ABSTRACT
The study was aimed at revealing the differences in the development of students’ musical competencies in the Netherlands, Indonesia, and France. The study adopted a mixed methods research design. Data were collected through observation of 30 music classes in the Netherlands, 30 in Indonesia, and seven in France. Observational data were supplemented by interviews with teachers, principals, students, parents, and other stakeholders. This research was conducted using a sequence of qualitative and quantitative methods. The qualitative data were analysed descriptively, while the quantitative data were analysed using descriptive statistic. The results showed that the students in the Netherlands had higher levels of musical competency than Indonesian and French counterparts. Music education in the Netherlands places more emphasis on the affective domain, while in Indonesia and France it focuses more on the cognitive and psychomotor domains.
