Exploring Learning Experiences through Ensemble Music and Peer Tutoring in Primary Schools: A Systematic Literature Review

Abstract

This systematic literature review investigates how ensemble music learning and peer tutoring contribute to primary school students' academic, social, and emotional development. Drawing on empirical studies published between 2010 and 2025, the review examines the ways in which ensemble-based instruction and structured peer tutoring shape children's collaboration, communication, self-confidence, empathy, and cultural appreciation. The focus is on learning experiences in primary schools where music is used as a vehicle for both musical and non-musical outcomes. The review follows PRISMA 2020 guidelines for identifying, screening, and appraising studies. Searches were conducted in international and national databases using bilingual keywords related to ensemble music, peer tutoring, and primary education. Twenty articles met the inclusion criteria and were analysed in depth using an analytical matrix. The findings show that ensemble music learning supports responsibility, turn-taking, listening, and mutual support, while peer tutoring provides opportunities for explanation, feedback, and role modelling among students. However, the evidence base is still dominated by small-scale qualitative or classroom action research designs, with limited longitudinal and experimental studies. The review offers implications for designing culturally responsive music programmes in Indonesian primary schools, integrating ensemble and peer tutoring strategies, and developing more rigorous assessment tools for students' social and emotional skills.