Improving Fine Motor Skills Through Natural Material Mosaic Activities for Children with Emotional Disorders

Marsi Mayasari; Nur Azizah

doi:10.71094/vkj.v4i1.374

Authors

Marsi Mayasari Special Education Program, Yogyakarta State University, Indonesia
Nur Azizah Special Education Program, Yogyakarta State University, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.374

Keywords:

Activity-Based Learning, Children With Emotional Disturbances, Emotional Management, Fine Motor Skills, Natural Material Mosaic

Abstract

This study aimed to improve fine motor skills and emotional regulation among children with emotional difficulties through nature-based mosaic activities using an Activity-Based Learning approach at TK Negeri 1 Rantau Pulung, East Kutai Regency. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 10 children with emotional difficulties. Data were collected through structured observations assessing fine motor skills, concentration and attention, emotional responses, creativity and accuracy, independence, and emotional regulation. The findings demonstrated a substantial improvement in the overall achievement score, increasing from 26.25% (low category) at the pre-action stage to 53.50% (moderate category) in Cycle I and 80.75% (good category) in Cycle II, exceeding the predetermined success criterion of 75%. Improvements were also observed in fine motor skills (26.25%–80.25%), concentration and attention (26.00%–81.75%), emotional responses (26.25%–80.25%), and independence (26.50%–80.75%). These findings indicate that nature-based mosaic activities through Activity-Based Learning are effective in enhancing fine motor skills and supporting emotional regulation through meaningful, engaging, hands-on learning experiences appropriate to children’s developmental needs.

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