Kodály Hand Sign Technique to Improve Intonation through Demonstration Methods for PGPAUD Universitas Tadulako Students

Abstract

Developing accurate intonation and solmization skills is an important focus of music learning in early childhood teacher education. This study examined the use of the Kodály hand sign technique to improve pitch accuracy, solmization, hand sign use, demonstration skills, and classroom participation. Classroom action research was conducted over two cycles involving 39 Class A students in the Early Childhood Teacher Education (PGPAUD) program, Faculty of Teacher Training and Education (FKIP), Universitas Tadulako. Learning activities emphasized practicing solmization and demonstrating the corresponding hand signs accurately. In Cycle I, pitch and solmization accuracy reached 71.79%, while achievement in hand sign use was 82.05%. Mean achievement across all assessment dimensions was 73.88%. In Cycle II, pitch and solmization accuracy increased to 91.67%, achievement in hand sign use reached 100%, and overall mean achievement rose to 95.99%. These improvements indicate progress in students’ musical performance during the implementation of the technique. The findings support the Kodály hand sign technique as a practical approach to strengthening intonation, solmization, and the accurate use of hand signs within this classroom context, with implications for music instruction in preservice early childhood teacher education.