Modification of Papercraft Play Therapy Combined with Music Therapy on the Social- Emotional Development of Preschool Children
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Retty Nirmala Santiasari
Budi Artini
Meilan Meilan
Grayvhany Zhyeriel Chrizhara Banu
Abstract
The prevalence of emotional development disorders in children is still quite high. Thus,
stimulating children's social-emotional development is critical. This paper evaluates
whether children's social-emotional development improves after receiving papercraft play
therapy combined with music therapy. This study used a quasi-experimental pretest-
posttest design. The population was preschool children (5–6 years old) at TK Kristen
Dharma Mulya. The sample was 60 children selected using a purposive sampling
technique. It was divided into three groups: two intervention groups and one control
group—Group A: papercraft play therapy; Group B: papercraft play therapy combined
with music therapy; and Group C: routine play activities. The research instruments were
the Emotion Regulation Checklist (ERC). Statistical analysis used ANOVA, with α≤0.05.
In Group A, the social-emotional development of children in the pre-test was in the poor
category at 70%. Meanwhile, in the post-test, it improved to the good category at 55%. In
Group B, social-emotional development in the pre-test was in the poor category at 55%.
In the post-test, it increased to the adequate category at 45%. In Group C, 65% of children
were in the poor category at the pre-test, and 50% remained in the poor category at the
post-test. ANOVA analysis showed significant differences among the three groups
(p=0.001). Post hoc tests indicated that Group B showed greater improvement in
children's social-emotional development than the other groups. In conclusion, papercraft
therapy combined with music therapy is more effective for social-emotional development
in preschool children than papercraft therapy alone or routine play activities.
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Copyright (c) 2026 Retty Nirmala Santiasari, Budi Artini, Meilan Meilan, Grayvhany Zhyeriel Chrizhara Banu
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