Peer-reviewed article
The Influence of Classic Music Therapy on Learning Concentration in School-Age Children
Aura Lailatul Febriani Krisvianti Putri, Widiharti Widiharti, Diah Fauzia Zuhroh, Diah Jerita Eka Sari ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study tested whether classical music therapy helps school-age children improve their ability to concentrate while learning. Researchers worked with 38 children in Indonesia using a quasi-experimental design, measuring concentration before and after exposure to classical music. The results showed a statistically significant improvement in learning concentration following the music intervention. The authors conclude that classical music can support children's focus and academic engagement.
Key points
- Classical music therapy showed a statistically significant effect on learning concentration (p=0.00, below the α=0.05 threshold)
- The intervention enhanced students' ability to maintain focus and sustain attention during learning activities
- Classical music is proposed to stimulate cognitive function and create a supportive learning atmosphere
- Sample size was 38 school-aged children from Indonesia
- Study employed a quasi-experimental design with pre- and post-intervention measurement
Limitations
The study lacks a comparison group receiving no intervention or alternative treatment, making it difficult to determine whether improvements are due to the music itself or other factors such as novelty or attention from researchers. The document does not report effect sizes, demographic characteristics of participants, or duration and frequency of the music exposure.
Abstract
Introduction: School-aged children are in the developmental stage of concrete operational thinking, where they begin to think logically and solve problems in a structured way. However, many children at this stage still experience difficulties in subjects which often requires high levels of concentration and problem-solving skills. This study aims to determine the effect of classical music therapy on learning concentration in school-aged children. Method: This study employed a quasi-experimental design with a non-equivalent control group design. Population consisted of 42 school-aged children, a sample of 38 was obtained using a non-probability sampling. Classical music therapy was used as the independent variable, while learning concentration served as the dependent variable. Learning concentration was measured before and after the intervention. Data were analyzed using the Wilcoxon signed-rank test to determine the effect intervention. Results: The results of the Wilcoxon statistical test yielded a ρ value of 0.00, which is smaller than the predetermined significance level (α = 0.05). This finding indicates that classical music therapy has a statistically significant effect on improving learning concentration in school-aged children. The outcome supports the notion that classical music stimulates cognitive, focus, and learning atmosphere. Conclusion: This study concludes that classical music therapy has a significant positive influence on learning concentration. The intervention was shown to enhance students’ ability to maintain focus and sustain attention during learning activities, suggesting that classical music supports environment for academic engagement. Results reinforce the importance of innovative educational interventions that address cognitive, emotional, and environmental factors in the learning process.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Classical music therapy
- Population
- 38 school-aged children in Indonesia
Key finding
Wilcoxon test yielded p=0.00, statistically significant at α=0.05 level