Implementation of a Classical Guitar Learning Model Based on Elaboration Theory to Improve Musical Skills of Music Students

Abstract

This study examines the effectiveness of an Elaboration Theory-Based Classical Guitar Learning Model in enhancing the comprehensive musical skills of higher education students. Employing a quasi-experimental one-group pretest-posttest design, the research involved 40 undergraduate students from the Music Education Study Program at Universitas Negeri Medan. The intervention spanned eight instructional sessions, systematically progressing through orientation, epitome, elaboration, synthesis, guided practice, and reflection stages. Musical skills were evaluated using a performance rubric assessing technique, rhythm, tempo, dynamics, interpretation, expression, and overall quality. The results revealed a significant improvement in students' musical competencies, with the mean score increasing substantially from 68.45 in the pretest to 84.72 in the posttest. Notably, the highest gains were observed in higher-order musical dimensions, specifically musical expression, interpretation, and dynamics, alongside steady improvements in technical proficiency. These findings demonstrate that structuring learning materials hierarchically from simple to complex concepts effectively bridges the gap between mechanical execution and artistic expression. Consequently, this model serves as a valid, pedagogically sound instructional framework for optimizing both technical mastery and artistic expression in tertiary-level classical guitar education.