Model Pengembangan Media Alat Peraga Tradisional untuk Meningkatkan Aktivitas Fisik Siswa Sekolah Dasar di Parepare Development Model of Traditional Instructional Media Aids to Improve Physical Activity of Elementary School Students in Parepare
Article Sidebar
Page Numbers:
767-783
Digital Object Identifier:
10.58578/arzusin.v6i1.9169
Viewed: 75 times
Downloaded: 61 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Marhani Marhani1* 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Although instructional media and physical-activity-based approaches have been widely examined, the development of traditional instructional aids that are systematically integrated into Pendidikan Jasmani, Olahraga, dan Kesehatan (Physical Education, Sports, and Health, PJOK) instruction to increase physical activity among elementary school students remains relatively limited. This study aimed to develop and test the effectiveness of a traditional instructional media model in enhancing the physical activity of elementary school students in Parepare. A quantitative approach was employed using a Research and Development (R&D) method combined with a one-group pretest–posttest quasi-experimental design. The research subjects consisted of 60 fourth- and fifth-grade students selected through purposive sampling. Data were collected using expert validation sheets, physical activity observation instruments, and student response questionnaires, and were analyzed using descriptive statistics and paired-samples t-tests. The findings showed that the model developed through the integration of traditional games such as engklek, gobak sodor, and egrang into PJOK learning scenarios obtained an average expert validation score of 91.4%, categorized as very valid. The students’ mean physical activity score increased significantly from 62.35 at pretest to 83.70 at posttest, representing an increase of 21.35 points (34.24%), with statistical testing indicating a significant difference between pretest and posttest scores (t = 9.87; p < 0.001). In addition, 88% of students demonstrated high levels of engagement and enthusiasm during instruction. These findings contribute to strengthening culturally responsive pedagogy and active learning theories, and broaden the understanding of contextual PJOK instructional practices in elementary schools. The study concludes that the integration of traditional instructional aids plays an important role in increasing students’ physical activity and learning motivation, and recommends that PJOK teachers and schools adopt locally rooted, culture-based instructional media as an innovative instructional strategy, while encouraging further research with wider implementation scales and longer durations.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Aldyas, R. (2022). The implementation of random sampling techniques in educational research. Journal of Educational Methodology, 15(2), 120–134.
Arzusin, M. (2021). Qualitative research in education: Theory and practice. Routledge.
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: An underestimated investment in human capital? Journal of Physical Activity and Health, 10(3), 289–308. https://doi.org/10.1123/jpah.10.3.289
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine & Science in Sports & Exercise, 48(6), 1223–1224. https://doi.org/10.1249/MSS.0000000000000966
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE Publications.
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422–431. https://doi.org/10.1123/jtpe.2013-0141
Hillman, C. H., Kamijo, K., & Scudder, M. (2011). A review of chronic and acute physical activity participation on neuroelectric measures of brain health and cognition during childhood. Preventive Medicine, 52(Suppl 1), S21–S28. https://doi.org/10.1016/j.ypmed.2011.01.024
Lubans, D. R., Plotnikoff, R. C., & Lubans, N. J. (2012). Review: A systematic review of the impact of physical activity programmes on social and emotional well-being in at-risk youth. Child and Adolescent Mental Health, 17(1), 2–13. https://doi.org/10.1111/j.1475-3588.2011.00623.x
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Morgan, P. J., Hansen, V., & Louie, J. (2021). Improving physical activity in primary schools: A cluster randomized controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 18(1), 1–12.
Nasution, A., & Siregar, N. (2023). Traditional games as a strategy to improve physical literacy in elementary school students. Jurnal Pendidikan Jasmani Indonesia, 19(1), 45–58.
OECD. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en
Pangrazi, R. P., & Beighle, A. (2021). Dynamic physical education for elementary school children (19th ed.). Human Kinetics.
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications.
Sallis, J. F., Owen, N., & Fisher, E. (2021). Ecological models of health behavior. Health Behavior Research and Practice, 6(1), 43–64.
Suherman, A., & Mahendra, A. (2022). Pengembangan Media Pembelajaran Berbasis Permainan Tradisional untuk Meningkatkan Aktivitas Fisik Siswa Sekolah Dasar. Jurnal Pendidikan Olahraga, 11(2), 101–115.
Tsaqofah, S. (2019). The effectiveness of blended learning in improving students’ academic achievement. International Journal of Instruction, 12(3), 345–360.
UNESCO. (2015). Quality physical education (QPE): Guidelines for policy-makers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000231101/PDF/231101eng.pdf.multi
World Health Organization. (2020). WHO guidelines on physical activity and sedentary behaviour. World Health Organization. https://www.who.int/publications/i/item/9789240015128
World Health Organization. (2022). Global status report on physical activity 2022. World Health Organization. https://www.who.int/publications/i/item/9789240059153
Yasin, M., & Ahkam, R. (2023). Mixed-method approach in educational research: Integrating quantitative and qualitative data analysis. Journal of Educational Research and Evaluation, 7(2), 89–102.
Zach, S., & Adiv, T. (2021). The impact of active learning strategies on students’ engagement in physical education. European Physical Education Review, 27(4), 945–960.
Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: A systematic review. BioMed Research International, 2017, Article 2760716. https://doi.org/10.1155/2017/2760716