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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

Studying physical science and then teaching it to children, as is known from decades of science education research, creates a huge problem of unknown origin. This study aims to develop a media and determine its effectiveness in increasing knowledge of physics for children. This research is a research and development with the stages of the ADDIE model to develop Roll Book media with the roll technique containing physical science material for early childhood. Data collection techniques were carried out through expert validation tests and field trial data. Analysis of effectiveness test data using a paired sample T-test statistical test. The results of the media effectiveness test showed an increase in knowledge of physics in the pre-test and pots-test. The summary of all the test results of the developed media shows that Roll Book products are effectively used to increase children's knowledge of physics. The concept of storybook media that has been developed in various interesting forms is expected to be an alternative solution for the scientific development of early childhood education studies. Keywords: Early childhood, Physical science, Roll book References: Angelica Torres, & Vitti, D. (2007). A Kinder Science Fair. Science and Children. Arsyad, A. (2013). Media Pembelajaran [Learning Media]. PT Raja Grafindo Persada. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science Business Media. California Department of Education. (2012). California Preschool Learning Foundations (Vol. 3). Sacramento. Charlesworth, R., & Lind, K. K. (2012). Math and Science for Young Children. Cengage Learning. https://books.google.co.id/books?id=p5x-3ir8mz4C Citra, A., Hapidin, D., & Akbar, Z. (2019). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kritis terhadap Pemahaman Sains Fisik. 3(1), 18–29. https://doi.org/10.31004/obsesi.v3i1.136 Dewi, T. H. S., Gunarhadi, & Riyadi. (2018). The Important of Learning Media Based on Illustrated Storybook for Primary School. Proceeding of International Conference on Child-Friendly Education, 233–236. Eshach, H., & Fried, M. N. (2005). Should Science Be Taught in Early Childhood? Journal of Science Education and Technology, 14(3), 315–336. Featherstone, S. (2003). The Little Book of Investigations: Little Books with Big Ideas. Featherstone Education Ltd. Fleer, M. (2015). How Preschools Environments Afford Science Learning. In M. Fleer & N. Pramling (Eds.), A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings(pp. 23–37). Springer Netherlands. https://doi.org/10.1007/978-94-017-9370-4_2 Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Jonsson, A., Redfors, A., & Thulin, S. (2019). Teaching chemistry and physics in preschool: A matter of establishing intersubjectivity establishing intersubjectivity. 0693. https://doi.org/10.1080/09500693.2019.1689585 Gitomer, D. H., & Zisk, R. C. (2015). Knowing What Teachers Know. Review of Research in Education, 39(1), 1–53. https://doi.org/10.3102/0091732X14557001 Greenfield, D. B., Jirout, J., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Early Education and Development Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. October 2014, 37–41. https://doi.org/10.1080/10409280802595441 Gur, C. (2011). Physics in preschool. International Journal of Physical Sciences, 6(4), 939–943. https://doi.org/10.5897/IJPS10.653 Hsiao, C.-Y., & Chang, Y.-M. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), 1. https://doi.org/10.5539/ies.v9n1p1 Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4 Kamii, C., & Vries, R. De. (1993). Physical Knowledge in Preschool Education: Implications of Piaget’s Theory. Teachers College Press. Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009 Larasati, A., & Yulianti, D. (2014). Pengembangan Bahan Ajar Sains (Fisika) Tema Alam Semesta Terintegrasi Karakter dan berwawasan Konservasi [Development of Teaching Materials for Science (Physics) Themes of the Universe Integrated Character and Conservation insight]. Unnes Physic Education Journal, 3(2), 26–33. Lind, K. K. (2005). Exploring Science in Early Childhood Education. Thomson Delmar Learning. Lorente, L. M. (2017). Implementation of early childhood physical activity curriculum (SPARK) in the Central Valley of California ( USA ). Procedia - Social and Behavioral Sciences, 237(June 2016), 319–325. https://doi.org/10.1016/j.sbspro.2017.02.097 Marton, F. (2014). Necessary conditions of learning. Routledge. Mutmainnah, M., Nessa, R., Bukhari, B., Farhana Mohd Radzif, N., & Kurniawati, R. (2021). Development of Learning Media for Acehnese Culture Picture Books to Get to Know Local Culture in Early Childhood. Al-Athfal: Jurnal Pendidikan Anak, 7(1), 53–72. https://doi.org/10.14421/al-athfal.2021.71-05 Oppliger, P. A., & Davis, A. (2016). Portrayals of Bullying: A Content Analysis of Picture Books for Preschoolers. Early Childhood Education Journal, 44(5), 515–526. https://doi.org/10.1007/s10643-015-0734-1 Oskarsson, M., & Karlsson, K.-G. (1970). Health care or Atom bombs? Interest profiles connected to a science career in Sweden. Nordic Studies in Science Education, 7(2), 190–201. https://doi.org/10.5617/nordina.242 Phillips, E. C., & Sturm, B. W. (2013). Do Picture Books About Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways? Early Childhood Education Journal, 41(6), 465–475. https://doi.org/10.1007/s10643-012-0560-7 Pramitasari, Muktia., Yetti, Elindra., & Hapidin. (2018). Pengembangan Media Sliding Book untuk Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini [Development of Sliding Book Media for Introduction to Marine Life Science for Early Childhood]. 12(November), 221–230. https://doi.org/10.21009/JPUD.122.09 Saçkes, M., Akman, B., & Trundle, K. C. (2012). A Science Methods Course for Early Childhood Teachers: A Model for Undergraduate Pre-Service Teacher Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26. Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/jpud.131.04 Sjøberg, S., & Schreiner, C. (2010). The ROSE project—Overview and key findings. March 1–31. Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2018). Preschoolers’ Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports. Early Childhood Education Journal, 46(4), 419–426. https://doi.org/10.1007/s10643-017-0876-4 Solfiah, Y. S., Risma, D., Hukmi, & Kurnia, R. (2020). Early Childhood Disaster Management Media Through Picture Story Books. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 141–155. https://doi.org/10.21009/141.10 Thorson, R. M. (2017). Physical Science Teacher’s Guide. Henry David Thoreau In Context.https://doi.org/Https"//Doi.Org/10.1017/9781316569214.025 Thulin, S., & Jonsson, A. (2014). Child Perspectives and Children’ s Perspectives – a Concern for Teachers in Preschool. Educare, 2, 13–37. Thulin, S., & Redfors, A. (2017). Student Preschool Teachers’ Experiences of Science and Its Role in Preschool. Early Childhood Education Journal, 45(4), 509–520. https://doi.org/10.1007/s10643-016-0783-0 Woodard, C., & Davitt, R. (1987). Physical Science in Early Childhood. Thomas Publications.

Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation. Keywords: Beats, Early childhood, Moving, Self-Regulation References: Baltazar, M., Västfjäll, D., Asutay, E., Koppel, L., & Saarikallio, S. (2019). Is it me or the music? Stress reduction and the role of regulation strategies and music. Music & Science, 2, 205920431984416. https://doi.org/10.1177/2059204319844161 Blair, C., & Raver, C. C. (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647–657. https://doi.org/10.1037/a0026472 Blair, C., & Raver, C. C. (2015). School Readiness and Psychobiological Approach. August 2014, 1–21. https://doi.org/10.1146/annurev-psych-010814-015221 Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understand... Child Development, 78(2), 647–663. https://doi.org/10.2307/4139250 Booth, A., O’Farrelly, C., Hennessy, E., & Doyle, O. (2019). ‘Be good, know the rules’: Children’s perspectives on starting school and self-regulation. Childhood, 26(4), 509–524. https://doi.org/10.1177/0907568219840397 Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/10.1007/s10802-015-0060-5 Charissi, V., & Rinta, T. (2014). Children’s musical and social behaviours in the context of music-making activities supported by digital tools: examples from a pilot study in the UK. Journal of Music, Technology and Education, 7(1), XXXXX. https://doi.org/10.1386/jmte.7.1.39_1 Dalla Bella, S., Berkowska, M., & Sowiński, J. (2015). Moving to the Beat and Singing are Linked in Humans. Frontiers in Human Neuroscience, 9(December), 1–13. https://doi.org/10.3389/fnhum.2015.00663 Danielsen, A., Haugen, M. R., & Jensenius, A. R. (2015). Moving to the Beat: Studying Entrainment to Micro-Rhythmic Changes in Pulse by Motion Capture. 0315. Diamond, A. (2013). Functions, Executive. Annual Reviews Psychology, 29(146), 13–15. https://doi.org/10.1146/annurev-psych-113011-143750 Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. (pp. 11–43). American Psychological Association. https://doi.org/10.1037/14797-002 Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades. Journal Education Psycology, 104(2), 439–451. https://doi.org/10.1037/a0026280.What Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. 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Tujuan penelitian ini untuk mengetahui pengaruh status ibu bekerja dan motivasi prestasi terhadap hasil belajar matematika siswa kelas 1 SD. Data penelitian hasil belajar matematika diperoleh dengan analisis varian (ANAVA), dan diuji dengan analisis uji persyaratan melalui uji normalitas dengan uji Liliefors dan uji homogenitas dengan uji Bartlett. Hasil penelitian menunjukkan: (1) terdapat perbedaan hasil belajar matematika yang memiliki status ibu bekerja dan status ibu tidak bekerja (2) terdapat interaksi status ibu bekerja dengan motivasi prestasi terhadap hasil belajar matematika (3) ada perbedaan hasil belajar matematika yang memiliki motivasi prestasi tinggi dengan status ibu bekerja dan motivasi prestasi rendah dengan status ibu bekerja (4) ada perbedaan hasil belajar matematika yang memiliki motivasi prestasi tinggi dengan status ibu tidak bekerja.