IMPLEMENTATION OF DANCE ACTIVITIES TO IMPROVE EMOTIONAL REGULATION SKILLS IN CHILDREN WITH ADHD AT MUTIARA CIPAYUNG KINDERGARTEN

This research is motivated by the problems of emotional regulation and barriers to social interaction in children with Attention Deficit Hyperactivity Disorder (ADHD) at Mutiara Cipayung Kindergarten, such as impulsive behavior, tantrums, and hyperactivity. This study aims to analyze the design of dance activities, the process of reducing impulsive actions, increasing self-control, as well as the supporting and inhibiting factors of these activities in improving children's emotional regulation. The research approach used was a qualitative case study method. The research subject, AAB, is a five-year-old boy diagnosed with ADHD. Supporting informants included the class teacher, the principal, and parents. Data were collected over six months (December 2025–June 2026) through direct observation, unstructured interviews, and documentation. Data analysis applied the Miles and Huberman model (collection, reduction, presentation, and conclusion drawing), with data validity tests including credibility, transferability, dependability, and confirmability. The results showed that implementing structured dance activities (warm-up, main activity, cool-down), with simple, repetitive movements, short duration (15–20 minutes), and varying musical tempos effectively improved children's emotional regulation. AAB subjects demonstrated decreased impulsive behavior, increased compliance with instructions, improved self-control, and a decreased frequency of tantrums at school and at home. Key supporting factors included teacher patience, engaging music, positive reinforcement, and active partnerships with parents; while inhibiting factors stemmed from within the child, including distractions and mood instability. It can be concluded that enjoyable, movement-based dance activities can stimulate motor, cognitive, and social aspects, leading to emotional stability in children with ADHD.