To improve non-specialist music teachers' knowledge and skills in teaching music, they need training to re-understand the teaching materials and to change their way of teaching music to avoid errors in applying music practices to students. This research report exemplifies collaborative work in making critical-reflective stages and applying each stage to elementary school teachers through training programs in an action research. The results indicated that non-specialist music teachers were able to develop their knowledge of basic music theory as teaching material and to develop skills in using media and applications supporting music teaching. The training of teachers and providing information about the impact of their teaching ways to the students' future musical competence were able to change the way they teach music. Teachers need to be given good attention, such as by providing development programs from the government so that the process and effectiveness of teaching music can be improved continuously.

ABSTRAK Some of receptive language skills are listening and reading skills. Curriculum (Indonesian Curriculum 2006, 2013, or 2016 is a standard curriculum used by teachers in the school. Learning to listen assessed on the ability of students retold orally or in writing. Learning reading rated from revealing reading materials orally or in writing. Listeners and readers comprehension must be equal to the intended speaker and author. Receptive expression in its evaluation involves the expressive ability (speaking and writing) to revive the gathering and reading. Evaluation of the learning listening and reading could have been a test, performance test, project or portfolio.

Elementary school students in Indonesia are required to learn to play traditional musical instruments, one of which is angklung (a bamboo musical instrument). However, they might have difficulty in playing angklung because angklung is a type of musical instrument that comes in an ensemble, so it must be played collaboratively. This paper aims at providing a solution for learning to play angklung easily by designing a technology-based touch angklung and implementing it in the classroom. Several computer applications and hardware were integrated to develop the touch angklung. The applications used are Sibelius, Kontakt, Sound Forge Audio Studio, and Scratch. Meanwhile, the hardware used is the MakeyMakey Kit (MMK). The development of the touch angklung comprised of sampling the angklung sounds, making angklung sound buttons on the computer, redesigning the angklung, and assembling the MMK with angklung. The touch angklung was implemented in the classroom in two schools, which consist of 30 students. Each student participated in a survey to identify the results of learning to play traditional musical instruments using the touch angklung. Observations were also carried out by the teachers and researchers. The results showed that the students had high motivation to play the touch angklung. They could play song compositions easily based on the melodies of the songs they have memorized. In conclusion, learning traditional musical instruments is more attractive to students when integrated with technology.

In reciting Al-Qur'an, one is obliged to follow the rules of recitation in order to avoid mistakes in reciting it, both major errors (Lahn Jali) or minor errors (Lahn Khafi). This study aims at analyzing phonological interference in the practice of reciting Al-Qur'an in one of the universities in Indonesia. The method used was action research involving 25 students as the subject, consisting of 12 female and 13 male students. The research subject was a group of people who used Javanese as their native language or have a Javanese cultural background. The techniques of collecting data were listening, documenting, and interviewing. This study produced a number of steps as an act of critical reflection in minimizing the forms of phonological interference in reciting Al-Qur'an, namely Listening, Observation, Verification, Values, and Evaluation (LOVVE) as a learning method. These steps were able to reduce the number of phonological interference in the practice of reciting Al-Qur'an or in other words they were able to increase students' fluency in reciting Al-Qur'an for a total of 24 people (96%). In conclusion, there were five steps to improve fluency or minimize the form of phonological interference in reading the Qur'an for students from Javanese cultural background.

The development of technology and information demands elementary school teachers to be able to make and teach technology-based musical instruments so that the development of technology and information can be used in the learning process. Elementary school teachers also have problems teaching musical composition using ensemble musical instruments. Teachers also lack strategies and media to teach musical instruments, so they need to have ideas for developing technology-based musical instruments. This study aims to develop the elementary school teachers’ ability to innovate and make music learning media using a computerized system. The research design used was action research. The participants were 38 teachers from nine regencies and cities in West Java, Indonesia. The results showed that the teachers were able to complete the task of making technology-based learning media which means that they were able to develop their technological abilities to make music learning media. Teachers can easily use and master the Scratch application to make music learning media. It can be concluded that with structured and controlled training, elementary school teachers can develop themselves and innovate well.

Lack of students’ abilities in reading Al-Qur’an hampers the learning process of Islamic Religious Education (PAI – Pendidikan Agama Islam) in universities. Ironically, this fundamentalism has not been able to be resolved at the previous level of education. Various methods of reading Al-Qur’an have been compiled, but in fact, there are still many students who have not been able to read Al-Qur’an. Hence, this research aims at analyzing the implementation of the TAHQIQ learning model in order to improve Al-Qur’an reading skills. This research employed the action research method. The research subjects were 360 prospective primary school teachers in one of the universities in Sumedang Regency, consisting of 130 male and 240 female prospective teachers. This research revealed that the TAHQIQ learning model was able to improve the students’ abilities in reading Al-Qur’an to reach the level of Jayyid in 12 meetings. Therefore, it can be concluded that the TAHQIQ learning model was able to eradicate students who were Al-Qur’an illiterate.

This development research aimed to produce picture book products based on character education that can improve literacy culture in elementary schools. A picture story book is a book that combines text and illustrations so that it becomes a story book that can increase students' reading interest. Picture story books can tell a story that is collaborated with an interesting and meaningful concept for children's development. The method used was the method of research and development (R&D) with the development model of Borg and Gall. This research and development had 9 stages of research, namely research and information gathering, planning, product draft development, initial field testing, product revision, main field test, operational product revision, field implementation test and final product revision. Respondents in research and development involved one material expert, one linguist, one media expert, 13 students of SDSN Bendungan Hilir 12 Pagi, 21 students of SDS Ar-Rahman Motik. The results showed that the character education-based picture book product was considered very good. The average result according to the expert was 97.1%, the Small Group Evaluation was 96.6%, and the Field Test was 94.33%. This picture book product was attractive to students who loved reading because reading was the key to increase literacy culture since elementary school age.

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