Integrasi Permainan Tradisional dalam Pembelajaran Pendidikan Jasmani untuk Peningkatkan Keterampilan Gerak Dasar dan Nilai Kemandirian Siswa
DOI:
https://doi.org/10.36312/ej.v6i3.3387Keywords:
Permainan Tradisional, Keterampilan Gerak Dasar, Kemandirian, Pendidikan JasmaniAbstract
Penelitian ini mengevaluasi efektivitas integrasi permainan tradisional yang dimodifikasi didukung platform digital untuk umpan balik real time terhadap perkembangan keterampilan gerak dasar, keterampilan sosial, dan kemandirian siswa kelas V Sekolah Dasar. Hipotesis menyatakan bahwa intervensi berbasis permainan tradisional modifikasi akan secara signifikan meningkatkan ketiga aspek tersebut dibandingkan metode konvensional. Desain quasi-eksperimental delapan minggu membagi siswa menjadi kelompok intervensi menggunakan modul permainan tradisional modifikasi dengan aplikasi digital dan kelompok kontrol dengan metode PE konvensional. Parameter yang diukur meliputi skor keteramilan gerak dasar dan kuesioner otonomi siswa. Hasil menunjukkan kelompok intervensi mengalami peningkatan rata-rata skor FMS sebesar 25% dari kondisi awal, sedangkan kontrol hanya 8%. Tingkat kerjasama, komunikasi, dan tanggung jawab antarsiswa pada intervensi meningkat signifikan dibandingkan kontrol. Skor otonomi siswa pada kelompok intervensi melonjak dua kali lipat, menandakan peningkatan kemandirian dalam merencanakan dan melaksanakan aktivitas jasmani. Temuan ini mengonfirmasi hipotesis bahwa modifikasi permainan tradisional diperkaya umpan balik digital secara efektif meningkatkan aspek motorik, sosial, dan kognitif dalam pembelajaran jasmani.
Integrating Traditional Games into Physical Education Learning to Improve Fundamental Movement Skills and Student Independence
Abstract
This study evaluated the effectiveness of integrating modified traditional games supported by a digital platform for real-time feedback on developing fundamental motor skills, social skills, and independence in fifth-grade elementary school students. It was hypothesized that a modified traditional game-based intervention would significantly improve these three aspects compared to conventional methods. An eight-week quasi-experimental design divided students into an intervention group using a modified traditional game module with a digital application and a control group using a conventional PE method. Parameters measured included fundamental motor skill scores and a student autonomy questionnaire. Results showed that the intervention group experienced an average increase in FMS scores of 25% from baseline, while the control group only experienced an 8% increase. The level of cooperation, communication, and responsibility among students in the intervention group increased significantly compared to the control group. Student autonomy scores in the intervention group doubled, indicating increased independence in planning and implementing physical activities. These findings confirmed the hypothesis that modified traditional games enriched with digital feedback effectively improve physical education's motor, social, and cognitive aspects.
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