RECONTEXTUALISING ZAPIN THROUGH MUSIC-INTEGRATED AEROBIC MOVEMENT: NON-MUSIC PRE-SERVICE TEACHERS’ PERCEPTIONS IN JOHOR
DOI:
https://doi.org/10.24191/jca.v3i2.11609Keywords:
Zapin, Senamrobik, music-integrated pedagogy, pre-service teachers, movement learningAbstract
Introducing Zapin to pre-service teachers without specialist music or dance training requires attention to both participation and cultural context. This descriptive mixed-methods study examined perceptions of a music-integrated Zapin–aerobic activity at a teacher education institute in Batu Pahat, Johor. Twenty-five purposively selected participants completed a post-activity questionnaire, and the activity’s creator participated in a semi-structured interview. Questionnaire responses were summarised using means and standard deviations; the interview explored the pedagogical and cultural rationale for the adaptation. Participants rated increased interest in Zapin (M = 4.84, SD = 0.37), musical guidance (M = 4.80, SD = 0.41) and enjoyment (M = 4.76, SD = 0.44) most favourably. Confidence (M = 4.40, SD = 0.50) and reduced fear of mistakes (M = 4.36, SD = 0.56) received lower ratings. The creator described rhythm and repetition as ways of making initial participation more accessible while retaining recognisable Zapin elements. The findings document acceptance of an introductory cultural movement activity among non-specialists. They also distinguish enjoyment and perceived accessibility from performance competence and cultural understanding, which require independent assessment. The post-activity design does not establish changes in learning or attitudes.
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