The learning of jaipong dance in elementary school is more aimed at the learning activities of dancing, not the introduction and understanding of dance theories. This practice activity is directed at learning how to move, utilizing motion in space and time and discovering its power as a means of communication. It will give students the experience of motion control and vocabulary before studying a finished dance. This exercise of motion control is absolutely necessary for every child. Children with special needs, especially mild tunagrahita are individuals who need to be given opportunities and services to jaipong dance learning, this can be used as a medium for children with mild tunagrahita in order to train and develop motor skills and concentration in children with mild tunagrahita although they have limitations. Jaipong dancing displays movements in the head, hands and feet that will train the child's motor tunagrahita, and concentration and strong memory in remembering each movement for the sake of his movement. The desire to learn jaipong dance is owned by them can be made orientation by teachers in the learning of dance to create stimuli that can stimulate the emergence of motor development in dance movements that they find creatively. This study uses a qualitative approach, researchers observed the implementation of jaipong dance learning and presents data in the form of description, analyze and interpret data. In the ability of movement, students are still rigid and only simple movements that students can do. Based on the results of research, it can be proposed recommendations, which is expected the school to pay more attention to services by facilitating facilities and infrastructure in the implementation of jaipong dance learning activities for better. And should the teacher learn the implementation of jaipong dancing skills in writing.

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This study aimed to implement the STEM (Science, Technology, Engineering, and Mathematics)-based Loose Part Play Media on an understanding of cerebral palsy pre-service teachers in the city of Serang. The participants in this study are cerebral palsy pre-service teachers in Serang, Indonesia. The participant was 21 teachers. The method in this activity is a case study. The results showed that increasing of the STEM understanding was 26.2. It can be concluded that the STEM-based loose part play media can increase the STEM understanding of the pre-service teachers to find solutions to the problems faced by cerebral palsy pre-service teachers in Serang. An increase in understanding achievement indicates this through loose part play STEM of 26.2 (seen from the initial and final test), and the pre-service teacher's understanding of STEM-based loose play part media is 82.5.