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F
deed at SMP N 19 Pontanak, in the learning process in class it turns
out that it doesn't always go according to what the researchers want,
it doesn't run smoothly, one might even say
find a drop. There are many things that cause the process of learning activities to
be low, it is due to the lack of interest in student learning in the art of music
subject. This could be due to the non-optimality of the teacher in the delivery of
learning.
One of the indicators of ineffectiveness or failure of music learning activities is
that students do not understand the material presented by the teacher. Most likely
this happened because of the low level of seriousness and active learning of
students in the subject of music so that they could not accept and digest the
material presented. Because of the lack of concentration, it also results in the
behavior of students in class becoming passive, inactive, and even apathetic.
Seriosa song is a unique type of song where as a type of song that is taken
seriously and has its own prestige. Song uniqueness
seriosa which is seriosa song is a classic 1 agu category
ori l and has
there are many challenges that are not easy in singing the seriosa song correctly.
Singing seriosa songs has a special singing technique, namely the Bel Canto
technique. Bel Canto is a singing technique that prioritizes the beauty of sound by
demonstrating it in a high register (Seoharto, 1982:113).
The reason for the researcher to apply the seriosa song in this study is because the
researcher can sing the seriosa song and the researcher also knows a little about
the techniques and theory of singing the seriosa song. From this, the researcher
emphasizes that the reason researchers use Seriosa songs as teaching materials in
the research process is that researchers will find it easier or more comfortable to
convey material in research.
The sub-problems in this study are how to apply the active, creative,
effective, and fun learning model (PAKEM) in the subject of music arts in singing
seriosa songs at SMP N 19 Pontianak and what learning outcomes are achieved
after implementing an active, creative, learning model. effective, and fun
(PAKEM) in the art of music subject in singing seriosa songs at SMP N 19
Pontianak. The general objective of this research is to clearly know about the
application of the active, creative, effective, and fun learning model (PAKEM) in
music arts subjects in singing seriosa songs and to find out the learning outcomes
achieved, after implementing the active, creative, learning model. effective,
Active learning is a learning that invites students to learn actively.
Students learn actively, they dominate learning activities. With this they actively
use their brains, both to find main ideas from lecture material, solve problems, or
apply what they just learned to a problem that exists in real life. With active
learning,
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students are invited to participate in all learning processes, not only mentally but
also physically involved. In this way students will usually feel a more pleasant
atmosphere so that learning outcomes can be maximized. Passive students, or only
receive from the teacher, have a tendency to quickly forget what has been given.
Effective learning is a learning that allows students to learn specific skills,
knowledge, and asking attitudes that make students happy (Dick & Reiser in
Sobry, 2013: 173). So effective learning makes it easier for students to learn
something useful, such as facts, skills, values, concepts, ways of living in
harmony with others, or something the desired learning outcomes are.
Furthermore, (Zaini, 2008: 56) explains that effective educators/teachers have
clear expectations about what students have to achieve and convey those
expectations to them. One way of delivery is to discuss and explain it with
students before, during, and after learning is carried out. The analytical terms used
here will concern the clarity of which subject matter is immediately remembered,
The definition of seriosa actually only concerns the technique of
expressing a song seriously (Andi, 1983:44). This is regardless of the shape or
pattern of the structure of the song. Seriosa singers must be able to express the
song seriously and interpret or interpret the intent and purpose of the song's theme
appropriately or at least be able to approach the wishes of the songwriter. In
addition, seriosa singers must be able to immerse themselves in the song. In fact, a
seriosa singer must be able to act as the subject of the song. Seriosa singer vocal
techniques must be perfect or mastered in an established manner. Improvising
song sentences with various ornamentations must be able to develop properly.
Breathing technique, division of phrasering is really done seriously. Besides that,
Seriosa singers must be able to form good vibrations. The expression that must be
displayed is a natural expression so that it blends with the song being sung.
METHOD
This research method is descriptive qualitative research, namely an attempt
to explain in detail with systematic, factual and accurate analysis of the facts of
the object under study (Nawawi, 1997:70). Therefore, the researcher wants to try
to describe and analyze the increase in learning interest of class IX students at
SMP Negeri 19 Pontianak in learning to sing seriosa songs using the standard
learning model. The form of research that will be used in this study includes the
type of Classroom Action Research (CAR). This research is a Classroom Action
Research (CAR) using the PAKEM model, the implementation of which is carried
out in the form of cycles, consisting of four components, namely: (1) planning, (2)
action, (3) observation, and (4) reflection.
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a. Planning
At this stage the writer determines the learning scenario in accordance with
the Learning Implementation Plan (RPP) based on the syllabus of music arts basic
competence "Understanding vocal techniques in singing songs in unison".
1) Prepare a set of questions, for pretest and posttest in cycle I and cycle II.
2) Develop an observation or observation format in the form of a student
questionnaire, which contains statements that can be answered by ticking in
columns S (agree), SS (strongly agree), TS (disagree), STS (strongly
disagree). This format is to find out how far students are interested in music
art subjects before learning is presented.
3) Compile a format of observation or observation of student activities in
learning or action which is filled in by the author and fellow teachers of the
same type as observers.
4) Make daily journals or notes in the field to find out what is needed in the
learning process regarding student responses, attitudes, interests and behavior
in class, and record them in the journal.
5) List of student attendance, list of pretest and posttest scores.
b. Implementation / Action
At the stage of implementation or action, continuously and sequentially the
author takes the following actions:
a) Do a pretest by including questions about the art of music in accordance with
the Learning Implementation Plan (RPP).
b) Carry out face-to-face learning programs, in accordance with the Learning
Implementation Plan (RPP) which begins with "apperception" in the form of
initial refreshment statements. This is in an effort to motivate students to grow
and increase students' interest in learning the art of music using the PAKEM
learning model.
c) Observers or research observers are writers and fellow teachers of the same
type, make observations according to the observation format that has been
prepared and record important things in daily journals during learning.
d) Give a questionnaire sheet (questionnaire) to each student.
e) Carry out the post-test at the third meeting in cycle I, and the third meeting in
cycle 2.
c. Observation
At this stage, the author and fellow teachers of the same type act as
observers making observations or observations, using the observation format, and
collecting action data. Observations were made to find out to what extent students'
interest, attention, and response to learning the art of music using the PAKEM
model of learning began with the author's efforts to motivate students in an effort
to develop an interest in learning the art of music.
d. Reflection
In the reflection stage, after concluding the learning material about singing
seriosa songs, the researcher evaluates the actions that have been taken
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carried out, by holding meetings to discuss evaluations of scenarios of learning

process activities, learning outcomes tests and evaluation of action results. Trying
to find weaknesses and deficiencies in the implementation process in the first
cycle, followed by efforts to improve the implementation of actions according to
the results of the evaluation of actions and learning outcomes, to be used as a
reference for compiling the stages of the next cycle. Evaluation of actions in order
to look for strengths, weaknesses and weaknesses in cycle I activities.

RESEARCH RESULTS AND DISCUSSION

A. Research result
Based on the results of the research that has been carried out by
researchers from the learning process, the teacher gives an assessment which has
previously been carried out by the training process by students, then the
assessment has been adjusted to the material from Basic Competence (KD). In the
teacher's expression material, the creativity assessment is included in the Learning
Planning Plan (RPP). In this lesson, the final evaluation value is obtained from the
results of students' creativity in understanding the material provided by the
teacher. In the following, the scores of class IX A students in participating in
learning the art of music will be presented. From 35 students in class IX A, an
average score of 74.40 can be obtained. These results indicate that class IX A
students score below the Minimum Completeness Criteria (KKM), which is 75.
This indicates that class IX A students have not mastered the material provided by
the teacher both in theory and in practice. The assessment criteria can be described
as follows.
1. Ability and courage to present the results of creativity in front of the class.
2. Ability to explore vocal techniques (breathing, articulation, and Bel canto)
3. Ability to adapt to the group.
4. The ability to explore in using vocal techniques.
Based on the findings of the researchers on the observation on January 2,
2014, that the researchers found the assessment used was a creative product of
student learning outcomes that had been adjusted to Competency Standards (SK)
and Basic Competency (KD). In addition, the assessment is also based on
indicators from several meetings so that the learning objectives are achieved
properly.
In learning the art of music at SMPN 19 Pontianak the visible learning
outcomes are seen in the Belcanto vocal technique. This is shown in the ability of
students to present simple performances in front of the class witnessed by their
friends.
Based on the results of the analysis at the first meeting conducted by the
researcher, namely at the beginning of the meeting the researcher as a teacher in
the field of arts and culture only used the lecture method in conveying
appreciation activities, namely by playing foreign music to students. After that,
the teacher gives the opportunity to students who want to submit
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questions from what students listen to then the teacher answers and explains the
questions posed by students.
From the results of observations made by researchers, it is that arts and
culture teachers always get closer to students by always communicating and
interacting so that students still feel happy with the material provided, thus
familiarity will be established between teachers and students.
In addition, the teacher also tries to explore the potential of students in
knowledge of the art of music, namely students are given the opportunity to
discuss and work together with group mates in finding things that support which
will later be used as a basis for group work. At this first meeting is the basis for
the teacher in conveying the material that will be given to students so that later
students will know and carry out the objectives of the first meeting.
At this second meeting, students were given the opportunity to work
together with their group mates in making creativity from the task the researcher
had given, namely exploring the song Tanah Airku. The action taken by the
researcher as an art and culture teacher is to monitor the development of students
in being creative in each group. In addition to supervising, the teacher also tries to
convince students to keep trying and have seriousness in carrying out group
exercises. In the action analysis the researcher tries as much as possible to be able
to help students, namely interacting as closely as possible and convincing students
that they can practice.
At this meeting the researcher carried out the process of taking scores
because previously the first and second meetings had been carried out. In taking
scores, the researcher who doubles as a teacher gives all groups the opportunity to
adjust to the group so that they are better prepared and more compact in singing
the song that is being sampled, namely the song Tanah Airku, so that students will
be more accustomed to practice. After the preparation process then the teacher
takes the value.
In the process of analysis, the researcher emphasizes more on the
cognitive, affective, and psychomotor aspects of students. The process of taking
values and evaluation is the end of the second meeting
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In the evaluation process, the stage taken is to look back from the process
of the first meeting to the second meeting, namely in observing students following
the teaching and learning process. This has been illustrated in the goals to be
achieved by arts and culture teachers from SK (Competency Standards) and KD
(Basic Competency). Every time the process takes place, the teacher must create
an atmosphere that is as comfortable as possible for students but still has a
background from the PAKEM principles, namely how to make students active,
creative, effective and fun through a process of interaction, communication and
reflection between the teacher and students.
From the results of observations made by researchers, the teacher always
tries to provide understanding to students by getting closer so that the results of
the meeting from the material provided will be liked by students and later in the
next material students will be more enthusiastic about participating in the learning
process.

B. Implementation Discussion
1. Cycle 1
Based on the results of the analysis at the first meeting conducted by the
researcher, namely at the beginning of the meeting the researcher as a teacher in
the field of arts and culture only used the lecture method in conveying
appreciation activities, namely by playing foreign music to students. After that,
the teacher gives the opportunity to students who want to ask questions from what
students listen to, then the teacher answers and explains the questions posed by
students.
From the results of observations made by researchers, it is that arts and
culture teachers always get closer to students by always communicating and
interacting so that students still feel happy with the material provided, thus
familiarity will be established between teachers and students.
In addition, the teacher also tries to explore the potential of students in
knowledge of the art of music, namely students are given the opportunity to
discuss and work together with group mates in finding things that support which
will later be used as a basis for group work. At this first meeting is the basis for
the teacher in conveying the material that will be given to students so that later
students will know and carry out the objectives of the first meeting.
From the results of observations at the first meeting it was explained how
the learning took place and all of this was described in the lesson plan (RPP),
namely giving an appreciation in advance about the art of music, either through
video shows, CDs and others. In order to explore the basic potential possessed by
students, students are then given the opportunity to discuss and work together in
determining what themes are appropriate to use in exploring motion (observation
29 January 2013). From the explanation above it can be described in the chart as
follows.
 The pattern above is an explanation of the design of a music art learning
model with the PAKEM principles which are then applied by arts and culture
teachers. From the results of the analysis conducted by the researchers, it was
found that the PAKEM principle was in a learning design. Learning like this will
be very helpful for both students and teachers so that the teaching and learning
process will be more focused.

2. Cycle 2
In this second cycle, students are given the opportunity to work together with
their group mates in making creativity from the task the researcher has given,
namely exploring the song Tanah Airku. The action taken by the researcher as an
art and culture teacher is to monitor the development of students in being creative
in each group. In addition to supervising, the teacher also tries to convince
students to keep trying and have seriousness in carrying out group exercises. In
the action analysis the researcher tries as much as possible to be able to help
students, namely interacting as closely as possible and convincing students that
they can practice.
In this cycle the researcher carried out the process of taking scores because
previously the first and second meetings had been carried out. In taking scores, the
researcher who doubles as a teacher gives the opportunity in advance to all groups
to adjust to the group so that they are better prepared and more compact in singing
the songs that are sampled.
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namely the song Tanah Airku, so students will be more accustomed to acting.
After the preparation process then the teacher takes the value.

The pattern above is an explanation of the design of a music art learning

model with the PAKEM principles which are then applied by arts and culture
teachers. This process will later be able to produce products from students'
creativity in expression. In the learning process at the second meeting, the teacher
is only a motivator and facilitator who will direct them to be more focused on
practice.
After carrying out the process above, the researcher immediately carried
out the process
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The pattern above is an explanation of the design of a music art learning

model with the PAKEM principles which are then applied by arts and culture
teachers. The learning process like this is the appearance of the results of student
creativity from the first, second and third meetings. After students display the
results of their creativity, then the teacher gives an evaluation as a result of the
learning process that has been implemented. The purpose of the learning to be
achieved is so that students can appreciate and express themselves through the art
of music which in the end achieves learning indicators at each meeting.
b) Evaluation of Learning Outcomes of Music Art with PAKEM Principles at
SMPN 19 Pontianak
In the evaluation process, the stage taken is to look back from the process
of the first meeting to the second meeting, namely in observing students following
the teaching and learning process. This has been illustrated in the goals to be
achieved by arts and culture teachers from SK (Competency Standards) and KD
(Basic Competency). Every time the process takes place, the teacher must create
an atmosphere that is as comfortable as possible for students but still has a
background from the PAKEM principles, namely how to make students active,
creative, effective and fun through a process of interaction, communication and
reflection between the teacher and students.
From the results of observations made by researchers, the teacher always
tries to provide understanding to students by getting closer to d so that the resultse
of the meeting from the material provided will be liked by students and later in the n
next material students will be more enthusiastic about participating in the learning
process.