Traditional Game based Learning Model to Improve Elementary

School Students’ Motor Abilities

Silvia Tetra Oktavia

, Panggung Sutapa

Sport Science Study Program, Postgraduate Program, Universitas Negeri Yogyakarta, Indonesia

Keywords: Learning Model, Traditional Game, Motor Ability

Abstract: The research intended to produce a good, effective and fun traditional game-

ased learning model to

improve the elementary school students’ motor ability. The development of this research went through

several steps: (1) initial product development and expert validation, (2) small-scale trial and revision, (3)

large-scale trial and revision, (4) operational or effectiveness test, (5) production of the final product an

dissemination. The instruments used to collect the data included (1) interview recorders; (2) value scale; (3)

observation sheets of the model draft; (4) observation sheets of the model effectiveness. The data were then

analyzed in descriptive quantitative and qualitative ways. This research resulted in a traditional game-

ase

learning model consisting of five games, namely: (1) fortified, (2) cat and mouse, (3) like a snake, (4) sac

race, and (5) shell stilts running race, equipped by their manual or guideline forms. All those items were

packed in the form of a series of activities

1 INTRODUCTION

Learning process which requires the students’ motor

ability in elementary school has become a concern

for many people. The concern included one of the

barriers of motor learning activities in elementary

schools that is the physical education teachers’ lack

of knowledge in applying proper model for motor

learning activities. This phenomenon is caused by

limited references or reading resources available for

the teachers about how they are supposed to apply

appropriate motor learning model to support the

achievement of desired learning outcomes.

Planning on good physical activities is very

helpful for children to optimize their ability to move

especially the ability of gross motor and loco motor

motions (Aryamanesh & Sayyah, 2014). Regular

exercise is a way to encourage children to be active

and develop their motor skills, all of which can play

important roles in their life (Santrock, 2007).

A relevant research related to gross motor skills

is about the difference of children’s gross motor

skills between two types of preschools conducted by

Chow & Lobo (2013). This research focused on

educational goals that influence the types of

preschool (public vs. private) in the development of

motor skills of boys and girls aged 3 to 6.5 years. On

that research, the schools’ teachers provided several

tests which formed the basis of the students’ motor

skills. Finally, based on the analysis conducted, it

indicated that students who came from private

preschools showed better loco motor skills than

those who came from public preschools did.

The next relevant study was entitled "The Obese

Students’ Mastery of Gross Motor Skills in

Preschools and Early Elementary Schools" (Nafiseh

& Saidon, 2014). This study aimed at determining

the obese children’s need for gross motor skills in

preschools and early elementary schools and

showing the differences between the two groups.

The data analysis methods used were two-way

analysis (ANOVA) and descriptive in which

statistical criteria were significantly effective. The

results of the research conducted showed a

significant difference between the implementation of

gross motor skills for obese children in preschools

and early elementary schools. It could be concluded

that the low-fat children’s gross motor skills were

worse compared to the others with the normal fat.

Indonesia has abundant cultures including its

traditional games. Playing traditional games is the

process of doing activities which make children

delighted by using simple tools based on the

conditions or circumstances and is the result of

Oktavia, S. and Sutapa, P.

Traditional Game based Learning Model to Improve Elementary School Students’ Motor Abilities.

DOI: 10.5220/0009787704050411

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 405-411

ISBN: 978-989-758-457-2

 2020 by SCITEPRESS – Science and Technology Publications, Lda. All r ights reserved

405

exploring local culture according to ideas and

lectures from the ancestors (Arlina, 2008).

Traditional games are believed to have better

impact on the development of children's potential; if

modern games prioritize individualization,

traditional games provide more opportunities for

children to socialize and collaborate in groups. This

is also reinforced by Bordova & Leong (2003) that

young children spend less time playing with their

peers and tend to spend their playing time alone,

moving on from educational toys to video and

computer games.

In the learning process, one way to make

children more interested and enthusiastic in

participating is to have variations. Variation in

learning process is a change in the process of

activities which aim at increasing students’ learning

motivation, as well as reducing boredom and

saturation (Mulyasa, 2010).

Therefore, in this research, to make motor skill

learning activities interesting and challenging for

children, some traditional games which have been

developed according to the rules and used tools were

utilized. In this case, it is believed that traditional

games involve physical activities which can improve

the players’ motor skills.

The problem faced by Physical Education

teachers in elementary schools is that children are

less enthusiastic and reluctant to do active sports

(involving gross motor skills), because of boring

learning activities. Children are more interested in

doing electronic games such as online games, play

stations, and other electronic games. Children feel

very comfortable to do those games without getting

bored for a long period of time. On the other hand,

the children themselves state that they only feel tired

and bored with what has been taught by the teachers

and do not like to do the activities of running and

jumping. Games which are carried out for a long

time (≥2 hours) without being balanced with good

physical activity will have a negative impact on

children’s physical and psychological health.

Griffiths (2010) states boys and girls who used

screen-entertainment for any duration but still

participated in sports had fewer emotional and

behavioral problems, but more pro-social behavior,

compared to those who used screen-entertainment

for 2 hours per day but did not participate in sport.

In this study, to attract and challenge children in

learning motor skills, the process needs to utilize

traditional games which have been developed

according to the rules and used tools. These

traditional games involve physical activities which

can improve the perpetrators’ motor skills. This is in

accordance with one of the objectives of Physical

Education, which is to develop individuals

organically; in the form of functional capacity,

namely strength, agility, speed, and others. Many

kinds of traditional games that can be used as tools

to play include: gobak sodor, fortified, cricket,

mouse and cat, jump rope and others. Those games

are very suitable to improve motor skills of the

children by stimulating them to move. Frequent

movement will stimulate the children’s organs to

work and to adjust to the intensity of their

movements, and this will affect his motor skills.

However, many elementary students have not

mastered the techniques and rules of traditional

games, because they prefer to play more modern

games. Therefore, children still make mistakes when

playing the traditional games.

2 RESEARCH METHODS

2.1 Development Model

This type of research was Research and

Development that was research type used to produce

certain products, and test the effectiveness of the

product (Sugiyono, 2014).

The research using the development model is a

process used to develop or validate a process used in

education and learning. The steps of the

development research model according to (Borg &

Gall, 2007) namely (1) conducting preliminary

studies and information gathering (literature review,

field observations, research frameworks), (2)

planning (research objectives, order of learning,

various forms of participation), (3) developing the

initial product (preparing learning material, planning

the initial draft of the product), (4) validating and

revising product draft based on results from expert

validation, (5) conducting initial trials (small scale

tests) and revisions (6) conducting field trials (large

scale tests) and revisions (7) carrying out operational

test/ product effectiveness test (8) producing the

final product which is a traditional game-based

learning model to improve motor skills of the

elementary school students.

2.2 Target/ Subject of Research

The small- scale trial stage was held at Gejayan

State Elementary School involving 29 third grade

students. The large- scale trial stage was conducted

at Puren State Elementary School involving 32 first

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

406

grade students and at Ngringin State Elementary

School involving 33 second grade students.

2.3 Research Instrument and Data

Collection Technique

The research instruments included: (1) interview

recorders, (2) observation sheets, (3) questionnaires

for material experts, media experts, and trial

subjects, and (4) instruments for observing model

effectiveness.

2.4 Data Analysis Technique

The collected data were analyzed by descriptive

quantitative and descriptive qualitative analysis. The

descriptive quantitative analysis was employed to

analyze the following (1) data obtained from the

value scale as a result of the assessment of material

experts on the initial draft of the model before trial

implementation on the field, (2) data of observation

result from material experts on field trials, (3) data

of observation results of material experts'

observations on the effectiveness of the model.

While descriptive qualitative analysis was conducted

on: (1) data from interviews with elementary school

teachers during preliminary studies, (2) data

deficiencies and inputs from material experts on the

game model both before the trial and after the trial

on the field.

3 RESEARCH RESULT

The learning model developed in this research was

traditional game based learning model to improve

the motor skills of elementary school students. This

traditional game based learning model was

developed based on potentials and problems,

analysis of interview results and direct observations

in the field. Observations were conducted at four

schools, including SDN Gejayan, SDN Puren, SDN

Ngringin, and SDN Sleman 4.

From the results of observations and interviews

conducted on four Physical Education teachers in

schools, the analysis of needs obtained are: (1) lack

of understanding and creativity of teachers in

developing varied and interesting traditional game-

based learning models, (2) lack of facilities and

infrastructure that can support the process of motor

learning, (3) limited time owned by the teachers to

provide a model of motor learning, (4) minimum

ability of students to perform motor movements, (5)

less interesting and less enjoyable provided leaning

models, that children still look less enthusiastic and

reluctant to do sports.

Traditional games developed were various

traditional games that have been selected and in

accordance with the characteristics of learning

materials, and the characteristics of elementary

school students, as well as the characteristics of

motor skills components, so it was hoped that this

traditional game-based learning model could attract

the interest and attention of students to do so in

order to improve their motor skills.

Based on the need analysis and observation

results, it was concluded that in implementing

Physical Education at schools, teachers needed a

game model that could train students to improve

their motor skills based on the applicable curriculum

goals. Therefore, the development of traditional

game-based learning models to improve students'

motor skills was needed in elementary schools.

The final goal of this development research was

to produce a product model of traditional game-

based learning to improve the motor skills of

elementary students. In addition, for the practicality,

this learning model was also equipped by the manual

or guideline. The purpose of making the manual was

to explain more specifically about how to use this

model, so that teachers as practitioners in the field

and readers would understand and be able to use this

model. Video games are packaged in the form of a

DVD (Digital Video Disc) as a guide for the

procedures for implementing the game, as for the

product specifications developed, namely:

Materials, 1) the development of the contents and

objectives of the game model was guided by the

Basic Competences (KD) of lower grade students,

and was adjusted to the characteristics of elementary

school students with an age range of 7 to 9 years old;

2) The traditional game in the manual contains three

parts, namely: (a) the initial activity which contains

the implementation before the learning process

begins from preparing students to warming up, (b)

the core activity contains the implementation of the

learning process of motor skills with five traditional

game activities, namely: (1) fortified; (2) cat and

mouse; (3) like a snake; (4) sack race; and (5) shell

stilts running race games. Those five traditional

game activities in this book can be used by the

teachers for five meetings with different Basic

Competences. The time used is 3x35 minutes/

meeting, and the chosen material includes practicing

physical activities for motor skills (balance, strength,

agility, coordination, and speed) through simple

games or traditional games; (c) closing activities

Traditional Game based Learning Model to Improve Elementary School Students’ Motor Abilities

407

containing cooling down activities, evaluation of the

implementation of traditional games, and reflection

on the meaning of traditional games; 3) The manual

contains the definition of traditional games, game

objectives, needed tools, game procedures, game

duration, assessment, safety standards, field

drawings and field size, and learning domain

assessments including (1) cognitive aspects related

to understanding and knowledge; (2) psychomotor

aspects related to motor skills; (3) affective aspects

related to cooperative behaviour.

Learning equipment, the tools used in the

learning process are common tools which are

affordable, easy to obtain and safe to use, which can

train to improve the motor skills of elementary

students. Those tools include: plastic balls, ribbons,

baskets, sacks, cones, shell stilts.

Development DVD, This game model uses

DVD-R pieces plus GT-ProMulti Speed 16 X. The

capacity of one DVD-R chip is 4.7 GB sp 120 min.

The game development DVD can be used on all

types of computers and laptops with a minimum

specification of the operating system Windows XP

or Mac OS, resolution 1024 x 800 pixels, Pentium

IV processor 1.66 GHz, 512 Mb of RAM, VGA on

board 32 Mb, and HDD 40. It also has a CD / DVD

drive. The development DVDs of traditional game

models to improve the motor skills of elementary

students can also be used on DVD players of all

types and brands.

The final product of the game consists of: (1)

fortified; (2) cat and mouse; (3) like a snake; (4)

sack race; and (5) shell stilts running race games,

completely presented as follows.

3.1 Fortified Game

Figure 1: Fortified Game

1) Before the game starts, a draw is held, the

winning team starts the game by exiting the castle to

lure opponents; 2) Each team consists of at least 5

children or more; 3) Each player functions as an

angler and also as a pursuer or hunter. He/ she will

be the chase of the opposing team if the opponent

first leaves the fort, and he/ she will be the one

pursued by the opponent when he/ she leaves the

fort. 4) Affected members will be a prisoner from

the opponent, the way to catch the opponent is

simply to throw the ball against the opponent's lower

leg.

1) Prisoners collected in captive area can be free if

their unattended members can release by

touching their body parts.

2) Fortress of a team is declared to be burned if

one of the team members can burn the

opponent's fortress by throwing the opponent's

fortress with the ball on target / entering the

basket.

3) After one of the fortress teams is burned down,

the game continued with a team that managed to

burn to function as an angler.

3.2 Cat and Mouse Game

Figure 2: Cat and Mouse Game

1) Players must consist of at least 6 children or

more.

2) Before the game is started, the lottery is

conducted to determine whom to play roles as

the cat and mouse. The one who loses the

lottery plays as the cat, and the one who wins

the lottery formed a circle, holding hands.

3) The mouse tries to avoid the cat throwing ball

by entering through a circle surrounded by other

children, while cat tries to catch the mouse by

throwing the ball into the mouse’s lower leg.

4) Children who form a circle are freed to block

the movement of cat, by squatting with the

hands cannot be separated.

5) The cat or mouse may not break the coupling

hands.

6) If the mouse is caught, the mouse alternates to

become the cat.

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

408

3.3 Like a Snake Game

Figure 3: Like a Snake Game

1) Before the game begins, a lottery is held to

divide the player into 2 groups.

2) Players must consist of at least 5 children or

more for each team.

3) One of the players is selected to be the head of

the snake, then the other students become the

tail and march behind the head.

4) The game starts after the teacher blows the

whistle.

5) Group members hold on to each other's waist,

not to let the handle slip.

6) The group member who is the head of the snake

tries to throw the member of the opponent's

backmost group, by throwing the ball into the

opponent's lower leg.

7) Group members who play the role as tail must

be able to avoid throwing groups of opponents

8) If the last member of the group is hit, he/she

must leave the playing field

9) The group whose members are out is the losing

group.

3.4 Sack Race Game

Figure 4: Sack Race Game

1) Players must consist of at least 4 children or

more.

2) Players put their legs into the sacks.

3) Players get ready to wait for the whistle/ signal

to start.

4) After hearing the whistle, the player jumps up

and down with two legs inside the sacks from

the start line to the finish line.

5) Players avoid barriers, by jumping zigzag.

6) Players can only jump up and down, not run and

walk in sacks.

7) After passing through the barriers, the player

throws the ball at the target.

8) After throwing the ball, the player returns to the

starting position, by jumping up and down, then

proceeds with the other players by high five.

3.5 Shell Stilts/ Egrang Batok

Traditional Game

Figure 5: Shell Stilts/ Egrang Batok Traditional Game

1) Players are divided into two groups.

2) Players must consist of at least 4 or more

children.

3) Players get ready on the shell with their legs

clamped on the rope, and both hands hold the

rope.

4) After hearing the whistle, the player tries to

walk from one place to another.

5) Players try to avoid barriers/ cones, by way of

zigzags.

6) Players may only walk, may not run and jump.

7) After passing the barriers/ cones, the player

throws the ball to the target.

8) After throwing the ball, the player returns to the

starting position by way of zigzags, then

continued by other players by high five.

Traditional Game based Learning Model to Improve Elementary School Students’ Motor Abilities

409

4 DISCUSSION

The ultimate goal of this development research is to

produce a traditional game based learning model to

improve elementary school students' motor skills. In

addition, for the practicality, this learning model was

also equipped by the manual or guideline. The

purpose of making the manual was to explain more

specifically about how to use this model, so that

teachers as practitioners in the field and readers

would understand and be able to use this model.

Video games are packaged in the form of a DVD

(Digital Video Disc) as a guide for the procedures

for implementing the game.

Based on the effectiveness test conducted in

Gondolayu State Elementary School and Sleman 4

Elementary School for four meetings with traditional

games consisting of: (1) fortified; (2) cat and mouse;

(3) like a snake; (4) sack race; and (5) shell stilts

running race games, the implementation of this

learning model can improve students' cognitive,

affective, and psychomotor aspects. This is indicated

by the completion of students' abilities in each

aspect after being given traditional games for four

meetings.

Capacity building occurs due to the association of

knowledge obtained by children at previous meeting

with new knowledge and association gets stronger

when repeated. This is based on the law of exercise

learning theory proposed by Thondrike (Rahyubi,

2014) that states "the principle of exercise law

shows that the main principle in learning is

repetition, the more often repeated subject matter

will the easier it will be mastered". The research

results are also supported by results of Hands &

Martin (2003) finding that physical activity learning

programs (fundamental movements) integrated with

learning in schools can significantly improve

children's cognitive, psychomotor, and affective

abilities.

Furthermore, Strong (2005) states "Physical

activity is important for all children because of the

associated benefits to physical, social and

psychological health". Physical activity is also very

beneficial for children's health physically, socially

and emotionally. This shows that doing physical

activities is very beneficial to the development of

children both cognitively, psychomotorically, and

socially and the child gets health improvement by

doing physical activities.

The statement regarding physical activity

influences the development of the positive

reinforced from the research results of Fedewa &

Ahn (2011: 9) "The present study shows that

physical activity has a significantly positive impact

on children's cognitive outcomes and academic

achievement". Physical activity has a positive effect

on improving cognitive abilities and increasing

children's academic achievement. In addition,

physical activity can also improve children's social

abilities. This is as stated by Liu, Karp, & Davis

(2010: 1) "Physical education is not only able to

help children to develop psychomotor skills, but it

can provide psychological benefits through the

development of personal and social responsiveness

and appropriate social behaviour.

The connection with the results of the study is

that the traditional game learning model for

elementary school students if done repeatedly will

cause brain nerve connections and become

permanent so that it further increases the ability to

recognize letters, concepts and numbers (cognitive

abilities), basic motor skills (motor skills) and the

formation of active lifestyles and excitement

(affective).

5 CONCLUSION

The model of this development research is in the

form of traditional game based learning model

guidebook to improve the elementary school

students’ motor skills. The game guidebook contains

five traditional game models consisting of (1)

fortified, (2) cat and mouse, (3) like a snake, (4) sack

race and (5) shell stilts running race games,.

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