content, (b) learning outcomes/objectives, (c) learning activities, and (d) self-test.
Table 5.Rationales for the content of interactive instructional design of Tumbuk Kalang
Criteria Level
1.1 Content review 3
1.2 Teaching and learning target 5 1.3 Instructions (text and symbols) 4
1.4 Preparation of Synopsis 4 1.5 Statement of goals are prepared generally
and in briefly
5
Average Level = 2.72
The purpose of this questionnaire is to determine the needs to prepare materials for trainings offered. The highest level 5, shows the application has fulfilled its target and aims of the interactive instructional design prepared generally and concisely. The overall level for the item referring to the rationales of the content for interactive instructional teaching and learning design for Tumbuk Kalang is 2.72: at a moderate level of indicator showing an effort for improvements need to be conducted.
Table 6.Learning Outcomes/Objectives for the design of Interactive Instructional Music Theory
Criteria Levels
2.1 Consist of instructional learning outcomes/objectives for each learning unit
5
2.2 Outcomes/objectives are written according to the learning hierarchy (from low level to high level)
3
2.3 Outcomes/objectives are written clearly and accurately 5 2.4 Outcomes/objectives have appropriate verbs (can be evaluated and
observed)
4
2.5 Outcomes/objectives consist of domains of cognitive psychomotor and affective
2
2.6 Outcomes/objectives cover the whole content of units 4
Level = 3.40
The purpose of this questionnaire is to identify skills, knowledge attitudes should be achieved or can be demonstrated by the interactive instructional design for teaching and learning of Tumbuk Kalangensemble. Level 5 is shown by items for learning outcomes/objectives for each learning unit and outcomes/objectives are written clearly and accurately. However, items for outcomes/objectives which consist of the domains of cognitive, psychomotor and affective its objectives have a low level of 2.
The overall achievement of levels which evaluates the learning outcomes/objectives of the interactive multimedia teaching and learning materials designed for Tumbuk Kalang music ensemble. The result 3.40 showing its suitability is at high level.
Table 7.Learning Activities
Criteria Level
3.1 Attract students’ attention and motivation 5
3.2 Use various support methods and media to support the instructional materials (examples: discussion, simulation, siding video, Internet sources: E-lectures, OER: Video/YouTube, etc)
2
3.3 Students interact with material 3
3.4 Students interact with other students (face and/or online) 1 3.5 Learning activity runs in accordance with hierarchy learning order 4 3.6 Learning activities contain cognitive, psychomotor and effective domain 3
3.7 Learning instructions are clear 5
3.8 Examples/Learning guides available 4
3.9 There is a summary for every unit to recall 2
Level = 3.20
Testing the suitability of methods and media used can provide understanding to students, triggering a two-way interaction between students and the design of interactive multimedia teaching and learning materials is an important data to be analysed. Based on the table above, tests regarding criteria of students interacting with each other (face-to-face and/or online) are at the lowest level (Level 1). This indicates that these criteria are indeed not built in the design of this teaching materials. As a whole, the learning activity is structured at Level 3.20 which demonstrating a high level of suitability. Testing of the criteria whether the developed materials can attract attention and motivation among students as well as learning instructions are clear shown at the highest Level 5.
Mohd. Nizam Nasrifan, Mohd. Hassan Abdullah*, Zaharul Lailiddin Saidon*
Table 9.Self-Test
Criteria Level
4.1 Available upon completion of certain texts, framework or small unit of learning
1
4.2 Tests consist of knowledge and/or skills of low level and high level 1 4.3 Tests are based on objectives and content of learning in respective
units
1
4.4 Examples of answers are provided 1
4.5 Test instructions are clear 1
Level = 1
The purpose of developing Self-Test (formative) in the teaching and learning materials for Tumbuk Kalang music ensemble is to review students' performances and progress in stages. Overall, the data shown above shows there are no items developed for Self-Test.
Section C: Technical Needs
Questionnaires related to the technical needs of the developed materials for online courses are divided into four sections including testing on (a) language, (b) text (c) graphics and (d) Audio visual.
a) Language
Table 10.Language
Criteria Level
1.1 Clear continues writing style 4.00
1.2 Clear instructions given 4.00
1.3 Ordinary and commonly used words 3.20
1.4 Verbs are in active forms and not in passive form 3.40
1.5 Sentences are short and accurate 3.80
1.6 Paragraphs are simple and straight to the point 4.00
1.7 Numbers are used to show the sequence of steps in certain tasks or process
3.00
1.8 Tone of writing is a supportive and encouraging 3.20
1.9 Terms used are consistent 2.80
1.10 Abbreviation and symbol are clearly defined 3.00
1.11 Spelling and grammar are consistent and accurate 4.00
Level = 3.58
b) Texts
Table 11.Texts
Criteria Level
2.1 Texts are clear to be read 4.00
2.2 Font size 12 for texts 4.00
2.3 Fonts size 18 for headline (bold) 3.20
2.4 Font size 14 for small topics (bold) 3.40
2.5 Use uppercase if titles are less than 4 words 3.80
c) Visual
Table 12. Visual
Criteria Level
3.1 Easy and not densed 3.40
3.2 Suitable position 3.40
3.3 Balanced (formal or informal) 3.20
3.4 Contrast exists between subject and background (if there is colour) 3.40 3.5 Use of colors (recommended not more than 4 colors) 3.80 3.6 Colors are used to explain concepts (if there is colour) 3.40
Level = 3.52
d) Audio
Table 13.Audio
Criteria Level
4.1 Clear audio 3.40
4.2 Suitable sound/music effects 3.40
4.3 Suitability of synchronization between audio and visual 3.20
4.4 Clear static visuals 3.40
4.5 Animations can explain concepts 3.80
4.6 Visual Geral (video) can explain concepts 3.40
Level = 3.52
Based on the average score above, the overall testing of technical needs involving language performance (3.58), text (3.72), visual (3.52) and Audio (3.80) in the Theory of Interactive Instructional of Music are at a high level of suitability.
7. Conclusion
Overall, the findings related to the use of multimedia interactive materials for the teaching and learning of TumbukKalang among school students are very positive. This can be seen from the mean score stated on a 'high' classification based on indicators with the suitability of content (3.36), design of teaching (3.34) and technical needs (3.80).
The findings confirmed that the development in technology enables the improvement of pedagogical trusted by some parties can revolutionize the traditional teaching and learning methods (Persin, 2002; Smith & Woody, 2000). Consequently, designing interactive digital interactive learning with the blend of numerous multimedia elements such as sound, video, text, graphics and animation looks essential to evoke the amusing aspect of learning (Nasrifan & Rahim, 2019). The researchers have discovered that the experts and students inveterate that the teaching and learning materials had offered an alternative to the conventional learning methods. However, the data also determines that there is a need to provide further emphasis on focusing on the cognitive, psychomotor and effective domain. This article is written based on the Fundamental Research (FRGS), Code: 2016-0079-108-02 (FRGS/1/2016/WAB04/UPSI/02/1), entitled: Documenting and Advocating Tumbuk Kalang Ensemble for Sustainability and Heritage funded by the Ministry of Education Malaysia.
8. Acknowledgment
Article is written based on the Fundamental Research Results (FRGS), Code: 2016-0079-108-02 (FRGS/1/2016/WAB04/UPSI/02/1), Entitled: Documenting and Advocating Tumbuk Kalang Ensemble for Sustainability and Heritage funded by the Ministry of Education Malaysia.
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Mohd. Nizam Nasrifan, Mohd. Hassan Abdullah*, Zaharul Lailiddin Saidon*
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