Locomotor Movement Learning Based On Small Games For Elementary School Students

Triyo Nova Utomo; Palmizal; Yonifia Anjanika

Authors

Triyo Nova Utomo Universitas Jambi Author
Palmizal Universitas Jambi Author
Yonifia Anjanika Universitas Jambi Author

Keywords:

Locomotor Movement; Small Games; Physical Education Learning; Elementary School Students; Motor Skill Development.

Abstract

Physical Education, Sports, and Health (PJOK) plays an important role in developing students’ fundamental movement skills, particularly locomotor movements that serve as the foundation for more complex physical activities. However, in many elementary schools, students’ learning outcomes in basic locomotor movements remain relatively low due to limited variation in teaching strategies and low student engagement during learning activities. Therefore, innovative learning approaches are needed to create more active and enjoyable learning environments. This study aimed to improve elementary school students’ locomotor movement learning outcomes through the implementation of small games–based learning. This research employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study was conducted at SD N 159/IX Suka Maju, involving 23 third-grade students as research subjects. Data collection techniques included classroom observations and locomotor movement skill tests, while data analysis was carried out using descriptive quantitative methods by calculating the percentage of student learning mastery based on the Minimum Completion Criteria (KKM). The results showed a significant improvement in students’ locomotor learning outcomes after the implementation of small games–based learning. In the pre-action stage, only 9 students (39.1%) achieved learning mastery, while 14 students (60.9%) had not yet met the completion criteria. After the intervention, the number of students achieving mastery increased to 19 students (82.6%), while only 4 students (17.4%) remained below the completion criteria. These findings indicate that the use of small games in locomotor learning can increase student participation and improve learning outcomes. Therefore, small games–based locomotor movement learning can serve as an effective alternative instructional strategy for improving elementary school students’ fundamental locomotor skills.

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