Pengaruh Rhtymic Movement Training terhadap kemampuan socio emitional learning anak

Abstract

Child development in the middle childhood period is a transition period from preschool to elementary school. In the development of children at elementary school age, many experience a decline in social emotional learning abilities which include emotional management skills, empathy, social skills, and self-awareness. Rhythmic movement training involves activities that follow rhythmic patterns by providing a series of rhythmic movements to integrate primitive reflexes in children who are not yet mature at the age of children. The purpose of this study is to determine whether there is an effect of providing/implementing the Rhythmic Movement Training program to improve/enhance social emotional learning abilities in elementary school children. The method used in this study is the Quasi Experimental method. Data collection uses observation, unstructured interviews, and a social emotional learning scale according to Daniel Goleman's theory. Respondents in this study amounted to 10 aged 7-8 years, who were divided into two groups, the control group and the experimental group. The results of the hypothesis test using the Wilcoxson test with a value of 0.078> 0.05, which means that there is no significant difference regarding social emotional learning in the experimental and control groups. Based on this, it can be concluded that rhythmic movement training cannot improve social emotional learning scores in elementary school Z children.