172 Weak of Effects of Music Education in The Establishment of Characters Herwin Yogo Wicaksono Department of Music Education, Faculty Languages and Arts, Universitas Negeri Yogyakarta, Indonesia Submitted: March 19, 2019. Revised: May 6, 2019. Accepted: June 29, 2019 Abstract This study discusses the absence of significant influence from music education in shaping an individual’s character. Character education itself is an education that discusses the mental and moral qualities that are unique to an individual. Ki Hajar Dewantara views music education as having the power to help Indonesian people realize a better inner and outer life, and the nature of the art of music itself is actually order and beauty. The purpose of this study is to reveal the weak influence of music education on the formation of an individual’s character. The behaviour of students and lecturers in the Department of Music Education FBS UNY was observed continu- ously for approximately six months. To strengthen the data, interviews were conducted face to face. The results showed that most students and lecturers who had long struggled and involved in the music field were weak in terms of discipline, social care and socializing order, and beauty. This can be seen from the behaviour of students and lecturers in carrying out daily activities, especially musical activities. Keywords: Education; Character; Music How to Cite: Wicaksono, H. Y. (2019). Weak of Effects of Music Education in The Establishment of Characters. Harmonia: Journal of Arts Research And Education, 19(2), 172-178. Harmonia: Journal of Arts Research and Education 19 (2) (2019), 172-178 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: http://dx.doi.org/10.15294/harmonia.v19i2.23623 is transferring these common values that hold the society together through genera- tions. The most fundamental goal of edu- cation which is defined as the process of creating the desired and positive behavior change in individuals is to teach common sense and awareness to individuals. Becau- se, in order to maintain a healthy society and for mana- ging social problems some certain values must be transferred through generations. In this study, with a descripti- ve method based on the screening model, both values educa- tion and music educati- on which fulfill this function of education, were examined in terms of their influences to each other and to the transmission of the INTRODUCTION All the elements that make up a com- munity such as a language, religion, his- tory, art, customs, traditions, and norms reflect the culture of that community. This cultural structure varies by community. In other words, every community has the same cultural values carried over from the past (Nart, 2017) religion, history, art, cus- toms, traditions, norms and etc. reflects the culture of that community. This cultu- ral structure varies in each community. In other words, each society has common cul- tural values brought from the past. One of the goals to be achieved through education Corresponding author: E-mail: herwin_yw@uny.ac.id p-ISSN 2541-1683|e-ISSN 2541-2426 Herwin Yogo Wicaksono, Weak of Effects of Music Education in The Establishment of 173 cultural values. Be- cause, the most impor- tant function of both values education and music education, is the positive shaping of an individual’s character and therefore social life, through the trans- mission of common cultural values. In conclusion, it is thought that music/music educa- tion is an effective method and tool in the instil- ling of values. Similarly, in values educati- on, the use of appropriate songs will assist in the instilling of values. Also, through col- lective musical activities children will be able to acquire social and human values (tolerance, sharing, responsibility, friend- ship, patience, equality, etc.. Likewise, the formation of character, which is so varied in each community, especially in each in- dividual. The formation of character becomes so important, especially in the modern era and this technological era, where the be- haviour of individual experiences a lot of changes. These changes include a lack of communication, mutual respect, and mu- tual respect so that a sense of solidarity, to- getherness, and friendship become faded. At present, most people are closer to various types of screens, TV screens, mo- bile phone screens, and computer screens. This condition makes the majority of mo- dern society tend to be individuals who pay less attention to the surrounding en- vironment; they do more activities in front of the screen (Ngafifi, 2014). On the other hand, selfishness, ignorance, aggression, and destructive are dominant in today’s society. These conditions indicate an unfavo- rable impact on character formation. In ad- dition, this can be said as a phenomenon of moral crisis. Rachmawati (2010) explains that the phenomenon of moral crisis in In- donesia has increased quite rapidly over the past 20 years. Many experts believe that crisis is an indicator of failure in character and spiritual education. However, other studies reveal that there is education that can shape the character of an individual to be positive, namely music education. Music education is an education that instills various values of goodness, such as discipline, togetherness, social, and mutual respect. Besides, music education also provides a sense of beauty for people who are involved in musical activities. The existence of the inculcation of these virtues from music education for one’s life, it can be said that music education can develop the character of people involved in musical activities. Music as a school subject fulfills ob- jectives related to values and values edu- cation more widely in the society by sup- porting interpersonal relations, creating social cohesion, and laying the foundation for creating and reviving and maintaining the notion of tradition (Muldma & Kiilu, 2012). Regarding music as a subject the school fulfills goals related to values and education of broader values in society, further Muldma & Kiilu (2012) explained that music education allows the deve- lopment of socio-cultural skills in pupils through different musical activities. This is in line with the results of pre- vious studies conducted by So Yin (2012), who concluded that music is often used by its advocates as a vehicle to promote po- sitive changes in students, academically, emotionally, and socially. The phrase is reinforced by the re- sults of research conducted by Hallam (2010), who expressed the impact of musi- cal skills on language. This impact is deve- lopment, literacy, numeracy, measures of intelligence, general attainment, creativity, excellent motor coordination, concentrati- on, self-confidence, emotional sensitivity, social skills, teamwork, self-discipline, and relaxation. The research findings prove that music can influence the development of a person’s character involved in musical activities. Therefore, many studies that examine the formation of the character using music as a medium for the formati- on of these characters, especially in early childhood, kindergarten, and elementary school level. The inculcation of values through music education is deemed necessary from an early age. It is said so because, in Harmonia: Journal of Arts Research and Education 19 (1) (2019): 172-178174 music education, character plays an im- portant role as a determinant of learning success. Character is not only what is writ- ten in the curriculum, but is more about students’ attitudes in playing music such as responsibility in what they learn, desi- re to always practice, willingness, interest, readiness, energetic and creative (Sutawi, 2018, p.200). Ki Hajar Dewantara views music education as an education that has the po- wer to help Indonesian people in realizing a better life and mind. Meanwhile, the na- ture of music itself is actually order and beauty (Wiratman, 2019). Therefore, it is necessary to form and instill good and po- sitive characters through music education, so that individuals who have good creati- vity, taste, and intention can be realized. In line with this, Rachmawati (2010) explains that music, as one of the aesthe- tic creations, is believed to be able to make a positive contribution to the process of character formation. Meanwhile, charac- ter education itself is a planned effort to make students know, care, and internalize values so that students behave as human beings (Haryanto, 2011). Students who are involved in a mu- sical activity, are not only embedded in cognitive, motor, and affective abilities, but also are embedded in a social sense through cooperative music activities (Djo- han, 2009). For example, in a music en- semble game, students who are involved in music activities will form social sense. It is not only the social sense that is formed, but also sensitivity, creativity, and respect (Sutawi, 2018). In addition, in music activi- ties, there is no element of selfishness and still must cooperate with other children as accompanists (Djohan, 2009). In this expression, it appears that students who need to have the nature of respect and res- pect for one another (with musical accom- paniment). With the results of research that have been described related to music education that can shape the character of an indivi- dual, it can be said that music education is a medium to build the character of stu- dents and individual characters involved in it (Sutawi, 2018). However, based on field studies con- ducted by observing individual behavior both students and lecturers, this tends to have a character that is contrary to what has been explained from the results of this study. Though the results of research that explain that an individual who studies music should have a better character, both in terms of discipline, social sensitivity, togetherness, and mutual respect. This be- comes an interesting problem for further study, and this is a case. What causes the formation of good characters in individu- als who have studied and been involved in musical activities for such a long time. METHOD The case study approach is used in examining the problems in this study. Use case studies, because there are important things from the cases studied, namely the behavior of individuals who have studied the art of music for a long period of time, but does not sufficiently influence the values of character education formed in the person. This case can be said to be a phenomenon both of an individual and a group of individuals (Gerring, 2007; Han- cock, et al., 2006), and is a ”system bound” by time and place. This was confirmed by (Creswell, 2014), who explained that a phenomenon was tested in several bound systems. Furthermore, Creswell (2014) ex- plains that a case study design can help re- searchers understand how a case functions in a real-life context. The case referred to in this study is the absence of significant in- fluence from the group of individuals who have studied music for a certain period of time to change and character formation. This condition is not in line with the findings of previous studies. One of the re- search findings is produced by (Lee, 2016) that when musical activities are combined with character development, children are better equipped to proactively address problems in their daily lives. These fin- Herwin Yogo Wicaksono, Weak of Effects of Music Education in The Establishment of 175 dings indicate that the presence of music activities can make children better in over- coming problems in their daily lives. So, it is clear that music activities can shape children’s characters to be better in sol- ving problems that arise around them. There are many more research findings that show that music education can shape and develop the character of an individual, and this will be discussed in another part of this research. The data that has been revealed rela- ted to the weak influence of music educa- tion on the individual character education of students in the Department of Music Arts Education, FBS UNY, was collected through observation in a certain period of time continuously. Passive participatory observation is carried out both when lec- turers and students are active in musical activities, as well as in daily activities un- dertaken, such as teaching, learning, and socializing. The observational data, strengthened by data obtained through interviews con- ducted face to face, both to 4 students and 2 lecturers. Interviews are conducted using unstructured types because they can be done more freely and do not use interview guidelines systematically. In addition, respondents were chosen purposively be- cause of the characteristics that are typical of these respondents, and adjusted to the purpose of the study (Anggito, 2018). The data that has been collected is obtained for six months (July-December 2017). In this case study research, data were analyzed using an interactive model of Miles, et al. (2014) by the steps of collec- ting data, reducing data, display data, and making conclusions. RESULT AND DISCUSSION The results of the study described below are related to student and lecturer activities in music processing and daily ac- tivities related to their influence on charac- ter formation. In their daily life, students and lec- turers in the Department of Music Educa- tion FBS UNY are inseparable from their musical activities, both in theory and in practice. In doing musical activities, some- times lecturers and students collaborate on a musical performance. To preparing, regular practice is nee- ded. In the process of this exercise, there are still many character values that seem invisible to the respondents. The charac- ter values in question include discipline, mutual respect, and caring for both caring for oneself and caring for the environment and others. This is evidenced by the obser- vations made continuously during music practice. In addition, it was strengthened by an interview conducted with one of the students (Irn) who took part in the exerci- se, who said that it was difficult to be able to practice on time. This shows the lack of discipline as- pects in determining the time to practice music. Not only is the lack of discipline in terms of time, but there are still many stu- dents who lack discipline in reading mu- sic scores. Most of the students still focus only on the notes found in the score. Me- anwhile, other musical signs such as tem- po, dynamic signs, expression signs, key signs, and time signature are not heeded and implemented well into his musical playing. This condition can be seen from the results of interviews with students (Bm and Ar) in the guitar class as follows. “I still have difficulty reading the notation ... so I concentrate on the notes” (Bm). “If I play music, I immediately learn the me- lody of the song, and this I always do, becau- se I want to be able to play music quickly ” (Ar). Based on the results of the two inter- views, it can be said that not all individu- als who study and explore music have a good level of discipline. In fact, in the re- search conducted by Rachmawati (2010), it is said that music as one of the aesthe- tic creations is believed to be able to make a positive contribution to the process of character formation. Accordingly, based Harmonia: Journal of Arts Research and Education 19 (1) (2019): 172-178176 on the findings, the results of his research, Rachmawati (2010) recommend that music as a medium can build the foundation of positive and noble characters. In line with research conducted by Rachmawati (2010), Sutawi (2018) explains the findings of his research on the influen- ce of music education. Music education can form characters, that is, characters that can be formed through music education in schools. There are three flavors, namely, taste (sensitivity), creativity, and respect. However, this opinion is not in line with the findings in this study, as seen in the fol- lowing interview with Lr and In. “In playing music, I don’t practice routine- ly” (Lr). “I am not interested in joining other friends to play music” (In). Both of the interview results showed, first, an undisciplined attitude in learning music. It is said so because in learning mu- sic, it takes time alone to practice in order to improve skills in playing musical instru- ments or singing. Meanwhile, the results of the second interview showed that In had less inter- est in socializing with friends. Especially friends outside the Department of music education. This is further known as the reason for In’s lack of interest in sociali- zing as seen in the results of the following interview. “my friends out there don’t understand, if playing music takes time to practice and pre- pare, so I tend to be reluctant to play with them.” (In). From the interview results it can be seen that In’s lack of interest in socializing with friends outside the Department of Music Education is due to the ignorance of these friends towards attitudes in lear- ning music. However, this shows a slight attitude of not wanting to hang out with other friends besides friends from the Mu- sic Education Department itself. This condition is also seen when there are other activities outside of music, such as social services, scientific meetings held by the faculty; in fact, student repre- sentatives from the Department of Music Education have never participated in these activities. This shows a weakness in socia- lizing, and the situation is contrary to what is expressed by Djohan (2009) that music influences as a tool to enhance and foster personal and social development. Furthermore, Djohan (2009) said that there are a number of studies that have proven a correlation between music edu- cation with critical abilities such as self- esteem, self-discipline, group work skills, analytical skills, and the ability to respect others. What has been said by Djohan (2009), it can be said that music education is re- ally influential in the formation and de- velopment of one’s character. In addition, through activities and involvement with cooperative music, social sense will be em- bedded. This is due to the fact that playing music is inseparable from aspects of the discipline, creativity, self-confidence and social skills, whether working in groups or interacting with others. Thus, these aspects which constitute character formation can basically influence the people involved in musical activities, both directly and indi- rectly involved. Hallam (2010) showed that the most frequent overall influences on pupils de- rived from engagement with the arts in school were related to personal and social development. In music, there were percei- ved effects relating to awareness of others, social skills, well-being, and transfer ef- fects. These studies clearly show that mu- sic education has a positive influence on character formation. Even in his research, Santosa (2013) explains because of the pro- found influence of music given to a per- son, and the resulting changes in manners and habits, the ancient kings in England appointed him as one of the teaching sub- jects that needed to be included in the cur- riculum. This is based on the expression of the French philosopher Montesquieu, Herwin Yogo Wicaksono, Weak of Effects of Music Education in The Establishment of 177 1689-1759 (Santosa, 2013), which says that music is the only art that does not damage the mind. The statement of the French philo- sopher was strengthened by the expres- sion of Confucius (Santosa, 2013) which said that “through poetry, one’s attention will grow, through various ceremonies someone’s character is set, and through one’s music becomes perfect”. Furthermo- re, Confucius explained that the preserva- tion of beauty and music is expected to be able to become part of the noble nature of a person and the civilization of society. The existence of these studies clearly shows the emphasis and affirmation that the magnitude of the influence of music education on character formation. But the results of this study, found aspects that conflict with the influence of music edu- cation on the character formation of an in- dividual who has studied music in a long period of time. This situation, as described in the previous section. Research results obtained based on other observations revealed that there were lecturers who did not appreciate the surrounding environment, each time car- rying out an activity. In addition, there is a lack of respect for the environment. This condition can be said that the lecturers lack sensitivity to the surrounding envi- ronment. In fact, these lecturers have long been involved in music learning and acti- vities. In this study, the behavior of lectu- rers and students is observed every day during activities, both involved in musical activities, or not involved. The results of his research, in addition to those previous- ly described, also seen that the characters that appear are likely to have high egos. In fact, in music education, there are many character values that can affect the lives of most people. However, the results of this study show results that are contrary to the results of research that have been found previously about the influence of music education in shaping one’s character. As for the weak influence of music education in shaping the character of someone who is involved with music activities, further research is needed. CONCLUSIONS The results of this study have revea- led that the weak influence of music edu- cation on character formation, especially social care, order, and beauty, both for lec- turers and students who have studied and been involved in musical activities for qui- te a long time. The lecturers and students tend to lack social skills. From the results of this research, it can be said that education in the family is the important foundation in character buil- ding to further succeed in people’s lives. This is as revealed by Ki Hajar Dewanta- ra, that family education is the foundation of education for the growth and develop- ment of one’s character. Ki Hajar’s view of education is well known for the Education Trilogy, namely family education, school education, and community education (Ha- ryanto, 2011). Music education is only one of the media that can shape the character of an individual, but family education is the main thing. Thus, it can be said that music education cannot fully develop the character of someone who is learning mu- sic. However, there is still a need for integ- ration between family, school, and com- munity education, and family education is the main and basic education for shaping one’s character. 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