Memorable Music and Thinking Transformation of Master^s Students in Educational Psychology Luthfi Hidayat (a), Shintiya Anggraeni (b), Sri Suniarti (c), Tina Hayati Dahlan (d)
(a,b,c) Students of the postgraduate school of educational psychology study program, The Education University Indonesia E-mail: luthfi.hidayat21[at]upi.edu
(d) Universitas Pendidikan Indonesia
Jalan Doktor Setiabudhi No. 229, Sukasari, Bandung, Jawa Barat 40154
Abstract
This study aimed to analyze the impact of memorable music on thinking models in an integrated simulation among students taking a Master^s degree in Educational Psychology. Three participants selected by purposive non-random sampling engaged in a simulation involving reading while listening to memorable music. Data were collected through interviews and observations to understand participants^ responses to stimulus input, music-activated memory, and comprehension and task completion processes. The results showed that there were variations in participants^ responses to the stimulus input, where memorable music could affect participants^ mood and focus. In addition, memorable music also affected participants^ memory activation of past experiences related to the song. Participants^ thought processes included understanding the reading content, summarizing the reading, summarizing the gist, understanding the task instructions, and understanding the simulation steps. Therefore, memorable music had a significant impact on participants^ thinking models in the integrated simulation. This study provides new insights into the potential utilization of music in enhancing cognitive engagement and and retention of information in the learning process. The implications of these findings can be applied in the development of more innovative and effective learning approaches in various fields of education.
Keywords: memorable music, thought processing, integrated simulation
