<![CDATA[Dance learning in junior high schools still faces challenges related to students’ movement accuracy and self-confidence during practical learning activities. These conditions affect students’ participation and the effectiveness of the learning process, indicating the need for a learning strategy that can facilitate active interaction and collaborative guidance. This study aimed to analyze the implementation of the peer tutoring method in supporting students’ movement accuracy and self-confidence in dance learning for seventh-grade students at SMP Negeri 15 Semarang. The study employed a qualitative descriptive approach. Data were collected from 11 May to 1 July 2026 through semi-structured interviews with one dance teacher responsible for teaching seventh-grade dance classes, supported by documentation. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate that peer tutoring creates a more collaborative learning environment, provides more intensive movement guidance, accelerates students’ understanding of dance movements, and encourages students to participate more confidently in dance practice. The implementation of peer tutoring also helped address limited teacher feedback time during practical sessions. The study implies that peer tutoring can be considered an alternative learning strategy to support psychomotor and affective development in junior high school dance education, particularly in improving movement accuracy and strengthening students’ self-confidence]]>
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