The Effect of Game-Based PJOK Learning Model in Lower Grade Elementary School to Improve Gross Motor Skills

Abstract

Gross motor skills of lower grade primary school students often do not reach an optimal level of development. This study aims to: (1) determine the profile of students' gross motor skills before the intervention, and (2) analyse the effect of a game-based PJOK learning model on improving these skills. This study used a true-experiment method with a pretest-posttest design on 84 lower grade elementary school students (50 boys, 34 girls). The measurement instrument refers to the Test of Gross Motor Development-2 (TGMD-2). Intervention was conducted for 8 weeks through structured games (obstacle course, target games) that train locomotor and manipulative movements. The results showed that (1) The pretest results showed an average GMQ score of 83 (below average category), with 76% of students at that level and 24% in the low category, in the posttest results there was a significant increase with the average posttest GMQ score reaching 110, including in the average to above average category. An increase of 27 points, comparative analysis shows that manipulative skills have increased higher (35%) than locomotor (28%) (2) game-based learning models have a significant effect on improving gross motor skills of lower grade elementary school students with a p-value of 0.000 <0.05. The manipulative aspect experienced a higher increase than the locomotor aspect. All students experienced an increase in GMQ scores. These results show that game-based physical education learning is not only fun but also supports children's basic movement development significantly. This success is supported by developmentally appropriate game design and the active role of teachers in providing feedback. Teachers are advised to integrate games in PJOK learning, and schools provide adequate supporting facilities.