The effect of the blended learning-based Sariswara training model on improving elementary school teachers: Music arts competencies

Abstract

The average music competency of primary school teachers makes it necessary to develop innovative and effective training model. This study was conducted to understand the effect of Sariswara training model based blended learning in increasing pedagogical and professional competencies of teachers. The method used in the study is quantitative approach in form of quasi-experimental non-equivalent control group pretest posttest design with 40 teachers that were selected purposively in the study and divided into 20 teachers experimental and 20 teachers control group. The data was gathered using pedagogical and professional competence tests and questionnaires related to the perceptions, engagement and satisfaction of the participants. Prerequisite tests, paired-sample t-tests, and MANOVA were used for data analysis. The results revealed that the training model had a significant effect on the pedagogical competence improvement and professional competence improvement (F=116.533; p=0.000 and F= 4.610; p=0.038, respectively). Data analysis involved prerequisite testing, paired-sample t-tests, and MANOVA. The results indicate that the training model significantly influenced improvements in pedagogical competence (F=116.533; p=0.000) and professional competence (F=4.610; p=0.038). The experimental group showed an increase in pedagogical competence from a mean of 61.62 to 76.30 and in professional competence from 50.37 to 91.75, whereas the control group showed only minor improvements. Effect size analysis confirmed the model's contribution of 75.4% to pedagogical competence (very large effect) and 10.8% to professional competence (moderate effect). In conclusion, the blended learning-based Sariswara training model proved effective and is recommended as a strategic approach to enhancing the music competence of primary school teachers.