<![CDATA[This article describes the profile of beat and tempo learning in fifth grade at SDN Cisengkol. This study employed a descriptive qualitative approach involving one fifthgrade teacher and 33 students. Data were collected through classroom observations, interviews, and documentation studies. The findings revealed that beat and tempo learning was still teacher centered through song memorization, desk tapping, and simple hand-clapping activities without meaningful musical exploration. Learning media, worksheets, and specific evaluation instruments for beat and tempo learning were also unavailable. Although students showed enthusiasm during singing and movement activities, they still experienced difficulties in maintaining consistent beat and tempo. The study concludes that beat and tempo learning at SDN Cisengkol has not been implemented optimally, as it lacks varied learning activities, supporting media, and specific evaluation instruments for beat and tempo competencies. Keywords: beat, tempo, music learning, descriptive qualitative, elementary school]]>
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