A qualitative case study conducted during the 2025/2026 academic year examined how dance learning was planned, implemented, and evaluated at the school. The findings highlight the importance of teacher guidance, repeated practice, group interaction, and supportive learning environments in helping children participate in extracurricular activities.
The article, titled “An Analysis of the Dance Learning Process in Extracurricular Activities at Santo Yoseph Elementary School Medan in the 2025/2026 Academic Year,” was written by Frisa Meilani Simarmata, Anton Sitepu, Irmina Pinem, Ester Julinda Simarmata, and Eka Margareta Sinaga from the Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Universitas Katolik Santo Thomas, Medan, Indonesia.
Dance Learning Involves Planning, Practice, and Evaluation
Dance learning requires more than teaching students to memorize movements. Teachers must organize activities, demonstrate movement techniques, guide practice, and evaluate students’ progress. At Santo Yoseph Elementary School, the learning process involved planning, implementation, and evaluation as interconnected stages.
During practice sessions, the dance instructor used demonstrations, repeated exercises, music, and video materials to help students understand and perform movements. These approaches allowed students to observe the movements before attempting them and to practice repeatedly until they became more familiar with the dance sequence.
Repetition was particularly important because students had different levels of physical coordination, learning speeds, and confidence. Some students could follow the movements quickly, while others needed additional guidance and more time to practice.
Evaluation also extended beyond the accuracy of individual movements. The learning process considered students’ ability to follow the rhythm, work with other group members, maintain discipline, and participate confidently in collective activities.
Group Activities Provide Opportunities to Develop Social Skills
One of the important aspects discussed in the article is group dynamics. Dance activities require students to coordinate their movements, pay attention to one another, follow shared instructions, and contribute to a collective performance.
The researchers examined these interactions using the Systematic Multiple Level Observation of Groups (SYMLOG) framework. This framework helped them analyze group relationships, participation patterns, and the ways students interacted while carrying out shared tasks.
The observations indicated that students’ participation involved both task-oriented activities and opportunities for individual self-expression. Students needed to concentrate on learning the choreography while also adjusting their movements to those of their peers.
These interactions created opportunities to practice cooperation and solidarity. Students had to understand their respective roles, respect group members, and work toward a shared performance. Maintaining the rhythm and coordinating movements also required attention, communication, and responsibility.
However, these findings should be understood within the context of the school studied. Because the research used a qualitative case-study approach at one elementary school, it describes observed learning processes and group interactions rather than proving that dance extracurricular activities automatically produce the same outcomes in every school.
Discipline and Confidence Are Important Parts of the Learning Process
Discipline emerged as an important element of extracurricular dance learning. Students were expected to attend practice, follow instructions, concentrate on movements, and take responsibility for their participation.
Cooperation was equally important because a group performance depends on students working together rather than focusing exclusively on individual achievement. When students practiced the same choreography, they needed to coordinate their movements and respect the pace of other group members.
The article also discusses student confidence. Dance activities provide opportunities for children to perform movements, express themselves, and become more comfortable participating in front of others. For students who feel shy or uncertain, a supportive instructor and repeated practice can help make participation more manageable.
These observations suggest that extracurricular arts activities can serve as learning spaces in which artistic practice and social interaction occur together. Nevertheless, the development of discipline, cooperation, and confidence depends on how activities are organized, how teachers respond to students’ needs, and how consistently students participate.
Teachers Face Challenges in Managing Dance Activities
Despite the potential benefits, implementing extracurricular dance activities is not always straightforward. The article identifies several challenges, including limited practice time, differences in students’ abilities, concentration difficulties, limited facilities, inconsistent parental support, tiredness after regular classes, and students’ reluctance to perform.
Differences in learning pace can make group practice particularly challenging. If some students master a movement quickly while others need more time, the instructor must balance the progress of the entire group with the needs of individual learners.
The instructor responded to these challenges through repeated demonstrations, slower practice tempos, individual assistance, encouragement, and communication with parents. These strategies helped accommodate differences in students’ readiness and participation.
The findings emphasize the importance of flexibility in teaching. An approach that works for one student may not be sufficient for another. Teachers need to observe students’ responses, identify difficulties, and adjust their guidance accordingly.
Support from families and the school also matters. Adequate facilities, encouragement at home, and a consistent practice schedule can help students participate more effectively in extracurricular activities.
Implications for Elementary School Education
The case of Santo Yoseph Elementary School illustrates how extracurricular dance can connect arts education with opportunities for social learning. Through structured practice and group performances, students can engage in activities that require coordination, shared responsibility, attention, and self-expression.
For elementary school teachers, the findings highlight several practical considerations. Dance instruction should include clear demonstrations, sufficient opportunities for repetition, and feedback that addresses both movement skills and group participation. Teachers should also provide encouragement for students who are less confident and adapt practice activities to different learning speeds.
Schools can further support extracurricular learning by providing suitable practice spaces, organizing realistic schedules, and maintaining communication with parents. These measures can help create an environment in which students have opportunities to participate and develop their skills.
The study does not establish that extracurricular dance alone causes improvements in students’ character or social abilities. Instead, it offers a contextual account of how planning, teaching strategies, evaluation, and group interactions are organized in one elementary school. Further studies involving additional schools and different learning contexts could provide a broader understanding of extracurricular arts education.
Overall, the findings underline the educational value of treating dance as more than a performance activity. When supported by thoughtful instruction and positive group interactions, dance practice can provide children with opportunities to learn movement, cooperate with peers, take responsibility, and express themselves with greater confidence.
Author and Publication Information
Authors: Frisa Meilani Simarmata, Anton Sitepu, Irmina Pinem, Ester Julinda Simarmata, and Eka Margareta Sinaga.
Institution: Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Universitas Katolik Santo Thomas, Medan, Indonesia.
Journal: Asian Journal of Applied Education (AJAE), Volume 5, Issue 4, 2026, pages 653–672.
Article title: An Analysis of the Dance Learning Process in Extracurricular Activities at Santo Yoseph Elementary School Medan in the 2025/2026 Academic Year.
DOI: https://doi.org/10.55927/ajae.v5i4.16951
Journal website: https://journal.formosapublisher.org/index.php/ajae
Corresponding author: Frisa Meilani Simarmata — meilanisimarmata19@gmail.com
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