ABSTRACT

Music education for young children in Indonesia often lacks a thorough, student-centered approach. In contrast, Germany has long used didactic methods to teach music effectively to children. This article presents a qualitative case study comparing early childhood music education in Indonesia and Germany. Data were collected through direct observations in three educational institutions and semi-structured interviews with two German experts in early childhood music education. The findings revealed that there are different cross-cultural experiences of music learning in Indonesia and Germany in terms of cultural context, music education system, technical approach, community performance and collaboration. Seen from its characteristics, music education didactical learning approach is suitable and promising to be implemented in Indonesia. Furthermore, it is evident there is a need to balance teacher-centered and students-centered learning, in order to better address students' individual needs while maintaining the crucial role of teachers. Exploring early childhood music education methods in Germany can inspire educators and policymakers in Indonesia to develop a more diverse and inclusive approach to early childhood music education. This approach should integrate children's needs and interests and support the development of creativity and various abilities.

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