Problem-Based Learning Berbasis Permainan Kolaboratif untuk Meningkatkan Keterampilan Gerak Dasar Siswa Sekolah Dasar
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Keterampilan gerak dasar merupakan fondasi penting bagi partisipasi anak dalam aktivitas fisik, permainan, dan olahraga. Namun, pembelajaran pendidikan jasmani di sekolah dasar masih sering menekankan instruksi teknik dan belum sepenuhnya memberi ruang eksplorasi gerak, pemecahan masalah, kerja sama, dan refleksi. Penelitian ini bertujuan untuk menguji efektivitas Problem-Based Learning berbasis permainan kolaboratif sederhana terhadap peningkatan keterampilan gerak dasar siswa sekolah dasar. Penelitian menggunakan desain pra-eksperimen one-group pretest-posttest. Sampel terdiri atas 60 siswa kelas V–VI sekolah dasar di Praya Tengah, Lombok Tengah, Indonesia. Intervensi dilaksanakan selama empat minggu dalam delapan sesi pembelajaran menggunakan permainan Bucketball, Traffic Jam, dan Gymnastic Softball. Keterampilan gerak dasar diukur menggunakan Canadian Agility and Movement Skill Assessment (CAMSA). Data dianalisis menggunakan statistik deskriptif, uji Shapiro-Wilk, uji t berpasangan, dan Cohen’s dz. Hasil penelitian menunjukkan peningkatan skor CAMSA dari pretest (M = 16,96; SD = 2,46) ke posttest (M = 23,42; SD = 3,93). Selisih rata-rata sebesar 6,46 poin menunjukkan peningkatan 38,1%. Uji t berpasangan menunjukkan perbedaan signifikan, t(59) = 14,59; p < 0,001, dengan ukuran efek sangat besar (dz = 1,88). Kesimpulannya, Problem-Based Learning berbasis permainan kolaboratif sederhana berpotensi meningkatkan keterampilan gerak dasar siswa sekolah dasar, meskipun hasil perlu ditafsirkan hati-hati karena desain penelitian belum menggunakan kelompok kontrol.
Problem-Based Learning Through Collaborative Games to Improve Fundamental Movement Skills in Elementary School Students
Abstract
Fundamental movement skills are essential foundations for children’s participation in physical activity, games, and sport. However, elementary physical education often relies on technical instruction and provides limited opportunities for movement exploration, problem-solving, collaboration, and reflection. This study aimed to examine the effectiveness of Problem-Based Learning through simple collaborative games in improving elementary students’ fundamental movement skills. A pre-experimental one-group pretest-posttest design was employed. The sample consisted of 60 fifth- and sixth-grade elementary school students in Praya Tengah, Central Lombok, Indonesia. The intervention was implemented over four weeks through eight physical education sessions using Bucketball, Traffic Jam, and Gymnastic Softball. Fundamental movement skills were assessed using the Canadian Agility and Movement Skill Assessment (CAMSA). Data were analyzed using descriptive statistics, the Shapiro-Wilk test, paired-samples t-test, and Cohen’s dz. The results showed an increase in CAMSA scores from pretest (M = 16.96; SD = 2.46) to posttest (M = 23.42; SD = 3.93). The mean gain was 6.46 points, representing a 38.1% improvement from the baseline score. The paired-samples t-test indicated a statistically significant difference, t(59) = 14.59; p < .001, with a very large effect size (dz = 1.88). In conclusion, Problem-Based Learning through simple collaborative games has the potential to improve elementary students’ fundamental movement skills. Nevertheless, the findings should be interpreted cautiously because the study did not include a control group.
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