Prima Magistra: Jurnal Ilmiah Kependidikan ISSN 2721-8112 .
Volume 7 Ae Number 1.
January 2026, pp 125-139 ISSN 2722-4899 .
https://doi.
org/10.
37478/jpm.
Open Access: https://e-journal.
id/index.
php/JPM/article/view/6625 SONG PREFERENCES IN MUSIC LEARNING IN PRIMARY SCHOOLS: A STUDY OF TEACHERS' HABITUS AND CULTURAL CAPITAL BASED ON PIERRE BOURDIEU'S APPROACH Arhamuddin Ali1*.
Evi Faujiah2.
Risky Dwiprabowo3.
Dyah Anungrat Herzamzam4.
Aufaa Luthfiah Murtiono5.
Radhana Oktaviona6.
Matheus Musen Ola7
1,2,3,4,5,6,7
STKIP Kusuma Negara.
Jakarta.
Indonesia *Corresponding Author:
Article History Received : 03/06/2025 Revised : 12/10/2025 Accepted : 20/12/2025 Keywords:
Music education.
Habitus.
Cultural capital.
Bourdieu.
Elementary arhamuddin@stkipkusumanegara.
Abstract.
This research is motivated by the importance of music, especially songs, in elementary school learning, which not only serves as entertainment but also functions as a pedagogical medium that supports the learning process and the formation of students' The purpose of this study is to analyze how music arts teachers use songs in their teaching and to examine the interaction among habitus, cultural capital, and the school arena in music education practice.
The research uses a qualitative, case study design following the Creswell model, conducted in SD Jakarta Timur Region II during the 2025/2026 semester, with music teacher subjects selected through purposive sampling.
Data was obtained through observation, in-depth interviews, and documentation studies, then analyzed qualitatively through the stages of data reduction, presentation, and verification.
The results showed that the interaction among habitus, cultural capital, and curriculum demands influenced teachers' song choices in elementary school music learning.
The teacher's personal habitus and experience encourage the use of both traditional and popular children's songs, while institutional cultural capital emphasizes national and thematic songs.
On the other hand, contemporary social dynamics open up space for teachers to adopt songs from digital media to be more in tune with students' world.
How to Cite: Ali.
Faujiah.
Dwiprabowo.
Herzamzam.
Murtiono.
Oktaviona.
, & Ola.
SONG
PREFERENCES IN MUSIC LEARNING IN PRIMARY SCHOOLS: A STUDY OF TEACHERS' HABITUS AND CULTURAL
CAPITAL BASED ON PIERRE BOURDIEU'S APPROACH.
Prima Magistra: Jurnal Ilmiah Kependidikan, 7.
, 125-139.
https://doi.
org/10.
37478/jpm.
Correspondence address:
Publisher:
Program Studi PGSD Universitas Flores.
Jln.
Samratulangi.
JL.
Raya Bogor Km.
24 Cijantung.
Jakarta Timur, 13770.
Kelurahan Paupire.
Ende.
Flores.
arhamuddin@stkipkusumanegara.
primagistrauniflor@gmail.
INTRODUCTION
Over the past twenty years, a number of studies have shown that student learning outcomes are influenced by quality (Burroughs et al.
, 2019.
Graham et al.
, 2.
, and teacher competence (Blymeke et al.
, 2022.
Kynig et al.
, 2.
One of the important factors in improving the quality of education is the accuracy of the selection of teaching materials, especially in music learning in elementary schools (Calderyn-Garrido & Gustems-Carnicer, 2021.
Timotheou et al.
, 2.
The selection of songs taught in music class plays a big role in motivating (Ng et al.
, 2.
, improve musical skills (Concina, 2.
, as well as introducing cultural values (Walden, 2020.
Wang & Webb, 2.
Therefore, it is important to understand the factors that affect the selection of songs by music teachers in elementary school.
The choice of song type by the teacher is not only related to musical skills or pedagogic knowledge, but is also influenced by the habitus and cultural capital possessed by the teacher (Kong, 2021.
Wang & Tai, 2.
According to Bourdieu, habitus is a structure formed by an individual's social experience and cultural background (Costa et al.
, 2.
Cultural capital, which includes an individual's knowledge, skills, and experience in a particular field, also influences the choices made in teachers' professional practice (Nielsen et al.
, 2023.
Tomlinson & Jackson, 2.
In this case, music teachers with strong cultural capital in music and good pedagogic experience tend to choose songs that are in accordance with the developmental needs of students (Ivemark & Ambrose.
Poblete et al.
, 2.
, as well as reflecting the social and cultural values that exist in the surrounding community (Gunara & Sutanto, 2021.
Lilliedahl, 2.
Some research shows that although many music teachers have basic knowledge of music and pedagogics, they often lack to integrate social and cultural factors in the selection of teaching Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 materials (Marcucci, 2.
The selection of songs in music learning is often influenced more by the technical aspects of the music, such as the suitability of the songs to the curriculum, rather than considering the social and cultural background of the students (Bokiev & Ismail, 2021.
Chen et al.
, 2024.
Msimango, 2.
In addition, research shows that many teachers are not fully aware of how their cultural capital can affect song selection, potentially limiting the effectiveness of music learning (Su & Jiang, 2.
Several other studies also revealed that there is a gap in terms of teachers' understanding of the influence of social and cultural factors in music education (Feldman et al.
, 2020.
Van Deusen, 2.
In this context, music education in elementary school is often dominated by song selections that are considered "universal" or standard (Ibbotson & See, 2021.
Julia et al.
, 2.
, without considering the cultural diversity that exists in Indonesia.
This has an impact on students' lack of involvement in learning, as they may feel that the material being taught is irrelevant to their daily social and cultural lives (Espeland et al.
, 2.
The findings of previous research show the difference in focus that underpinned the originality of this study.
Ali & Dwiprabowo .
examining the philosophical value of traditional music to build independence, while this study will empirically examine how teachers' habitus and cultural capital influence song choices in music learning in elementary schools.
Study Gubbins .
highlights the impact of teacher involvement in the musical futures program that re-triggers personal musical practice, while this study will examine song preferences as a reflection of teachers' habitus and cultural capital with a dual approach from Bourdieu's theory.
Furthermore, the research Cuadrado-Garcya et al.
contributes to the understanding of teachers' personal musical experiences in the context of informal methods, while this study focuses on the local context of Indonesia, the specific object of study namely song preferences, the broader use of Bourdieu's theory .
abitus and cultural capita.
, and the dynamics of formal music learning in elementary school.
The research Ali .
reviewing music as a symbolic expression in traditional cultural power relations, while this study sees music as a pedagogical practice influenced by the habitus and cultural capital of teachers in formal education.
This study is based on the ethnomusicology-digital approach.
The focus includes teachersAo traditional musicAebased cultural capital that shapes their music learning preferences and their habits of accessing music through digital platforms.
The research also formulates a framework of teacher habitus that interacts with digital culture and integrates diverse traditional and global music in elementary learning.
In addition, this study develops a pocket book that serves as a guide for teachers in creating song lyrics based on cultural experiences.
The novelty of this research lies in its perspective, which views music not only as an aesthetic object but as a pedagogical practice shaped by teachersAo habitus and cultural capital within IndonesiaAos digital and multicultural The urgency of this research arises from the important role of music education in elementary schools, particularly in shaping studentsAo character and skill development.
The selection of teaching materialsAiespecially songsAiis a key component that influences studentsAo interest and understanding of music.
However, song choices are often shaped by factors that are not immediately visible, such as the teacherAos social and cultural background.
Through this research, it is expected that a more inclusive and culturally grounded song selection model can be developed.
Such a model can enhance the effectiveness of music learning and make it more connected to studentsAo lived experiences and socialAecultural values.
Based on these considerations, this study formulates the following research questions: .
Why are habitus and cultural capital related to teachersAo choices of song types in elementary music learning?.
How can the relationship between teachersAo habitus and cultural capital and their song selection be identified?.
How do social and cultural factors within the educational context influence elementary school teachersAo song choices? RESEARCH METHODS This research method uses a qualitative approach with a case study design of the John Creswell model, carried out at SD Jakarta Timur Region II in the 2025/2026 semester with the subject of music arts teachers in SD Jakarta Timur Region II who were selected by purposive sampling based on musical background and teaching experience.
The stages of the research Copyright .
2026 Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 include: .
Case selection analysis, to determine relevant teachers based on background, experience, and personality.
Research design, through literature studies, design of frameworks based on Bourdieu's theory, and preparation of instruments.
Data collection, observation, interviews, and documentation studies to identify song selection factors.
Data analysis, with qualitative methods.
Evaluation, through reflection and triangulation.
Reporting and Here's the research stream in more detail in Figure 1.
Figure 1.
Research Flow Figure 1 shows the research flow, depicted as a series of steps, from analysis and design to data collection and analysis, to evaluation and output.
Each stage is structured sequentially to demonstrate a systematic research process, from identifying song preferences and analyzing teacher habits, through designing research instruments, conducting observations and interviews, analyzing qualitative data, conducting validation, and ultimately producing recommendations for song selection models and scientific publications.
RESULTS AND DISCUSSION
This section presents research findings on song preferences in music learning in elementary schools as well as their analysis based on Pierre Bourdieu's theoretical framework.
The results of the research are presented in accordance with the formulation of the problem that has been formulated, then discussed by relating empirical findings, the theoretical framework of habitus and cultural capital, as well as previous relevant researches.
Teachers' Musical Habits and Song Selection Tendencies The results of the study show that the choice of songs by teachers in learning is not solely based on technical curriculum considerations, but is strongly influenced by the habitus and cultural capital they possess.
A teacherAos habitus is shaped by life experiences, musical exposure, and socio-cultural background, functioning as an internal compass that guides their preferences in music learning practices.
Teachers who grew up in environments rich in local cultural traditions tend to choose familiar traditional songs such as Naik Delman or Lihat Kebunku.
One teacher noted.
AuSince I was a child, my parents always introduced regional songs, so when teaching I automatically chose the same song because it was attached to the house.
Ay Meanwhile, teachers who have been more exposed to global popular music often integrate modern or popular songs into their teaching.
This is supported by another teacherAos statement: AuIn school and college I used to listen to a lot of pop songs, so it was easier to teach songs that were close to my daily life and that of my students.
Ay These accounts reinforce that song selection in elementary music learning is shaped not only by professional guidelines but also by the teachersAo personal cultural histories and educational environments.
This is in line with Bourdieu's .
view that habitus is a system of disposition that is instilled through long-term social experience (Carlson & Schneickert, 2021.
Friedman, 2.
Habitus works unconsciously, so the teacher's choice of song is not just a rational decision, but a reflection of the social and cultural structures that they have internalized since childhood.
The songs that appear in the classroom are often not due to curriculum obligations, but rather because they have become part of the teacher's collective memory and musical experience, which feels Copyright .
2026 Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 "natural" and relevant in their minds.
In addition to habitus, cultural capital also plays an important role in influencing teachers' song preferences.
Teachers who have cultural capital in the form of musical knowledge from formal education or musical experience, are more flexible in adapting songs according to learning goals.
One teacher expressed this clearly: AuSome of the songs I taught were actually songs that I had heard as a child.
So I unconsciously chose a song that I had known for a long time.
Ay In addition to habitus, cultural capital also shapes teachersAo song Teachers who possess cultural capital in the form of musical knowledge from formal education or personal musical experiences tend to be more flexible in choosing or adapting songs according to learning objectives.
As another teacher explained.
AuMy experience in music courses helped me adjust the songs.
Sometimes I modify it a little to fit the material or the age of the Ay These insights show that song selection is deeply connected not only to curricular demands but also to the embodied cultural resources teachers carry into the classroom.
Cultural capital in the form of objectification, such as access to instruments, scores, or digital media, expands the source of usable song choices.
Meanwhile, cultural capital through educational institutions, such as academic qualifications or music certification, provides professional legitimacy to the choice of songs practiced in class.
To further understand how teachers' habitus and cultural capital affect the preferences of songs used in music learning in elementary schools, this study classifies the types of songs that teachers choose.
This category not only reflects the teachers' personal tastes, but also shows the values, experiences, and cultural orientations inherent in their cultural habitus and capital.
The following is a classification of the types of songs that teachers choose in music learning in elementary school.
Interview data with a teacher at SDN 07 Makasar supports these findings.
The teacher explained that some of the songs she chose were based on her personal experiences: AuWhen I was a child, my parents often played children's songs such as 'Balonku' or 'Burung Cockato'.
So when I teach.
I feel that the songs are the easiest and most comfortable to use.
Ay In video observations of lessons at SDN Makasar 07 .
ncluding activities teaching intervals using the pianic.
, it was apparent that teachers spontaneously selected songs from their personal digital playlists, not just from the official textbooks.
In interviews, teachers stated: AuI keep a few songs on my phone, so when I need a song to move the kids or get them focused.
I choose the ones I usually listen to as well.
Ay These statements and practices demonstrate that the use of songs in the classroom is flexible and contextual: songs are not merely for entertainment, but function as pedagogical tools to enliven the classroom atmosphere, facilitate student concentration, and support the music learning process, such as interval training using the pianica as in the video .
ee Figure .
Figure 2.
Music Arts Class 4 SD/Tri Sudarmi/SDN Makasar 07/DKI Jakarta.
ttps://youtu.
be/csw0ptnNE-I?si=orGzNpv1IiE1i.
These findings suggest that song selection is not only a professional decision but also reflects teachers' life experiences, musical habits, and long-standing cultural roots.
The following is a classification of song types that teachers choose for music instruction in elementary schools.
Copyright .
2026 Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 Figure 3.
Selected Song Type Figure 3 shows a classification of song types selected by teachers in elementary school music lessons.
The song categories presented include children's songs, regional songs, national songs, contemporary songs, popular songs, childhood songs, ceremonial songs, competition songs, educational songs, cheerful songs, viral songs, and thematic songs.
Each category illustrates the teachers' considerations in selecting songs, ranging from aspects of student development, cultural values, curriculum demands, to the influence of digital trends and personal musical experiences.
This classification structure emphasizes that song selection is not merely a pedagogical decision but is also influenced by the teachers' habitus, cultural preferences, and musical capital.
The classification of the songs chosen by the teacher as shown in the image above shows that most of the songs used in music learning in elementary schools come from the traditional repertoire and popular children's songs of the previous era.
This pattern indicates that teachers' preferences are not entirely based on today's children's music curriculum or trends, but are more strongly influenced by long-established musical habits.
Teachers' musical habits are formed from long-lasting life experiences, including songs often heard in childhood, family traditions, and the social environment in which they grew up.
This became the spontaneous basis for the selection of songs for learning, even without formal consideration.
In Bourdieu's view, habitus is a system of dispositions that guides practice without the perpetrator being aware of it (Alexander et al.
, 2022.
Lau, 2.
These findings are in line with the results of the study Schiavio et al.
and Vaizman & Harpaz .
, explaining that music teachers often rely on personal musical experiences as the primary source of repertoire in learning, especially in the context of informal learning.
Similarly.
Mohan & Thomas .
and Thompson et al.
confirm that childhood musical memory plays an important role in determining repertoire preferences, as the songs have become part of an individual's musical identity.
Research by Pastorek et al.
also shows that elementary school teachers often choose traditional, popular children's songs because they are considered easier to teach and have clear educational and moral values.
Thus, the selection of songs reflects not only pedagogical rationality but also the connection to cultural identity and collective experience.
As one of the teachers put it: "I liked to play songs when I was a kid.
Like the song 'Naik Delman', 'Balonku', it is a song that leaves a mark, so it is easier to teach it.
" (Teacher A.
SDN Pekayon .
A similar statement emerged from another teacher who affirmed the connection between family experiences and song preferences: "I often sing songs that I know from home first, from my parents" (Teacher B).
The selection of songs based on musical experience forms a pattern of preferences that do not necessarily change even though the times have changed, because they have become part of the cognitive and affective structure of teachers.
Habitus serves as a lens that directs teachers to certain types of songs that are considered familiar, relevant, and easy to apply, without the need for complex theoretical considerations.
This shows that music learning in elementary schools cannot be separated from the socio-cultural context of teachers.
As stated by Gaunt et al.
, the practice of music in schools has always been a product of negotiations between personal identity, local culture, and institutional demands.
Therefore, understanding teachers' musical habits is key to seeing the dynamics of song selection, as well as opening up opportunities for the development of a music curriculum that is more contextual and reflective of the cultural experiences of educators.
Copyright .
2026 Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 Institutional Cultural Capital and Reproduction of Educational Structures The choice of songs by teachers cannot be separated from the symbolic authority of the Songs from thematic books, national compulsory songs, or competitions, gain legitimacy because the state and the education system recognize them.
In the framework of Bourdieu .
, this is a form of institutional cultural capital that gives a higher value to certain knowledge than to other knowledge.
Teachers thus not only choose songs but also participate in distributing and affirming the authority of the curriculum.
Concrete example: "If there is a song in the book, it must be taught, because later there will be an assessment as well.
" (Teacher C.
SDN Pekayon .
This also includes learning about musical instruments in textbooks, as seen in Figure Figure 4.
Music Textbooks in Elementary School Through this practice, teachers help reproduce the structure of education.
Songs that are considered legitimate not only serve as musical material but also as a means to instill national identity, discipline, and national values.
The teacher becomes the agent of symbolic reproduction, ensuring that the student receives a cultural form legitimized by the dominant system.
For example, the song Garuda Pancasila or Indonesia Raya is not only sung, but also instills ideological awareness that is regulated by the state.
This is in line with research Hardy & Kallio .
, which shows that music in schools often functions as a medium of social control and the reproduction of ideological values that support the structure of the state and nation.
Interestingly, there is often tension between personal musical habits .
hildhood songs, family tradition.
and institutional cultural capital .
ongs from the curriculu.
Teachers may be more comfortable with songs that imprint on personal experience, but they remain "obedient" to songs from thematic books because they have formal legitimacy.
Teacher A said: "I prefer to use traditional songs, but if there is a new song in the book.
I still have to teach it.
" This tension illustrates what is called by Giroux .
as a contradiction in pedagogical practice, where the educator is at the same time an autonomous cultural agent and an instrument of reproduction of the dominant structure.
Figure 5 below shows findings regarding the reasons and considerations for selecting songs by teachers.
Figure 5.
Reasons for Song Selection Interview data supports this finding.
One teacher explained.
AuIf the song is in a thematic Copyright .
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Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
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Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 book, it must be taught.
Because there will be an assessment later, so inevitably it will be a " (Teacher C.
SDN Pekayon .
Another teacher at SDN 07 Makasar also said the same thing: AuLagu-lagu wajib nasional biasanya saya ajarkan dulu, soalnya itu bagian dari aturan sekolah dan sering dipakai saat upacara atau penilaian.
Ay Furthermore, observations of teacher textbooks indicate that lists of national songs, such as "Indonesia Raya", "Garuda Pancasila," "Maju Tak Gentar," and "Tanah Airku", are the primary references for teachers in determining which songs to teach.
This confirms that the legitimacy of the curriculum not only guides practice but also shapes the hierarchy of songs deemed important in learning.
When viewed from the concept map of song selection considerations .
mage abov.
, teachers' reasons are divided into two domains: .
personal-affective reasons such as songs that evoke memories, are easy to remember, or are liked by students, which reflect individual musical and .
formal-institutional reasons such as songs that are suitable for books, easy to teach, or have educational value, which refer to the legitimacy of the curriculum.
This duality shows that song selection is not just a technical decision, but also an arena of attraction between personal and institutional cultural capital.
As part of the educational structure, teachers are tied to formal systems such as school curricula and programs.
Songs derived from thematic books, national songs, and songs for ceremonies or competitions show how institutional cultural capital plays a role in teachers' musical choices.
This is clear in the teacher's statement: "If the curriculum is usually in thematic books, like the songs 'Tanah AirkuAy, 'Satu Nusa Satu Bangsa', it is " (Teacher C).
Another teacher also emphasized his attachment to school rules: "If it is a competition or ceremony, it must be a national compulsory song, because that is what the school asks.
" (Teacher D).
In the framework Bourdieu .
, institutional cultural capital arises from a person's position in the social structure in this case the teaching profession that demands a certain legitimacy through official symbols, including the selection of songs that are considered "correct" by the school system.
Thus, the teacher's practice in choosing songs is not only a reflection of musical preferences, but also a form of obedience to the symbolic authority of the state and educational institutions.
Research Knudsen & Onsrud .
and Tullberg & Syther .
shows that the national anthem taught in schools function as an instrument of collective identity reproduction, shaping national consciousness as well as political legitimacy.
These findings are in line with the study by Buchborn et al.
, which reveals how the music repertoire in schools is often constructed by educational policies and ideological interests of the state, so that teachers play the role of agents who distribute hegemonic values.
In Indonesia, as found Alwi et al.
also emphasized that the selection of national anthem and compulsory songs in school ceremonies is a strategy to instill the values of patriotism and discipline through music.
This condition shows that institutional cultural capital not only determines what songs are taught, but also narrows the space for teachers' autonomy in expressing their personal musical habits.
Teachers may have a preference for childhood songs or popular songs, but the formal legitimacy inherent in the national anthem or songs from thematic books means that such choices should often take precedence.
This is in accordance with the view Annala et al.
that education is a contradictory arena, where teachers play a dual role as cultural agents who bring personal experience as well as reproductive agents of dominant structures through curriculum and school rules.
Identifying the Relationship between Habitus and Cultural Capital of Teachers with Song Selection Interestingly, the findings also show a shift in practice due to interaction with contemporary cultural capital.
Teachers not only become agents of reproduction of educational structures through songs from thematic books or compulsory songs, but also show adaptability to popular cultural dynamics, such as song trends from TikTok or YouTube.
This is reflected in the source of reference songs .
mage abov.
which is no longer limited to the official curriculum book, but is increasingly reaching social media, digital platforms, and daily culture in the student Interview data reinforces this phenomenon.
One teacher said: AuSometimes I take songs from TikTok or YouTube, because those are the ones that are trending and the children Copyright .
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Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
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Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 follow them faster.
" Another teacher added, "If a viral song is popular.
I use it to break ice so that the children are more enthusiastic.
Ay These findings indicate that social media has become a new resource for teachers in selecting songs, while also demonstrating a form of contemporary cultural capital that influences music learning practices in elementary schools.
Teachers strategically choose songs that are close to today's children's world, in order to build psychological closeness and increase learning motivation.
Songs that are popular on social media, for example, are seen as effective in attracting students' attention because they are familiar with their daily lives.
On the other hand, the source of songs from the family or parental environment shows the continuity of habitus, where past songs are inherited and continue to be Thus, teachers play a dual role: maintaining the continuity of old cultures while responding to contemporary popular culture.
This action can be understood as a form of actual cultural capital .
that is used strategically by teachers to gain recognition and pedagogical success in the educational arena.
They use the flexibility of habitus to bridge the gap between children's culture .
hich is based on social medi.
and the demands of the formal system.
As stated Bourdieu .
social agents are not only shaped by structures, but are also able to play strategies in the arena by utilizing the capital they have.
These findings are in line with research Nielsen et al.
who found that music teachers use popular repertoire to build closer social relationships with students.
Study Guan & Matsunobu .
it also shows that the integration of popular music in learning allows for a "cultural dialogue" between teachers and students, so that music classes become spaces for identity negotiation.
Findings Waldron .
found that the use of viral songs from YouTube and TikTok helped increase elementary school students' participation in music learning, although it sometimes created tension with the demands of a formal curriculum.
Figure 6 below is the results of research on the reference sources of money songs used by teachers.
Figure 6.
Song Reference Source The map of song reference sources .
mage abov.
shows a complex social terrain, where teachers' habitus and cultural capital interact with traditional sources .
amily, community customs, personal experience.
as well as with contemporary cultural capital .
ocial media, digital Teachers not only enforce formal rules but also serve as cultural mediators who bridge traditions, personal identities, and popular trends in music learning practices.
This aligns with the field's finding that teachers not only rely on past experiences and textbooks but also open themselves to the influence of contemporary cultural capital.
Social media and digital trends are one of the new references, for example songs from TikTok.
YouTube, or viral songs that are popular among children.
As one of the teachers said: "Children now like songs from TikTok, so sometimes I look for people who know them to be enthusiastic" (Teacher E).
Another teacher added, "If there is a positive viral song.
I use it too.
You see, they become enthusiastic and join in singing" (Teacher F).
The selection of these songs shows how teachers use new cultural capital to build closeness to the children's world, so that learning activities become more interesting.
In other words, teachers use the flexibility of their strategies and habits dynamics to bridge pedagogical needs with the popular cultural realities that students are interested in.
These findings reinforce the results of the study Blackwell et al.
which suggests that the use of popular repertoire in Copyright .
2026 Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 music education helps build stronger social relationships between teachers and students.
Bartleet et al.
it also affirms that popular music serves as a space for cultural dialogue, where students' identities can be negotiated in the context of formal learning.
Study by Frytsiuk et al.
found that the use of viral songs from TikTok and YouTube was able to increase student participation in music learning in elementary schools, although it posed challenges in alignment with the official curriculum.
Thus, the integration of traditional and contemporary cultural capital by teachers reflects strategic adaptive practices in dealing with changes in the cultural dynamics of today's children.
The Influence of Social and Cultural Factors on Song Selection The Function of Songs as Pedagogical Tools and Value Transmission The selection of songs by teachers does not happen in a vacuum.
Songs not only function as entertainment, but also as a pedagogical medium to form character, instill nationalistic values, regulate emotions, and strengthen student togetherness in the classroom.
In other words, songs are an important instrument in the transmission of values and cultural reproduction.
Bourdieu .
emphasizes that school is an arena where social values and cultural dispositions are reproduced through symbols, one of which is song.
Teachers' song choices are influenced by the socio-cultural context surrounding them: family, society, media, and childhood experiences.
Interview data shows that many teachers carry musical preferences formed in childhood and inherited from their family environment.
One teacher (G2, interview 10/14/2.
explained:AuI often choose songs that my mother used to sing, such as Indonesian children's songs that are soft and have a moral message.
It feels closer and suitable for children.
Ay Besides family, values that develop in society also influence teacher preferences.
Another teacher (G4, interview 10/16/2.
revealed AuIn my home environment, children often sing Islamic songs, so I also adjust them in class so that they feel familiar.
Ay Mass media and digital platforms are becoming increasingly powerful sources of influence.
As stated by a teacher (G1, interview 12/10/2.
:AuNow those references are a lot from YouTube and TikTok.
I first see if the song is positive, then I use it in Ay In addition, childhood experiences also shape teachers' pedagogical tastes and beliefs in selecting songs.
Teacher (G3, interview 10/15/2.
AuI grew up with national compulsory songs, so I felt it was important to keep introducing them to students, so that they have a sense of love for the country as I felt in the past.
Ay This shows that teachers' decisions are not solely based on personal taste, but also the result of complex interactions with the social environment.
The chart of social and cultural influences on song selection shows various factors that influence teachers in determining which songs to use in class as shown in Figure 7.
Figure 7.
Social and Cultural Influences From the chart (Figure .
, it can be seen that songs function as a pedagogical medium full of meaning.
Teachers use songs not only to create a pleasant classroom atmosphere but also as symbolic instruments that internalize certain dispositions in students.
For example, nationalism songs form a sense of love for the homeland, religious songs instill moral and spiritual values.
contrast, popular songs from social media are used to build emotional closeness between teachers and students.
This is in line with the findings of the teacher's interview, which emphasizes that Copyright .
2026 Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 the main function of songs in the classroom is not just entertainment, but a multifunctional pedagogical tool to instill values, build a conducive atmosphere, and regulate the rhythm of Teacher G, for example, stated: "When the children start to make a fuss.
I sing a song slowly, like AoLihat KebunkuAo, so that the atmosphere is cool.
" Meanwhile.
Teacher A added: "I choose songs that are cheerful, so that they are enthusiastic and not sleepy.
" Thus, songs are used as symbolic strategies to soothe, motivate, or organize learning transitions.
In Bourdieu's perspective, this practice suggests that songs become part of symbolic Through singing activities, students are directed to think, feel, and act in accordance with the applicable social structure.
Songs function as pedagogical tools as well as cultural codes transmitted by teachers as educational agents.
In other words, the selection of songs is not only influenced by the teacher's personal preferences, but also by broader socio-cultural factors, thus contributing to the formation of students' character.
Relevant research supports these findings.
For example, research by Rehfeldt et al.
it shows that songs in basic music learning serve not only for the mastery of musical skills, but also for the transmission of social and cultural Study by Sakti et al.
emphasized that traditional children's songs play an important role in instilling the value of togetherness and discipline in learning in elementary schools.
Further, the research Campbell .
found that the use of popular songs in early childhood and elementary school classes helped create an emotional bond between teachers and students, making the learning atmosphere more fluid and interactive.
Pedagogical Strategies for Teachers and Functional Cultural Capital In learning practice, songs are not just entertainment media, but pedagogical means that have cognitive, affective, and social functions.
Teachers can use songs to support the learning process, create a conducive classroom atmosphere, and instill certain values.
The use of songs in schools is also not limited to learning in the classroom, but extends to various school activities, both formal and non-formal.
This shows that songs have contextual flexibility, where teachers adjust their choices according to the needs, situations, and characteristics of students.
Interview data also showed that teachers used songs as a medium to enliven the classroom atmosphere.
One teacher said.
AuIf the children start to look bored or have difficulty focusing.
I immediately play or invite them to sing a song.
Usually the atmosphere is immediately fluid, they are more enthusiastic and ready to learn again.
Ay Another teacher added.
AuThe song became a tool to start the lesson.
As soon as the song was played, the children were immediately enthusiastic because the atmosphere turned more cheerful.
Ay These findings confirm that songs help create a more dynamic learning rhythm and make the learning process more enjoyable for students.
The context of song usage can be seen in the following chart (Figure .
Figure 8.
Context of Song Use From the chart (Figure .
, it is clear that teachers' strategies in choosing and using songs are very closely related to functional cultural capital.
Teachers do not just follow habits .
, but actively negotiate their choices according to the context.
For example, simple songs are used when the class is not conducive to attracting students' attention, while national-themed songs are chosen at the moment of national commemoration.
This practice shows how cultural capital .
he teacher's knowledge of the types of song.
is used reflectively to achieve learning and character building goals.
This is also reinforced by the findings of teacher interviews in the field.
The choice Copyright .
2026 Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Arhamuddin Ali.
Evi Faujiah.
Risky Dwiprabowo.
Dyah Anungrat Herzamzam.
Aufaa Luthfiah Murtiono.
Radhana Oktaviona.
Matheus Musen Ola Song Preferences in Music Learning in Primary Schools: A Study of Teachers' Habitus and Cultural Capital Based on Pierre Bourdieu's Approach Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 125-139 of songs is influenced by the teacher's pedagogical strategy in adjusting to student preferences and the context of the activity.
The teacher considers the ease of memorization, ageappropriateness, and relevance to the theme of the activity.
As Teacher D said: "I choose songs that are easy to memorize.
If it's too difficult, the kids won't be excited.
" or Teacher C: "If it's the theme of independence, yes.
I choose the appropriate song.
For example.
AoHari Merdeka' or 'Tanah Air'.
" This practice reflects how teachers mobilize cultural capital and habitus to respond to concrete needs in the classroom, not just relying on intuition or formal rules, but through adaptive practical strategies.
These findings are in line with the view Hargreaves & North .
, which emphasizes that music in education serves as a flexible social and emotional medium, as it can be adapted to the context and needs of the student.
Research Palmer & Booth .
in elementary school it was also shown that the use of thematic songs not only increased student involvement, but also fostered discipline.
Similarly, the study Kiss et al.
and Vigl et al.
affirming that music has an important role in increasing motivation, concentration, and the formation of a positive classroom climate.
Thus, the choice of songs by teachers, as shown in interview excerpts and context charts, is not just a routine action, but part of a pedagogical strategy based on cultural capital to support more meaningful learning and shape students' character.
CONCLUSIONS AND SUGGESTIONS
The results of this study confirm that habitus and cultural capital have a central role in influencing the choice of song types by teachers in music learning in elementary schools.
Musical habits formed from childhood experiences, family traditions, social environment, and educational backgrounds make teachers have a tendency to choose familiar songs, such as traditional songs and old popular children's songs, that are considered reasonable and relevant.
Meanwhile, cultural capital in the form of musical knowledge, access to musical resources, and the institutional legitimacy of the curriculum expands the possibilities of teacher choice, but at the same time demands adherence to official repertoire such as national songs and songs in thematic books.
The identification of this relationship is evident from how teachers combine personal cultural capital with institutional and contemporary cultural capital.
Teachers not only rely on musical memories of the past, but also respond to popular culture through song selection from YouTube.
TikTok, or other social media that is close to students' daily lives.
This practice shows that teachers play the role of agents who negotiate personal preferences, curriculum legitimacy, and cultural demands of today's children.
Habitus serves as the basis of disposition, while cultural capital .
oth formal and contemporar.
is used strategically to achieve pedagogical success within the educational Based on these findings, it is recommended that teachers continue to enrich the repertoire of songs used in learning, by combining traditional, national, and contemporary songs in a balanced manner to suit pedagogical needs while being relevant to the world of students.
Schools should provide a collaborative space for teachers to share best practices and innovate in the use of music as a character-based learning medium.
For policymakers, it is important to provide a more flexible space in the curriculum, so that teachers have the flexibility to integrate songs from a variety of sources, including positive popular culture.
REFERENCES