Routine singing of national and local songs significantly improves patriotism, cultural awareness, and student engagement in primary schools, according to a 2026 study by Singgih Subiyantoro, Veronika Unun Pratiwi, and Para Mitta Purbosari from Universitas Veteran Bangun Nusantara, Indonesia. Published in the International Journal of Applied Educational Research, the study highlights a simple, low-cost educational strategy with strong implications for character education in the digital era.
The findings are particularly relevant as educators worldwide face growing concerns about declining cultural identity and civic values among young learners. In Indonesia, a country rich in cultural diversity, strengthening both national identity and local wisdom has become a priority in education policy and classroom practice.
Addressing a Gap in Character Education
Modern education systems increasingly emphasize academic performance, often leaving limited space for meaningful character development. In many classrooms, patriotic values and cultural knowledge are taught through textbooks and formal lessons, which may not fully connect with students’ everyday experiences.
This disconnect can lead to superficial understanding. Students may recognize national symbols or cultural traditions but struggle to internalize their meaning.
The research by Universitas Veteran Bangun Nusantara offers an alternative: embedding values through daily habits rather than formal instruction. Songs—particularly national anthems and regional melodies—carry emotional, historical, and cultural messages that can be absorbed naturally through repetition.
How the Study Was Conducted
The research team applied a mixed-methods approach combining quantitative and qualitative data. The study took place over one academic term in six primary schools in Sukoharjo Regency, Central Java.
Participants included:
- 126 elementary school students
- 12 classroom teachers
Students engaged in routine singing activities, typically at the start of lessons or during daily school routines. The songs included both national and local traditional compositions.
Data was collected through:
- classroom observations
- student questionnaires
- teacher interviews
- analysis of lesson plans and school documents
The researchers then analyzed the data using descriptive statistics, correlation analysis, and thematic interpretation to understand both measurable outcomes and classroom experiences.
Key Findings: Strong Gains Across Three Areas
The study identified significant improvements in three interconnected areas:
- love for the nation
- respect for national symbols such as the flag and anthem
- pride in being Indonesian
The average score for patriotic values reached 4.18 on a five-point scale, categorized as high.
- appreciation for local traditions
- understanding of cultural values such as cooperation and respect
- interest in preserving cultural heritage
This dimension recorded a mean score of 4.27, indicating very high awareness.
- actively involved in classroom activities
- emotionally connected to learning
- motivated and attentive
Learning engagement achieved the highest average score at 4.32.
Statistical analysis revealed strong positive correlations among all three variables. Students with higher patriotic values also tended to have stronger cultural awareness and greater engagement in learning.
Regression results further showed that song habituation had a significant positive impact on all variables, with the strongest effect on student engagement.
Why Singing Works as a Learning Strategy
Observations and interviews provide insight into why this method is effective. Singing creates an emotionally engaging and participatory classroom environment.
Students do not simply memorize lyrics—they experience them. Through repetition and shared activity, songs help students:
- internalize values emotionally
- connect learning to real-life experiences
- build a sense of community and belonging
Teachers reported noticeable behavioral changes. Students showed greater respect during flag ceremonies, increased enthusiasm for national songs, and stronger curiosity about local culture.
Students themselves described the experience as enjoyable and meaningful, indicating that learning through music feels less formal but more impactful.
Implications for Education and Policy
The study offers a practical and scalable solution for schools seeking to strengthen character education without additional resources.
Unlike technology-based interventions, song habituation requires minimal infrastructure. It can be easily integrated into daily routines and adapted across different regions and cultural contexts.
Key recommendations from the research include:
- implementing 10–15 minutes of daily singing activities
- combining national and local songs
- encouraging short discussions to reflect on song meanings
For policymakers, this approach aligns with national education goals related to character building, cultural preservation, and civic responsibility.
In a globalized world where digital media can dilute local identity, reinforcing cultural roots through everyday practices becomes increasingly important.
Academic Insight from the Authors
Singgih Subiyantoro of Universitas Veteran Bangun Nusantara emphasizes that meaningful learning requires emotional engagement, not just cognitive understanding.
According to Subiyantoro and his colleagues, integrating patriotic values and local wisdom through habitual singing transforms routine school activities into “meaningful learning experiences that foster emotional connection, cultural awareness, and a sense of national identity.”
This perspective reflects humanistic learning theory, which highlights the importance of emotions, personal experience, and intrinsic motivation in education.
Author Profiles
- Singgih Subiyantoro – Education researcher at Universitas Veteran Bangun Nusantara, specializing in humanistic learning and character education
- Veronika Unun Pratiwi. – Lecturer in primary education and curriculum development at Universitas Veteran Bangun Nusantara
- Para Mitta Purbosari. – Education scholar focusing on cultural integration and local wisdom in learning
All three authors are affiliated with Universitas Veteran Bangun Nusantara, Indonesia, and actively contribute to research on holistic and culturally responsive education.
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