<![CDATA[General Background: The period of middle childhood represents a critical developmental stage for shaping interpersonal interactions and behavioral regulation. Specific Background: Non-cognitive skills significantly determine long-term individual success, requiring structured pedagogical interventions to address apathy, egoism, and aggressive tendencies in school environments. Knowledge Gap: Although indigenous arts exist within extracurricular programs, they are typically reserved for competitive events involving select individuals rather than systematically integrated as inclusive character-building modules for all learners. Aims: This quantitative research investigates the application of a local traditional performance to cultivate psychological and interpersonal skills among fifth-grade students at SDN Kebakalan. Results: Following a pre-experimental one-group pretest-posttest design involving 29 participants, the analytical data demonstrated an average score progression from 67.03 to 76.10, marking a significant 9.07-point advancement. Novelty: This study directly translates the indigenous M5 philosophical framework—comprising physical readiness, courage, self-control, stability, and mastery—into the modern Collaborative for Academic, Social, and Emotional Learning (CASEL) parameters. Implications: Integrating regional cultural heritage into mainstream curricula provides educators with a practical, highly engaging strategy to build student empathy, teamwork, and responsible decision-making within inclusive classroom settings. Highlights: Traditional performance arts seamlessly translate into self-regulation and peer collaboration. Group choreography practices successfully resolve interpersonal conflicts and build empathy. Inclusive cultural modules advance behavioral assessment scores across student populations. Keywords: Character Building, Cultural Heritage, Collaborative Learning, Self Regulation, Traditional Pedagogy]]>
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