Evaluating The Usability of A Cultural Activity Model Using Chinese Children’s Songs: A Fuzzy Delphi Approach

Hailian Zhang; Azli Ariffin

doi:10.53797/icccmjssh.v4i3.2.2025

Authors

Hailian Zhang Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, 35900, MALAYSIA
Azli Ariffin Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, 35900, MALAYSIA

DOI:

https://doi.org/10.53797/icccmjssh.v4i3.2.2025

Keywords:

Fuzzy Delphi Method, Chinese Children’s Songs, Cultural Appreciation, Music Education, Activity Model, Usability Evaluation, Curriculum Design

Abstract

Cultural appreciation plays a vital role in shaping children's identity, social understanding, and respect for diversity. Despite its significance, primary school music education in China often lacks effective pedagogical frameworks that integrate cultural elements. This study aims to develop and evaluate the usability of an activity model using Chinese children’s songs to enhance cultural appreciation. Guided by a modified Design and Development Research (DDR) approach, the research was conducted in three phases. Phase one involved a needs analysis through surveys with 150 primary music educators and interviews with three cultural experts to assess the necessity and content requirements for the model. In phase two, the model was designed and refined using the Nominal Group Technique (NGT) and Interpretive Structural Modeling (ISM) with nine experts. Phase three employed the Fuzzy Delphi Method (FDM) to evaluate the model’s usability among 50 experienced music teachers. Results showed high levels of expert consensus on the model’s usability, including its ease of use, efficiency, and relevance to educational settings. The final model offers a structured, culturally grounded tool that can enhance curriculum design and teaching practices in music education. This study contributes to the integration of traditional cultural resources into contemporary education and offers a replicable framework for similar cultural-pedagogical innovations.

Downloads

Download data is not yet available.

References

Aris, N. M., Ibrahim, N. H., & Halim, N. D. A. (2025). Design and development research (DDR) approach in designing design thinking chemistry module to empower students’ innovation competencies. Journal of Advanced Research in Applied Sciences and Engineering Technology, 44(1), 55-68.

Abdul Latiff, N., Hoque, K. E., & A. Ghani, M. F. (2024). Hierarchical relationships of building partnership competency: the use of nominal group technique and interpretive structural modelling. Journal of Modelling in Management, 19(1), 169-193.

Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives. John Wiley & Sons.

Ballantyne, J. (2007). Integration, contextualization and continuity: Three themes for the development of effective music teacher education programmes. International Journal of Music Education, 25(2), 119-136.

Bond, V. L. (2017). Culturally responsive education in music education: A literature review. Contributions to Music Education, 42, 153-180.

Bao, D. (2023). Exploring the impact of songs on student cognitive and emotional development. International Journal of Visual and Performing Arts, 5(2), 134-143.

Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Cultural competence in education: strategies for fostering inclusivity and diversity awareness. International Journal of Applied Research in Social Sciences, 6(3), 383-392.

Inawat, R. J. (2014). Music as cultural heritage: analysis of the means of preventing the exploitation of intangible cultural heritage. J. Marshall Rev. Intell. Prop. L., 14, i.

Houlahan, M., & Tacka, P. (2015). Kodály today: A cognitive approach to elementary music education. Oxford University Press.

Hanson, M. J., Wolfberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P. (1998). The culture of inclusion: Recognizing diversity at multiple levels. Early Childhood Research Quarterly, 13(1), 185-209.

Hernandez, C. M., Morales, A. R., & Shroyer, M. G. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education, 8(4), 803-820.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. FT press.

Kuo, Y. F., & Chen, P. C. (2008). Constructing performance appraisal indicators for mobility of the service industries using Fuzzy Delphi Method. Expert systems with applications, 35(4), 1930-1939.

Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education, 3(3), 519-541.

Law, W. W., & Ho, W. C. (2011). Music education in China: In search of social harmony and Chinese nationalism. British Journal of Music Education, 28(3), 371-388.

Law, W. W. (2014). Understanding China’s curriculum reform for the 21st century. Journal of Curriculum Studies, 46(3), 332-360.

Murray, T. J., Pipino, L. L., & Van Gigch, J. P. (1985). A pilot study of fuzzy set modification of Delphi. Human Systems Management, 5(1), 76-80.

McKoy, C. L., & Lind, V. R. (2022). Culturally responsive teaching in music education: From understanding to application. Routledge.

Mason, E. (2012). Idea bank: Using Kodály to promote music literacy skills. Music Educators Journal, 99(1), 28-31.

Richey, R. C., & Klein, J. D. (2013). Design and development research. In Handbook of research on educational communications and technology (pp. 141-150). New York, NY: Springer New York.

Rohman, A. (2024). Integrating local cultural values into early childhood education to promote character building. IJLTER. ORG, 23(7), 84-101.

Rahbar, A., Imam Jome, S. M., Hosseini Dehshiri, A., & Asareh, A. (2022). Designing a Creativity-based Curriculum Model for Student Teachers: a Grounded Theory. Technology of Education Journal (TEJ), 17(1), 121-138.

Ramsey, P. G. (2004). Teaching and learning in a diverse world: Multicultural education for young children (Vol. 93). Teachers College Press.

Tarling, I., & Ng'ambi, D. (2016). Teachers pedagogical change framework: a diagnostic tool for changing teachers’ uses of emerging technologies. British Journal of Educational Technology, 47(3), 554-572.

Tan, C. (2015). Education policy borrowing and cultural scripts for teaching in China. Comparative Education, 51(2), 196-211.

Tapp, S. D. J. (2002). Cultural appreciation in lifelong learning: An instrument identifying cultural appreciation. Oklahoma State University.

Teng, X. (2012). Cultural diversity and integrated multicultural education. Frontiers of Education in China, 7(2), 163-168.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard university press.

Vecco, M. (2010). A definition of cultural heritage: From the tangible to the intangible. Journal of cultural heritage, 11(3), 321-324.

Yao, L., Sensai, P., & Junkate, K. (2023). Nurturing cultural engagement and learning among youth through Jingyun Dagu traditional Chinese folk songs in Tianjin Municipality: Cultural engagement and learning among youth. International Journal of Curriculum and Instruction, 15(3), 1845-1859.

Zalli, E. (2024). Globalization and education: exploring the exchange of ideas, values, and traditions in promoting cultural understanding and global citizenship. Interdisciplinary Journal of Research and Development, 11(1 S1), 55-55.