Abstract
The purpose of this study is to develop a valid, practical, and effective of AMKA to enhance the musical intelligence of fourth-grade elementary school students. The research employed the Plomp development model (preliminary investigation, design, assessment, and implementation). Subject of this study were 116 students in four elementary schools in the Ex-Residency of Semarang, Indonesia. Data collection techniques included interviews, observations, questionnaires, and a musical intelligence test. AMKA was developed based on theoretical foundations related to musical intelligence, user characteristics, and music education content for Grade 4. The validation results indicated that AMKA falls into the “highly valid” category, with an average validity score (passing grade) from experts I and II of 3.64. Practicality testing by teachers showed that AMKA was “highly practical,” with a score of 98%, while students rated it as “practical,” with a score of 88%. The implementation of AMKA across all participating schools demonstrated its effectiveness in improving students’ musical intelligence. The average significance value was 0.000 < 0.05. The average improvement was categorized as “moderate,” with an N-gain interpretation score of 0.6. AMKA can serve as an alternative tool to foster student-centered learning, promote active engagement, enhance creativity, and integrate modern technology in music education.
Keywords: Application, Elementary School, Musical Intelligence, Musical Test.