Incorporating traditional rindik instruments as educational tools, particularly for teaching counting to blind students, is the focus of a community service program conducted by Undiksha students. These students, participating in the Student Creativity Program in Community Service (PKM-PM), aim to enhance both the mathematical and artistic abilities of blind students. The team consists of Ni Kadek Oppi Swandari as the team leader, with members Gede Wisnu Budipratama, Ni Kadek Arya Satyadewi, Ida Bagus Wisnu Dwi Nugraha, and Ni Made Ari Dwiastuti. Their community service project, titled “Harmony Education: Enhancing Counting Ability and Artistic Creation for Blind Students at SLBN 1 Buleleng Using Rindik Traditional Instruments,” is supervised by I Putu Pasek Suryawan, S.Pd., M.Pd.
During typical math lessons, blind students often rely solely on ice cream sticks and their fingers to count. This lack of innovative, engaging learning tools has made counting lessons repetitive and monotonous, resulting in student disengagement. To address this issue, the program introduces a new approach to teaching counting, utilizing the structured auditory experiences of rindik traditional music to make learning more enjoyable and stimulating. This method not only makes counting lessons more engaging for blind students but also nurtures their artistic skills by incorporating music.
The Harmony Education Program, running from April to August 2024, consists of 5 sub-programs designed to bring about meaningful change and innovation for visually impaired students. The first subprogram, Discussion for Harmony (DFH), involves planning and collaborating with partner school SLBN 1 Buleleng through Focus Group Discussion (FGD). The second sub-program, Ready for Harmony (RFH), includes program initiation and socialization, pre-tests, the publication of a guidance book, and an introduction to rindik traditional music instruments. The third sub-program, Practice for Harmony (PFH), focuses on coaching and mentoring students on tone creation and using the traditional musical instrument rindik as a tool for learning mathematics. The fourth sub-program, Active for Harmony (AFH), covers post-tests, media evaluations, and also designing the program’s sustainability. The final sub-program, Show Art for Harmony (SAFH), includes group practice sessions and a performance where blind students showcase their talents in playing the traditional musical instrument rindik. During running the program’s implementation, the team collaborated with special teachers who guide the students. Through these five sub-programs, it is hoped that blind students will be helped by the introduction of creative and innovative learning tools, making counting lessons more engaging and enhancing their artistic skills.
