THE DEVELOPMENT OF A MUSIC LEARNING MANAGEMENT MODEL TO CREATE SELF-DIRECTED LEARNING BEHAVIORS AMONG UPPER SECONDARY STUDENTS IN DEMONSTRATION SCHOOLS UNDER AUTONOMOUS STATE UNIVERSITIES

Abstract

This research article forms part of a research and development study entitled "The Development of a Music Learning Management Model for Create Self-Directed Learning Behavior among Upper Secondary Students in Demonstration Schools Under Autonomous State Universities." The objectives were to 1) Examine the problematic conditions and needs, and 2) Develop an appropriate model, applying Knowles' concept of self-direction in conjunction with Vygotsky's Zone of Proximal Development theory. The research was conducted in two phases. In Phase 1, the population and sample consisted of 7 school administrators, 7 music teachers, and 368 upper secondary students. The research instruments were a five-point rating scale questionnaire (IOC = 0.67 - 1.00, = 0.92) and semi-structured in-depth interviews with 3 experts, to synthesize the model's underlying principles. In Phase 2, the model was developed and evaluated for quality through a focus group discussion with 5 experts, and an appropriateness evaluation form. The data were analyzed using mean, standard deviation, the modified Priority Needs Index (PNI modified), and content analysis. The findings revealed that learners lacked autonomy in their learning, while the needs of all groups converged on promoting this behavior. Administrators showed the highest need for a self-directed learning planning policy (PNI = 1.240), teachers needed learners to seek knowledge sources and take notes (PNI = 0.550), and students needed self-assessment for development (PNI = 0.127). The developed model comprises a preparation stage and six main steps, namely: 1) Diagnose Needs, 2) Set Goals, 3) Plans, 4) Execute, 5) Standard Measurement, and 6) Reflective Communication. The experts unanimously rated the model's appropriateness at the highest level ( = 4.50 - 4.65, S.D. = 0.20 - 0.40). The recommendations are that class schedules be adjusted to facilitate individual consultation, that teachers be developed in employing learner analysis tools, and that reflective thinking be continuously promoted toward developing lifelong learners.