PEMBELAJARAN IMPROVISASI UNTUK MENINGKATKAN KREATIVITAS SISWA PAKET KEAHLIAN SAXOPHONE KELAS XI DI SMKN 10 BANDUNG - Arif Nur Muhammad, - (2019)
Tesis yang diberi judul dilatar belakangi permasalahan kurang kondusif dari setiap pembelajarannya. Materi yang diberikan kurang menarik dan bervariatif, sehingga berdampak pada kreativitas siswa yang kurang terolah secara optimal. Pembelajaran improvisasi saxophone merupakan salah satu penunjang dalam mewujudkan tujuan pendidikan dan solusi dari permasalahan yang ada pada kelas XI di SMKN 10 Bandung. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan (action research). Berdasarkan penelitian yang dilakukan, penelitian menggunakan tiga siklus dimana siklus pertama lebih menekankan pada pengayaan dari informasi-informasi yang didapat dari pembelajaran saxophone, penerapan model tersebut didapatkanlah hasil dari pembelajaran improvisasi tersebut, yakni siswa mampu mengeksplorasi permainan saxophone yang mencakup pengolahan nada, ritmik, dan teknik dalam permainan saxophone. Kesimpulan bahwa metode pembelajaran improvisasi dapat mengasah kemampuan siswa dalam proses belajar yang mencakup pada aspek kognitif, afektif, dan psikomotor, sehingga siswa dapat menjadi seniman yang kreatif dan inovatif. The thesis given the background of the problem is less conducive to each lesson. The material provided is less attractive and varied, so it has an impact on the creativity of students who are not optimally processed. Saxophone improvisation learning is one of the supports in realizing educational goals and solutions to problems that exist in class XI at 10 Vocational High Schools in Bandung. The formulation of the problem in this research is how the concept of learning saxophone improvisation, how the learning process of saxophone improvisation, and how the results of learning saxophone improvisation. The method used in this study is action research. Based on the research conducted, the study used three cycles where the first cycle emphasized enrichment of information obtained from saxophone learning. The second cycle of practice plays the C Major scale. The third cycle explores and applies improvisation to the song up and up to the top of the mountain. After carrying out the process of applying the model, the results of learning improvisation were obtained, namely students were able to explore saxophone games which included tone, rhythmic, and technical processing in saxophone games. The conclusion is that the improvised learning method can hone students' abilities in the learning process which includes cognitive, affective, and psychomotor aspects, so students can become creative and innovative artists.