Students' Lived Experience in E-Learning-Based Music Arts Practice: A Phenomenological Study at Genesis Medicare Senior High School

Abstract

This study aimed to explore the lived experience of students at SMA Genesis Medicare, Depok, in carrying out e-learning-based music arts practice. This phenomenon brought fundamental changes to the way students modeled, practiced, and internalized music as mediated by digital technology. The study employed a hermeneutic-transcendental phenomenological approach that integrated the theoretical frameworks of Max van Manen and Clark Moustakas. The four life-world existentials—spatiality, corporeality, temporality, and relationality—were used as the analytical lens. Data were collected through in-depth interviews and narrative reflection, then analyzed using a phenomenological reduction procedure. The findings showed that online music learning triggered a reconfiguration of private domestic space into an experimental studio, a fragmented bodily awareness shaped by the camera's point of view, an elasticity of asynchronous time through repeated recording cycles, and the emergence of screen-mediated intersubjectivity. In addition, a shift occurred from stage-performance anxiety toward the anxiety of digital-recording perfectionism. Nevertheless, the ethos of familial closeness and the flexibility of the Blended Learning method supported students in developing independence, multimedia creativity, and digital literacy through the E-Library and the Art Exhibition event. In conclusion, e-learning-based music arts practice at SMA Genesis Medicare constituted a process of existential reconfiguration that successfully fostered students' independent agency and science-and-technology competence without compromising social values or artistic aesthetics.