<![CDATA[Background: Gross motor development in early childhood does not occur automatically; it requires systematic and consistently planned stimulation. Rhythmic gymnastics, a series of movements accompanied by music, has become one of the activities widely used in early childhood education institutions to stimulate coordination, balance, agility, and muscle strength. However, in-depth studies on how such activities are actually implemented holistically within a single institution remain limited. Objective: This study aimed to describe and analyze the implementation of rhythmic gymnastics activities in stimulating gross motor skills of early childhood at TK Lembayung Indah, Bengkulu City. Methods: A descriptive qualitative approach was employed, involving four informants (one school principal and three Group B teachers) selected purposively, while the research object was the gross motor development of 15 Group B children. Data were collected through semi-structured interviews and documentation during July 2026, then analyzed using the interactive model of Miles and Huberman. Results: Rhythmic gymnastics was implemented in a structured manner, beginning with collaborative planning, conducted routinely every Saturday in three phases: warm-up, core movement, and cool-down. Based on teacher and school principal reports, the activity appeared to provide stimulation across all four investigated gross motor aspects, though agility showed relatively lower reported progress compared to coordination, balance, and muscle strength. Conclusion: Based on teacher and school principal reports, rhythmic gymnastics conducted routinely and in a structured manner was perceived to meaningfully stimulate early childhood gross motor development, although this reflects informants’ perceptions rather than direct measurement. Strengthening written evaluation documentation and adding movement variations are recommended to optimize agility stimulation.  ]]>
