ABSTRACT

This study aims to consider Trunthung music as a manifestation of decolonization in music education, emphasizing cultural experience and community engagement. For decades, Indonesia’s music education curriculum has been largely shaped by Western music theory, reflecting the lasting influence of colonial hegemony in both formal and informal learning contexts. Using a qualitative phenomenological approach, data were collected through direct observation of Trunthung music practices in the community around the slopes of Mount Merbabu, Magelang Regency, as well as interviews with key cultural figures such as Sutanto Mendut, Handoko Warangan, and Singgih Gejayan. The findings suggest that community-based learning through Trunthung music nurtures not only musical skills but also a strong sense of local identity and cultural awareness. This decolonial approach places local traditions at the center of music education, prioritizing lived experience and collective artistic expression over standardized theoretical frameworks.

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