Listening to the Dedency: A Study on the Evaluation of Moral Pedagogy through Gendang Bugis Playing in the Digital Era
Keywords:
Evaluation Pedagogy Morality Gendang Bugis Character Digital Age
Abstract
This article aims to explore how the traditional art game of Gendang Bugis is used as an evaluation of moral pedagogy in a digital context. The research method uses an exploratory qualitative approach with digital ethnographic techniques, which involves in-depth interviews, participatory observations, and analysis of digital documentation from YouTube, Instagram, and TikTok platforms. The results of the study show that moral values such as discipline, respect, solidarity, and cooperation are successfully maintained in the digital representation of Gendang Bugis game. The example of senior players significantly influences the internalization of moral values among the younger generation through interactive and dynamic virtual interactions. Although digitalization presents challenges in maintaining the authenticity of moral values, this study confirms that digital platforms actually strengthen the effectiveness of traditional art-based moral pedagogy. Research recommends the development of more explicit and interactive educational content to maximize the potential of traditional art's moral pedagogy in the digital space.
References
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[8] N. S. Salsabila and I. K. Sari, “Promosi Gendang Sebagai Produk Unggulan UMKM di Desa Tegalwaru Melalui Media sosial Instagram,” Visual Heritage: Jurnal Kreasi Seni dan …, 2020, [Online]. Available: https://scholar.archive.org/work/axfg3oibwzadbextysb6zux3mu/access/wayback/http://www.jim.unindra.ac.id/index.php/vhdkv/article/download/870/pdf
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[10] A. P. Panjaitan, “Kekuatan Musik Dalam Pendidikan Karakter Manusia,” MELINTAS, 2019, [Online]. Available: https://journal.unpar.ac.id/index.php/melintas/article/view/4040
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[12] D. Desyandri, “Seni Musik Serta Hubungan Penggunaan Pendidikan Seni Musik Untuk Membentuk Karakter Peserta Didik Di Sekolah Dasar,” Edukatif: Jurnal Ilmu Pendidikan, 2019, [Online]. Available: https://edukatif.org/index.php/edukatif/article/view/47
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[17] H. J. Roberts, “Education Research: Changing medical student perceptions of dementia: An arts-centered experience,” Neurology, vol. 85, no. 8, pp. 739–741, 2015, doi: 10.1212/WNL.0000000000001867.
[18] J. W. Creswell and J. David Creswell, “Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.”
[19] T. Grigoryan, “Short essay: Current issues in digital ethnography: is all ethnography digital?,” Journal of Organizational Ethnography, vol. 13, no. 1, pp. 19–28, Jun. 2024, doi: 10.1108/JOE-02-2024-0008.
[20] R. S. Pozo Enciso, O. Arbieto Mamani, and M. G. Mendoza Vargas, “Moral judgement among university students in Ica: A view from the perspective of Lawrence Kohlberg,” F1000Res, vol. 11, p. 1428, May 2023, doi: 10.12688/f1000research.125433.2.
[21] E. Zvereva, “Digital ethics in higher education: Modernizing moral values for effective communication in cyberspace,” Online J Commun Media Technol, vol. 13, no. 2, p. e202319, Apr. 2023, doi: 10.30935/ojcmt/13033.
[22] V. Botes and R. van Niekerk, “The sociocultural influences in Lawrence Kohlberg’s life: a psychobiography,” International Review of Psychiatry, vol. 36, no. 1–2, pp. 143–152, Feb. 2024, doi: 10.1080/09540261.2023.2254381.
[23] Y. C. Pamungkas, A. Moh. Moefad, and R. Purnomo, “Konstruksi Realitas Sosial di Indonesia dalam Peran Media dan Identitas Budaya di Era Globalisasi,” Metta : Jurnal Ilmu Multidisiplin, vol. 4, no. 4, pp. 28–36, Dec. 2024, doi: 10.37329/metta.v4i4.3737.
[24] M. Mainuddin, T. Tobroni, and Moh. Nurhakim, “Pemikiran Pendidikan Karakter Al-Ghazali, Lawrence Kolberg dan Thomas Lickona,” Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, vol. 6, no. 2, pp. 283–290, Aug. 2023, doi: 10.54069/attadrib.v6i2.563.
[25] R. Lege and E. Bonner, “Virtual reality in education: The promise, progress, and challenge,” The JALT CALL Journal, vol. 16, no. 3, pp. 167–180, Dec. 2020, doi: 10.29140/jaltcall.v16n3.388.
[26] S. Elwazani, “Purposing aesthetics in historic preservation: advocating, signifying, and interpreting aesthetics,” Virtual Archaeology Review, vol. 12, no. 24, p. 66, Jan. 2021, doi: 10.4995/var.2021.13812.
[27] E. Brady and J. Prior, “Environmental aesthetics: A synthetic review,” People and Nature, vol. 2, no. 2, pp. 254–266, Jun. 2020, doi: 10.1002/pan3.10089.
[28] J. Eichler, “Intangible cultural heritage, inequalities and participation: who decides on heritage?,” The International Journal of Human Rights, vol. 25, no. 5, pp. 793–814, May 2021, doi: 10.1080/13642987.2020.1822821.
[29] N. Hafizah, “Media Pembelajaran Digital Generasi Alpha Era Society 5.0 Pada Kurikulum Merdeka,” Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, vol. 7, no. 4, p. 1675, Oct. 2023, doi: 10.35931/am.v7i4.2699.
[30] P. Lindner et al., “Virtual Reality exposure therapy for public speaking anxiety in routine care: a single-subject effectiveness trial,” Cogn Behav Ther, vol. 50, no. 1, pp. 67–87, Jan. 2021, doi: 10.1080/16506073.2020.1795240.
[31] B. Vigo-Arrazola and C. Moreno-Pinillos, “Creative and inclusive teaching practices in multigrade schools. An ethnographic study on the use of digital media,” Int J Educ Res, vol. 131, p. 102596, 2025, doi: 10.1016/j.ijer.2025.102596.
[32] L. Hakimi, R. Eynon, and V. A. Murphy, “The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape,” Rev Educ Res, vol. 91, no. 5, pp. 671–717, Oct. 2021, doi: 10.3102/00346543211020116.
[33] E. Purwaningsih, “The Role of Traditional Cultural Values in Character Education,” Pakistan Journal of Life and Social Sciences (PJLSS), vol. 22, no. 2, 2024, doi: 10.57239/PJLSS-2024-22.2.00396.
[34] T. Hagendorff, “The Ethics of AI Ethics: An Evaluation of Guidelines,” Minds Mach (Dordr), vol. 30, no. 1, pp. 99–120, Mar. 2020, doi: 10.1007/s11023-020-09517-8.
[35] M. J. Hayden, “Moral agonism: Acknowledging the moral in global citizenship education,” Prospects (Paris), vol. 53, no. 3–4, pp. 219–232, Nov. 2023, doi: 10.1007/s11125-022-09603-y.
[36] L. Gulliford, E. Brooks, and O. Coates, “The Pedagogical Potential of Exemplar Narratives in Moral Development and Moral Education,” in Educational Theory, Oct. 2023, pp. 692–709. doi: 10.1111/edth.12599.
[37] H. García-Mieres, L. Parra, L. M. Paz-Vázquez, E. Castaño, and I. Pedrosa, “Bridging generations: the power of digitization and social innovation in preserving rural cultural heritage,” Innovation: The European Journal of Social Science Research, pp. 1–14, Nov. 2024, doi: 10.1080/13511610.2024.2424773.
[38] J. P. Cornelissen, O. Akemu, J. G. F. Jonkman, and M. D. Werner, “Building Character: The Formation of a Hybrid Organizational Identity in a Social Enterprise,” Journal of Management Studies, vol. 58, no. 5, pp. 1294–1330, Jul. 2021, doi: 10.1111/joms.12640.
[39] A. Hermino and I. Arifin, “Contextual Character Education for Students in the Senior High School,” European Journal of Educational Research, vol. volume-9-2020, no. volume-9-issue-3-july-2020, pp. 1009–1023, Jul. 2020, doi: 10.12973/eu-jer.9.3.1009.
[40] Y. Engeström and A. Sannino, “From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning,” Mind Cult Act, vol. 28, no. 1, pp. 4–23, Jan. 2021, doi: 10.1080/10749039.2020.1806328.
[41] L. Della Spina, “Cultural Heritage: A Hybrid Framework for Ranking Adaptive Reuse Strategies,” Buildings, vol. 11, no. 3, p. 132, Mar. 2021, doi: 10.3390/buildings11030132.
[42] E. Del Soldato and S. Massari, “Creativity and digital strategies to support food cultural heritage in Mediterranean rural areas,” EuroMed Journal of Business, vol. 19, no. 1, pp. 113–137, Mar. 2024, doi: 10.1108/EMJB-05-2023-0152.
[43] N. B. Kirillova, “Impact of digital culture on shaping young people’s creative activity,” Perspectives of Science and Education, vol. 62, no. 2, pp. 10–22, May 2023, doi: 10.32744/pse.2023.2.1.
[44] Y. Hou, S. Kenderdine, D. Picca, M. Egloff, and A. Adamou, “Digitizing Intangible Cultural Heritage Embodied: State of the Art,” Journal on Computing and Cultural Heritage, vol. 15, no. 3, pp. 1–20, Sep. 2022, doi: 10.1145/3494837.
[45] M. Haenlein, E. Anadol, T. Farnsworth, H. Hugo, J. Hunichen, and D. Welte, “Navigating the New Era of Influencer Marketing: How to be Successful on Instagram, TikTok, & Co.,” Calif Manage Rev, vol. 63, no. 1, pp. 5–25, Nov. 2020, doi: 10.1177/0008125620958166.
[46] X. Zabulis et al., “Representation and Preservation of Heritage Crafts,” Sustainability, vol. 12, no. 4, p. 1461, Feb. 2020, doi: 10.3390/su12041461.
[47] M. Shonfeld et al., “Learning in digital environments: a model for cross-cultural alignment,” Educational Technology Research and Development, vol. 69, no. 4, pp. 2151–2170, Aug. 2021, doi: 10.1007/s11423-021-09967-6.
[48] S. Gaenssle and O. Budzinski, “Stars in social media: new light through old windows?,” J Media Bus Stud, vol. 18, no. 2, pp. 79–105, Apr. 2021, doi: 10.1080/16522354.2020.1738694.
Published
2025-07-23
How to Cite
[1]
R. Rachmat, Sunarto, and Agus Cahyono, “Listening to the Dedency: A Study on the Evaluation of Moral Pedagogy through Gendang Bugis Playing in the Digital Era ”, Jor. Eva. Edu, vol. 6, no. 3, Jul. 2025.
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