Enhancing High School Students’ Musical Skills Through The Mawar Instructional Model Based On Indigenous Songs

Abstract

Music education in Indonesian high schools continues to struggle with balancing global musical influences and the nation’s rich cultural heritage. This article explores the MAWAR model—Motivation, Activity, Wawasan (Insight), Action, Reflection—as a culturally responsive approach using indigenous songs to elevate students’ musical competence. Employing a mixed‐methods design in two public high schools, the study analyses quantitative improvements in performance rubrics and qualitative shifts in learner motivation. Findings show significant gains (p < .05) in instrumental proficiency and creative arrangement, underscoring the effectiveness of MAWAR. The article concludes with pedagogical implications for music educators and recommendations for future research within diverse cultural contexts.