Development of Physical Activity Breaks During Changes in Learning Hours for Elementary School Students
Abstract
This research aims to: (1) Produce a physical activity break movement product at the change of learning hours for elementary school students, packaged in the form of a guidebook. (2) Assess the feasibility of a physical activity break product at the change of learning hours for elementary school students. (3) Assess the practicality of a physical activity break product at the change of learning hours for elementary school students. This type of research is Research and Development, using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The research subjects were teachers and students of elementary schools in Yogyakarta City. The trial included two stages: a small-scale trial subject (Ungaran 1 State Elementary School, Yogyakarta City), consisting of 1 teacher and 25 students, and a large-scale trial subject (Muhammadiyah Sagan Elementary School and Muhammadiyah Suronatan Elementary School, Yogyakarta City), composed of 2 teachers and 50 students. Before the trial, an expert validation process was conducted by two material experts, one media expert, and two practitioners. The instruments used in this study were interviews and questionnaires. Data analysis used descriptive statistics expressed in percentages. The data collection technique used was the Delphi method. The results of the study show that: (1) This study produced a physical activity break product at the change of learning hours for elementary school students, consisting of 10 forms of physical activity break movements that are "feasible" and "practical". (2) The physical activity break product at the change of learning hours for elementary school students is categorized as "feasible". Based on the assessment of material experts of 90.83% (feasible), the assessment of media experts of 86.67% (feasible), and the assessment of practitioners of 97.50% (feasible). (3) The physical activity break product at the change of learning hours for elementary school students is categorized as "practical". Based on a small-scale trial, according to the practicality questionnaire by the teacher of 88.33% (practical) and the practicality questionnaire by the students of 82.80% (practical), as well as a large-scale trial, according to the practicality questionnaire by the teacher of 96.67% (practical) and the practicality questionnaire by the students of 84.67% (practical). Thus, it can be concluded that this research produced 10 forms of physical activity break movement activities that were "feasible" and "practical".
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i12.7231
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