A Model for Teaching International Music Based on the Flipped Classroom Concept: Integrating Systems Thinking, Practical Skills, and Innovation

Abstract

Background and Aims: Amid global changes, educational models have been continuously developed and adapted to learners’ behaviors and environments to maximize learning effectiveness. This study aimed to (1) compare students’ learning achievement before and after the implementation of the model, (2) examine students’ performance skills in Western music after learning through the model, (3) investigate students’ innovation abilities, and (4) explore students’ opinions toward the model.

Methodology: The sample consisted of 35 Grade 11 students enrolled in a Western music course during the second semester of the 2023 academic year, selected through purposive sampling. Research instruments included a learning management model, a model manual, six lesson plans, an achievement test, performance skill evaluation forms, innovation ability assessments, and a student opinion questionnaire. Data were analyzed using mean, standard deviation, dependent t-test, and content analysis.

Results: Findings revealed that (1) students’ learning achievement after applying the model was significantly higher than before at the .05 level, (2) students’ Western music performance skills were at a very high level, (3) students’ innovation abilities were also at a very high level, and (4) students’ overall opinions toward the learning model were highly positive.

Conclusion: The developed learning management model, integrating system-based higher-order thinking with performance skill development under the flipped classroom concept, was proven effective in enhancing students’ academic achievement, practical music performance, and innovation ability, while also receiving favorable feedback from learners.