ABSTRACT. Social-emotional development is an essential aspect that should be fostered in
early childhood education. However, learning activities in early childhood settings tend to
emphasize academic skills, resulting in the underutilization of local culture as a medium for
social-emotional development. This study aimed to describe the implementation of
Dongkrek-based role-playing activities and identify the social-emotional values developed
among young children during the learning process. A qualitative descriptive approach was
employed at Tunas Bangsa Kindergarten involving 15 children aged 5–6 years, one
classroom teacher, and the school principal. Data were collected through observation,
interviews, and documentation and analyzed using the Miles and Huberman interactive
model, including data reduction, data display, and conclusion drawing. The findings
revealed that Dongkrek-based role-playing was implemented through systematic planning,
implementation, and evaluation stages. The activity contributed to the development of
several social-emotional values, including cooperation, communication, mutual respect,
empathy, and responsibility. Responsibility and mutual respect emerged as the most
prominent aspects. These findings indicate that Dongkrek traditional art can serve not only
as a medium for introducing local culture but also as an effective learning strategy for
strengthening young children's social-emotional development.
Keyword : Role Play; Local Culture; Dongkrek; Social-Emotional; Early Childhood