Abstract
Problems of responsibility are often found in elementary school-aged children, especially related to self-regulations and doing assignments. Children have not been able to organize and direct themselves properly to achieve what they want. The aim of the research is to increase children self-regulation with play- therapy so that they become responsible. The research subjects were 10 elementary school students. This study uses a quasi-experimental method with a non-randomized one group pre-test post-test design. The analysis of the study were tusing paired sample test. The result there was a significant difference in self-regulation scores between before and after the intervention was given.
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