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The purpose of this study was to develop dance-based learning media created by Zapin to improve the kinesthetic intelligence of children aged 5-6 years. This study is motivated by the low level of kinesthetic intelligence in children aged 5-6 years because the learning activities carried out by the teacher do not attract children's interest, causing low kinesthetic intelligence in children. In developing creative dance movement learning media using the development stage based on the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The feasibility test was carried out by 2 validators, namely dance experts and ECE experts. The test subjects in this study were children aged 5-6 years in Tanggamus Regency, which consisted of 20 children. Data collection was carried out using interviews, observation, questionnaires, and documentation. The media effectiveness test was carried out using the one-group pretest-posttest method. From the results of the effectiveness test, it can be concluded that the developed creative dance can improve kinesthetic intelligence in children aged 5-6 years which consists of aspects of whole-body coordination, balance, agility, and flexibility in children who have carried out learning to move creative dance using the developed media. Keywords: kinesthetic intelligence, dance movement creations, early childhood References: Anggraini, D. D., Dhiba, S. A. F., & Ittar, A. (2016). Improvement of Gross Motor Skills Through Animal Dance Activities in Children Group B. Journal PG-PAUD Trunojoyo, 3(2), 128–137. Anisa, S. (2014). Learning Dance and Song Movement Using Demonstration Methods In Kindergarten Kartika II-31. Journal of Education, 31. Brown, A. K. (2014). A Model for Dance Education: Promoting Personal Voice and Communal Learning. International Journal of Education Through Art, 2(10). Dewi, W. R. (2018). Implementation of Dance Creation in Developing Children's Kinesthetic Intelligence in Paud Negeri Pembina 1 Bengkulu City. Diana, F. (2013). Application of Singing Methods Using Learning Aids to Improve Children's Kinesthetic Intelligence In Group B2 of Aisyiyah Kindergarten Ii Manna Market of South Bengkulu Regency. Gardner, H. (2006). Changing Minds. United State of America: Massachusetts Hardvard Business School Press. Jamaris, M. (2015). New Orientation in Educational Psychology. Bogor: Ghalia Indonesia. Jamaris, M. (2017). Measurement of Plural Intelligence. Bogor: Ghalia Indonesia. Junaedi, S., & Nugroho, I. H. (2014). Traditional Game Fortan as a Method of Play for the Development of Early Childhood Kinesthetic Intelligence. Nusantara Of Research, 38–44. Majidah, S. K., Khadijah, & Sapri. (2018). Efforts to Increase Early Childhood Kinesthetic Intelligence Through Dancing Activities in Group B in Ra Al-Ikhlas Medan. Journal of RAUDHAH, 6(2), 2338–2163. Mulyani, N. (2016). Early Childhood Dance Arts Education. Yogyakarta: Gava Media. Mulyasa. (2014). Manajemen PAUD. Bandung: PT Remaja Rosdakarya. Muntiah, D. (2010). Psikologi Bermain Anak Usia Dini. Jakarta: Kencana. Myrnawati C.H. (2018). Metodologi Penelitian Untuk Pemula. Tanggerang Selatan: Pustakapedia Nurani, Y. (2019). Perspektif Baru Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Cam Pustaka. Nurani, Y. (2020). Kurikulum Bermain Kreatif Berbasis Kecerdasan Jamak. (Y. Nurani, Ed.) (III). Jakarta: PT Indeks. Papalia, D. E., & Dkk. (2018). Human Development (Developmental Psychology) Jakarta. Retrieved from Kencana Rouf, A.M. (2018). Improves Children's Gross Motor Development Through the Manuk Dadali Dance Method. Bunda Window Journal, 6(1), 30–37. Sansom, A. N. (2016). Finding Dance in Sylvia s Classroom. Waikato Journal of Education, 1173–6135. https://doi.org/10.15663/wje.v14i1.215 Special, I. (2016). Increase Children's Kinesthetic Intelligence Through Traditional Dance Nods at Melati II Glagah Kindergarten. Journal of Early Childhood Education, 3, 292–300. Sumarni. (2014). Improving Children's Kinesthetic Intelligence Skills Through Group B Hide and Seek Games. Suyadi. (2015). Basic Concept of PAUD. Bandung: PT Remaja Rosdakarya. Warburton, E. C., Reedy, P., & Ng, N. (2014). Engaging Families in Dance: An Investigation of Moving Parents and Children Together. International Journal of Education & the Arts, 15. Wira, P. (2018). Peningkatan Kreativitas Melalui Bermain Tari Kreasi Berbasis Multimedia. Jurnal Pendidikan Anak, 7(2), 106–121. Wulandari, R. T. (2017). Pembelajaran Olah Gerak Dan Tari Sebagai Sarana Ekspresi Dan Apresiasi Seni Bagi Anak Usia Dini. Jurnal Pendidikan, 147–162. Yaumi, M. (2012). Learning is based on multiple intelligences. Jakarta: Dian Rakyat. Yetti, E. (2012). The Influence of Learning Models and Dance Movement Skills on Early Childhood Emotional Intelligence. Journal of Arts & Stage Culture, 22(2), 213–224. Dewi, W. R. (2018). Implementation of Dance Creation in Developing Children's Kinesthetic Intelligence in Paud Negeri Pembina 1 Bengkulu City. Yetti, E., & Juniasih, I. (2016). Implementation of Educational Dance Learning Model to Improve Early Childhood Kinesthetic Intelligence Through Active Learning Methods (Development model in Labschool Jakarta Kindergarten in Group B). Journal of Early Childhood Education, 10(9), 385–400.

The government incurs huge costs because of low literacy rates, which are associated with higher crime rates, poor health, and higher welfare costs, therefore the stimulation of basic literacy from an early age is important. This study aims to examine the effectiveness of animated motion learning media and songs that are interesting, innovative, and effective for improving basic literacy aspects of early childhood. This mixed-method design with the research and development stages of the ADDIE model was tested for the effectiveness of the media through a paired sample test. The research was divided into three stages, starting from needs analysis, product development, and product evaluation, involving 11 respondents in the effectiveness test. The data collection technique was carried out using a basic literacy instrument grid questionnaire, for child development, while for the feasibility of the media or products being developed it was also through a questionnaire from experts. Data were analyzed qualitatively and quantitatively. The results of the study show that there is a significant increase in basic literacy values through learning media. The findings of the integration of quantitative and qualitative data form the basis for preparing the final product to revise and complement the deficiencies of movement and song-learning media. Keywords: basic literacy, animation media, motion, and song, early childhood References: Abidin, Y. (2015). Multiliteracy Learning An Answer to the Challenges of 21st Century Education in the Indonesian Context [Pembelajaran Multiliterasi Sebuah Jawaban atas Tantangan Pendidikan Abad Ke -21 dalam Konteks Keindonesiaan (D. Sumayyah, Ed.)]. PT Refika Aditama. Bedard, C., Bremer, E., & Cairney, J. (2020). Evaluation of the Move 2 Learn program, a community-based movement and pre-literacy intervention for young children. Physical Education and Sport Pedagogy, 25(1), 101–117. https://doi.org/10.1080/17408989.2019.1690645 Bers, M. U. (2018). Coding, playgrounds, and literacy in early childhood education: The development of KIBO robotics and ScratchJr. 2018 IEEE Global Engineering Education Conference (EDUCON), 2094–2102. Bhadra, A., Brown, J., Ke, H., Liu, C., Shin, E., Wang, X., & Kobsa, A. (2016). ABC3D - Using an Augmented Reality Mobile Game to Enhance Literacy in Early Childhood. 0–3. Dodge, D. T., Colker, L. J., & Heroman, C. (2002). Creative Curriculum for Presschool (Fourth Edi). Cataloging in Publication. Edwards, L. C. (2013). Music and Movement A way of Life for the Young Child (Seventh Ed). Pearson Education, Inc. Fadillah, M., Filasofa, L. M. K., Wantini, Akbar, E., & Fauziyah, S. (2014). Early Childhood Education Edutainment (Creating Interesting, Creative, and Fun Learning) [Edutaintment Pendidikan Anak Usia Dini (Menciptakan Pembelajaran Menarik, Kreatif, dan Menyenangkan)]. Kencana Prenadamedia Group. Fajriyah, L. (2018). Development of Emergent Literacy in Early Childhood [Pengembangan Literasi Emergen Pada Anak Usia Dini]. Proceedings of the ICECRS, 1(3). https://doi.org/10.21070/picecrs.v1i3.1394 Fox, J. E., & Schirrmacher, R. (2015). Art & Creative Development for Young Children (Eighth Edi). Cengage Learning. Graber, K. C., & Woods, A. M. (2013). Physical Education & Activity for Elementary Classroom Teachers. Mc Graw Hill. Heydon, R., McKee, L., & O’Neill, S. (2018). Singing our song: The affordances of singing in an intergenerational, multimodal literacy programme. Literacy, 52(3), 128–136. https://doi.org/10.1111/lit.12135 Jamaris, M. (2017). Multiple Intelligences Measurement [Pengukuran Kecerdasan Jamak]. Ghalia Indonesia. Juniasih, I. (2015). Increasing Movement Creativity Through Story-Based Educational Dance Activities (Tarita) PAUD PPs Jakarta State University [Peningkatan Kreativitas Gerak Melalui Kegiatan Tari Pendikan Berbasis Cerita ( Tarita ) PAUD PPs Universitas Negeri Jakarta]. Jurnal Pendidikan Usia Dini, 9(2), 319–342. Karaca, N. H. (2017). Implementation Of Thinking Creatively in Action And Movement Test For Turkish Children Eylem Ve Harekette Yaratıcı Düşünme Testi’nin Türk Çocuklarına Uyarlanması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 0(42), 240. https://doi.org/10.21764/efd.26968 Lastari, A. A. I. I. A., Gading, I. K., & Antara, P. A. (2016). Audiovisual to Improve Kinesthetic Intelligence in Group B Children [Audiovisual Untuk Meningkatkan Kecerdasan Kinestetik Pada Anak Kelompok B]. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2). Mariati, P., & Asmara, B. (2017). Development of Innovative Learning Models of Motion and Thematic Songs for Integrated Early Childhood Post Teachers (Ppt) in the City of Surabaya [Pengembangan Model Pembelajaran Inovatif Gerak Dan Lagu Tematik Bagi Guru Pos Paud Terpadu ( Ppt ) Di Kota Surabaya]. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3, 9–20. Mayesky, M. (2002). Creative activities for Young Children (7 Th Editi). Delmar Thomson Learning. Nash, K., Howard, J., Miller, E., Boutte, G., Johnson, G., & Reid, L. (2018). Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts. Contemporary Issues in Early Childhood, 19(3), 256–273. https://doi.org/10.1177/1463949117717293 Pogue, B. J. (2018). Using Music and Movement to Enhance Cognitive Development Using Music and Movement to Enhance Cognitive Development. Education. Priansa, D. J. (2017). Development of Innovative, Creative, and Achievement Learning Strategies & Models in Understanding Students [Pengembangan Strategi & Model Pembelajaran Inovatif, Kreatif, dan Prestatif dalam Memahami Peserta Didik]. Pustaka Setia. Rakhmawati, N. I. S. (2016). The Use of Playing Strategy through Movements and Songs in Dealing Hypersensitivity Problems for Early Childhood. Proceedings of International Research Clinic & Scientific Publications of Educational Technology, 2013, 6–29. Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1 Respati, R., Nur, L., & Rahman, T. (2018). Motion and Song as a Model for Stimulating the Development of Kinesthetic Intelligence in Early Children [Gerak Dan Lagu Sebagai Model Stimulasi Pengembangan Kecerdasan Kinestetik Anak Usia Dini]. Jurnal Pendidikan Usia Dini, Vol.12(No.2), 321–330. https://doi.org/10.21009/JPUD.122.13 Rowe, M. L., Kirby, A. L., Dahbi, M., & Luk, G. (2022). Promoting Language and Literacy Skills through Music in Early Childhood Classrooms. The Reading Teacher, n/a(n/a). https://doi.org/10.1002/trtr.2155 Ruhaena, L. (2015). Multisensory Models: Solutions to Stimulate Literacy in Preschool Children [Model Multisensori: Solusi Stimulasi Literasi Anak Prasekolah]. Jurnal Psikologi, 42(1), 47–60. Safitri, N., & Agustinus. (2017). Stimulation Dance Creations Art on Gross Motor Development Children Aged. Indonesian Journal of Early Childhood Education Studies, 6(1). https://doi.org/10.15294/ijeces.v6i1.15785 Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2018). Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing. Child Development, 91(1), e179–e197. https://doi.org/10.1111/cdev.13158 Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2020). Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing. Child Development, 91(1), e179–e197. https://doi.org/10.1111/cdev.13158 Trost, W. J., Labbé, C., & Grandjean, D. (2017). Rhythmic entrainment as a musical affect induction mechanism. Neuropsychologia, 96, 96–110. https://doi.org/10.1016/j.neuropsychologia.2017.01.004 Widhianawati, N. (2011). The Effect of Movement and Song Learning in Improving Musical Intelligence and Kinesthetic Intelligence in Early Children [Pengaruh Pembelajaran Gerak dan Lagu dalam Meningkatkan Kecerdasan Musikal dan Kecerdasan Kinestetik Anak Usia Dini]. Jurnal Upi Edu, 2, 220–228. Yetti, E., & Muanivah, H. (2017). Improved Intelligence Kinesthetic Children Ages 5-6 Years through Activities of Motion and Song. 1, 16–20. Yetti, E., Syafnita, T., & Siti Syarah, E. (2019). The Effect of Motion and Song on Children`s Speaking Ability. 178(ICoIE 2018), 429–433. https://doi.org/10.2991/icoie-18.2019.92

This study aims to 1) describe the application of stimulus methods and demonstration methods in dance learning to improve the child's confidence in Sanggar Puri Rakumatati Tangerang, 2) improve the child's confidence through stimulus methods and demonstration methods in dance learning in Sanggar Puri Rakumatati Tangerang. The study used class action research methods and Kurt Lewin's action research design. Data collection techniques use observations and field record methods with qualitative data analysis techniques descriptions and statistical quantifications. The study was conducted on 10 children aged 4 to 6 at the Puri Ranggatati Studio, Tangerang, Banten. Triangulation techniques use triangulation methods, theories, and time. The results of this study show increased confidence in children. The pre-cycle assessment received an average value (34.45), the I cycle received an average value (64.6) and the II cycle received an average value (91.95). The use of stimulus methods and demonstration methods gives a positive change to the child's behavior, and gift giving can give the child motivation to strengthen their confident behavior. The confidence of the child in the respiratory tract can be improved through stimulus methods and demonstration methods seen from the increase in pre-cycle, cycle I, and cycle II scores. The coach should be able to find and apply the right dance learning methods for children.

Dalam proses belajar, minat merupakan hal utama yang harus dimiliki oleh setiap individu, tanpa adanya minat siswa tidak dapat mengikuti pembelajaran dengan baik sehingga mempengaruhi prestasi belajar siswa. Pentingnya minat belajar di bidang seni tari karena seni merupakan warisan budaya yang perlu dilestarikan dan dikembangkan. Penelitian ini bertujuan untuk meningkatkan minat belajar menari pada siswa putra kelas VIIF SMPN 134 Jakarta melalui penerapan model pembelajaran motivasional ARCS (Attention, Relevance, Confidence, Satisfaction). Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan model Kurt Lewin, menggunakan analisis data deskriptif kualitatif dan analisis statistik kuantitatif. Teknik pengumpulan data berupa observasi, angket, wawancara dan dokumentasi. Penelitian dilakukan dalam dua siklus terhadap 17 siswa laki-laki. Hasil penelitian menunjukkan adanya peningkatan minat belajar dengan memperoleh nilai pra siklus 70,00%, siklus I 76,94% dan siklus II 85,82%. Untuk penelitian selanjutnya dapat menerapkan model pembelajaran lain untuk meningkatkan minat belajar siswa laki-laki sehingga pembelajaran lebih menarik, menyenangkan dan bervariatif untuk mengunci semangat belajar siswa dalam kelas seni tari., In the learning process, interest is the main thing that must be owned by each individual, without interest students cannot follow learning properly so that it affects student achievement. The importance of interest in learning in the field of dance because art is a cultural heritage that needs to be preserved and developed. This study aims to increase interest in learning to dance in male students in class VIIF of SMPN 134 Jakarta through the application of the ARCS (Attention, Relevance, Confidence, Satisfaction) motivational learning model. This study uses Classroom Action Research (CAR) with Kurt Lewin's model, using qualitative descriptive data analysis and quantitative statistical analysis. Data collection techniques in the form of observation, questionnaires, interviews and documentation. The study was conducted in two cycles on 17 male students. The results showed an increase in interest in learning by obtaining a pre-cycle score of 70.00%, cycle I 76.94% and cycle II 85.82%. For further research, other learning models can be applied to increase male students' interest in learning so that learning is more interesting, fun and varied to lock students' enthusiasm for learning in dance classes.