Creative Dance: Can It Improve the Self-confidence of Early

Childhood?

Elindra Yetti

, Titin Hermayanti

, Suharti

Universitas Negeri Jakarta, Jakarta, Indonesia

Laa Tahzan Islamic School Cirebon, Indonesia

Keywords: Creative Dance, Self Confidence, Early Childhood Education

Abstract: Self-confidence is a person's belief in his ability to achieve certain targets, which are not dependent on

others, are responsible, respect themselves, and easily communicate and help others. While creative dance is

one of the activities that affect self-confidence, because creative dance activities are dance activities that

give freedom to children to express their imagination through children's gestures. The purpose of this study

was to describe the process and results of creative dance activities to increase the self-confidence of

kindergarten students in group B in East Jakarta. The action researched method uses the kemmis and mc

models. Taggart. The subjects of this studied were group b students who numbered 10 children. The steps

in this studied were: 1) planning; 2) implementation and observation; 3) reflection. The data analysis used

was qualitative and quantitative analysis. Qualitative data analysis uses the miles and hubberman models,

while quantitative data analysis uses descriptive statistics. The results show that there is an increase in

students' self-confidence, starting at the pre-cycle it is 26.25%, cycle 1 is 55.52%, and cycle 2 is 87.05%. In

conclusion, implementing creative dance activities can increase students' confidence.

1 INTRODUCTION

Successful people have good self-esteem and feel

that they can do something for the world. They see

the world as a place where they want to play and

take part in it. They keep on doing their capacity and

skill, and remain aware that these skills will give

value to others. Confidence can make us successful

at the same time can make us a failure if confidence

is excessive.

Confidence is part of the self-concept, self-

concept is a dimension of self-expectations or the

aspiration of the future. When we have a number of

views about who we really are, at the same time we

also have a number of other views about what we

might become in the future. In short we also have

hope for ourselves. This expectation is the self-ideal

(self-ideal) or self aspired.

The process of growth and development in

various aspects are experiencing the most rapid in

the range of development of human life(Desmita,

2009). Learning process as a form of treatment given

to children should consider the characteristics of

each stage of child development. Observing the

implementation of art in kindergarten, often found

the fact that the practice of art learning in schools is

limited to motor skills alone. So the essence of art

education has not been achieved. Whereas the

purpose of art learning is in addition to the physical

development of motor also language, social-

emotional, moral and cognitive, including self-

confidence. The results showed that resources

significantly higher over time in children's social

competence were internalization and externalization

behavior problems for the experimental group

compared with the control group. Small group

creative dance instruction for preschoolers at risk

appears to be an excellent mechanism for improving

social competence and improving behaviour (Lobo

& Winsler, 2006).

This also happens in one-roof Kindergarten 25,

out of twenty children there are only nine or about

45% of children who have a sense of confidence,

low self-esteem is shown through children tend to be

quiet and not want to get out of the seat (courage)

134

Yetti, E., Hermayanti, T. and Suharti, .

Creative Dance: Can It Improve the Self-conﬁdence of Early Childhood?.

DOI: 10.5220/0008995101340137

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 134-137

ISBN: 978-989-758-405-3

when told the teacher to do something. The child is

shy to do it (courage), the child looks lazy

(enthusiastic), the child follows the teacher's

instruction well (perseverance). This should be of

particular concern to teachers considering the

importance of increasing confidence.

The results of the study describe creative dance

presenting elements of the movement as facts that

must be discussed in physics. In particular, Brehm

and McNett explain that motion also coincides with

biology, and instill in the cognition that exists in our

body. H'Doubler began in the 1920s, trying to solve

the problems of body and mind. Creative dance

establishes the relationship between body and mind

in the kinesthetic sphere, H'Doubler finds an

educational element about dance(Bashaw, Mary A

Brennan, & Sprague, 2011).

Based on the facts of the problems and relevant

research, it is necessary to do creative dancing

activities to increase confidence. Creative dance as a

stimulation, because in creative dancing can express

and to communicate the ideas, feelings, experiences,

into the language of dance. Aesthetics, creative

dancing will not appear if you do not have a sense of

confidence. Then a sense of confidence will become

a habit for children. Of these habits will form a

child's confidence attitude.

2 METHODS

The method in this research is the method of action

research using Kemmis and Taggart model. It

consists of four stages: planning, acting, observing,

and reflecting. Technique of collecting data in this

research is using Observation Observer Observation

on child and teacher, interview and documentation.

The instrument type used is non test in the form of

observation sheet, consisting of observation

monitoring observation sheet and student confidence

observation sheet. The analytical technique uses

descriptive quantitative analysis (descriptive

statistics) and qualitative analysis consisting of data

reduction, data presentation, and conclusions(Miles,

Huberman, & Saldaña, 1992).

3 RESULTS AND DISCUSSION

The process of creative dance learning activities for

the improvement of self-confidence in kindergarten

children B in East Jakarta through creative dance, in

the first cycle is done by using the media images and

watching a movie about Bees. Then the child is

invited to explore and improvise the motion by

mimicking the various movements of Bees, to

provoke ideas and ideas of children so they dare to

accept the challenge of creating creative dance

movements that come from bees Bees, such as

motion Bees fly, Bees eat, Bees work to eat , and so

forth. While on the second cycle of creative dance

learning activities performed is dancing creative

dance with the theme "Bee" results of exploration

and improvisation of child's motion. The Bee dance

is performed using floor patterns, motion levels, and

using musical accompaniment.

The results of research and discussion show that

confidence increases from each cycle. An overview

of early childhood self-confidence can be explained

below.

3.1 Pre-Cycle

From the data of self-confidence in pre-research

children can be presented in graphical form then the

results as follows:

Figure 1 : Pre-Cycle Self-Confidence Graph

The graph illustrates that confidence in the One

Roof RoofKramatJati 25 is the percentage of 32,

57% of the number of students who have good self-

esteem.

After knowing the results, the researcher and

collaborator analyzed and discussed the results of

the pre-cycle assessment. So researchers and

collaborators decided to implement creative dance

actions in cycle I because the value of pre-cycle

assessment was below the agreed standard of

success between collaborators and researchers

is71%.

24.00

25.00

26.00

27.00

28.00

29.00

30.00

31.00

AQ NT IB OT SK AL KZ IC MT AN

The percentage of pre-cycle self-

confidence

Creative Dance: Can It Improve the Self-conﬁdence of Early Childhood?

135

3.2 Cycle I

Figure 2 : Graph of Self Assured Confidence Assessment

Results Cycle I

Based on the graph above, seen the increase of

confidence through creative dance on

Implementation of children in the first cycle of

55.52%, meaning that implementation in the first

cycle has not reached the agreed success criteria

with the collaborator that is equal to 71%.

So this research should proceed to cycle II, but

beforehand Collaborator with reflection. There are

several things that reflection results need to be

followed up, namely:

a) The sitting child has not yet formed the U-letter

because they are curious about the Bee's picture

and the Bee's film played by the teacher.

b) When the teacher explains there is a child who

does not care about the teacher's explanation.

c) Teachers do not convey the theme of learning

when they start teaching.

d) Teachers have not concluded

e) Children play on the screen during a movie show

to disturb the teacher's explanation.

3.3 Cycle II

Figure 3 : Graph of Self Assessment Results Cycle II

Based on the results of the tables and graphs

above, obtained data about the increase of trust

through creative dance on the pre-cycle that reached

the percentage of 26.25% in the first cycle of

55.52% percentage while in cycle II of 87.05%, it

means the implementation of increased trust self

reached the agreed success criteria that is equal to

71%. So the total increase of confidence through

creative dance from pre cycle, cycle I until cycle II

equal to 60,08%.

Based on the quantitative and qualitative data

acquisition, the results of this study have proved that

creative dance can increase self-confidence in the

kindergarten children of One Roof KramatJati 25

Jakarta Timur.

When viewed from various studies of science

then the confidence through creative dance has to do

with various disciplines. In the field of education for

example the theory Pieget explained that children

aged 2-7 years of children begin to present the world

with words and pictures. Words and images show an

increase in symbolic thinking and beyond the limits

of the relationship of sensory information and

physical action. When the children are confident, he

will dare to express his ideas and ideas in front of

the crowd.

Confidence in one’s abilities generally enhances

motivation, making it a valuable asset for

individuals with own character(Benabou & Jean,

2014). The concept of self as a dynamic and

complex system of beliefs that someone has about

himself, including the attitude, feelings, perceptions,

values and the unique behavior of the individual

(Desmita, 2009). The concept of self is a person's

self acceptance of himself or the level of judgment

of the person about the dignity of a person who

values himself as he is (Yamin;, 2013).

Three types of confidence that need to be

developed in children, among others: (1) Behavior,

is a confidence to be able to act and complete the

most simple tasks. For example when the teacher

gives creative dance duties in front of the class, the

child is able to do it; (2) Emotions, is a confidence to

be sure and able to master all sides of emotions. That

is, when the child is given the task of creative

dancing, the child's emotions look very enthusiastic

and joyful; and (3) Spiritual (religion), is a belief

that life has a positive purpose. In this case the child

is taught the religious concept he embraces in daily

activities. For example, creative dancing activities

mimic the movement of animals, plants, running

water, the waves and so on as God's creatures in the

world(Santrock, 2011).

Based on the opinions of some experts, it can be

synthesized that self-confidence is a complex and

dynamic belief that a person has to achieve the

expected goals. Such beliefs can be behavioral,

emotional and spiritual. Confidence is always

reflected in everyday life. Children who have a sense

0.00

50.00

100.00

AQ IB SK KZ MT

PersentasePra

siklus I

Persentase

siklus I

Persentase

siklus II

0.00

20.00

40.00

60.00

80.00

AQ IB SK KZ MT

PersentasePra

siklus

Persentase

siklus I

ICELS 2019 - International Conference on Education, Language, and Society

136

of self-confidence have characteristics that are

selfless, tolerant, do not need excessive, optimistic,

cheerful, productive, likes new experiences,

challenges, effective and responsible jobs with

assigned tasks.

In the theory of learning put forward John

Dewey said that learning by doing (learn by doing).

Teaching children's character is not just enough with

words but can be done with movement or by dancing

because with their dancing activities will appear

before the crowd. Creative dance can improve

learning process more meaningful and make

children enthusiasm to follow the early childhood

curriculum.(Nilges, 2013)

Creative dance is a clear interpretation of the

other sides, feelings and impressions symbolically in

the form of change through the unique means of the

body. Creative dance is a movement of spontaneity,

originality and individuality, through the chances of

a structured movement, in which dancers constantly

create movements according to personal preference.

It is a method of learning about one's personal

strengths and weaknesses, and the means to explore

new physical, social and emotional areas. Dance

encourages children to innovate, respect individual

experiences and diverse abilities (Lobo & Winsler,

2006).

Creative dance is characterized by: (a) more

open tasks that invite students to explore and create

their own movements; (b) selection of contents of

the work movement; (c) emphasis on release and

ideas of excretion through movement; d) emphasis

on the learning process (Wall, 1958). A colleague

outside of this study reviewed the lesson sharing of

each lesson I taught to verify that the content is

consistent with the four previous characteristics

(Nilges, 2013).

Figure 4 :Multidisciplinary Chart of Confidence through

creative dance

In social science define of sociology as the study

of social relationships between fellow human beings

(individuals and individuals), between individuals

and the environment (Schrans, 2018). This research

will be useful for the success of children in

socializing with the environment because with a

good confidence children will make it easier for

them to interact with anyone.

4 CONCLUSIONS

Based on the results of data analysis in the

discussion, it can be concluded that creative dance

learning activities can increase the confidence of

children. This is because with the stimulation of

children's motion based on the theme can stimulate

ideas and courage children to do the motion. Motion

stimulation is done by listening to music, so that

children are motivated and enjoy to do creative

moves. This activity trains the child accustomed to

dare to perform and do the movement, so with the

habit and courage can increase the confidence of

children.

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