Development of a Teacher–Parent Collaborative Learning Model through Musical Drama for Enhancing Early Childhood Creativity
DOI:
https://doi.org/10.17977/um005v10i12026p164-174Keywords:
early childhood education, collaborative learning, musical drama, teacher–parent partnership, creativity, inclusiveAbstract
Early childhood education plays a crucial role in fostering children’s creativity during the formative years. However, learning activities that systematically integrate teacher–parent collaboration with arts-based approaches remain limited in early childhood education settings. This study aimed to develop a collaborative learning module involving teachers and parents through musical drama to enhance early childhood creativity at Pelangi Kasih Kindergarten. The study employed a research and development (R&D) design consisting of needs analysis, product design, development, expert validation, practicality testing, and limited effectiveness testing. The module was validated by a material expert and a media expert, followed by practicality tests involving teachers and parents and an effectiveness test with kindergarten children. Data were collected using validation sheets, practicality questionnaires, and creativity assessment instruments and analyzed descriptively. The results indicate that the developed module demonstrated high validity, reflecting strong alignment between learning objectives, early childhood developmental characteristics, and musical drama activities. Practicality testing showed that the module was easy to implement, flexible, and clearly structured, supporting effective teacher–parent collaboration in both school and home learning contexts. Effectiveness testing revealed a meaningful improvement in children’s creativity, particularly in fluency of ideas, originality, imaginative expression, and expressive movement during role-play activities. This study contributes to early childhood education by offering a systematically designed and empirically tested collaborative musical drama learning model that integrates arts-based learning with structured school–family partnerships.
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