The Effectiveness of Educational Game-Based Physical Education Learning on the Development of Elementary School Students' Physical Literacy: A Quasi-Experimental Study
DOI:
https://doi.org/10.29408/porkes.v8i3.31349Keywords:
Gameeducational; motor skills; physical education; physical literacy; student motivationAbstract
Background physical literacy is a fundamental concept in modern physical education, encompassing physical, cognitive, affective, and social competencies. Despite its recognized significance, conventional teacher-centered methodologies in Indonesian elementary schools often do not foster holistic physical literacy in students. The purpose of this study was to examine the effectiveness of educational game-based physical education in fostering physical literacy development among elementary school students, as contrasted with traditional teaching approaches. Approach: A quasi-experimental pre-test post-test control group design was used with 60 third-grade elementary school students (aged 8-9 years) in East Kalimantan, Indonesia. Participants were randomly allocated to either an experimental group (n = 30) receiving educational game-based training or a control group (n=30) receiving traditional teaching methods. The 12-week intervention was implemented through collaborative teaching between university students and school educators. Primary objectives included physical literacy knowledge, learning intentions, and basic motor skills, as assessed by a validated instrument demonstrating strong reliability (α > 0.80). Results: Significant inter-group differences were observed after the intervention for all assessed variables. The experimental group showed significant improvement in physical literacy scores (78.4 ± 6.9 vs. 62.1 ± 8.4, p = 0.001, Cohen's d = 2.16), learning motivation (67.8 ± 5.6 vs. 54.3 ± 7.1, p < 0.001, Cohen's d = 2.10), and motor skills (12.8 ± 1.4 vs. 9.7 ± 1.9, p = 0.002, Cohen's d = 1.86). Conclusion The implementation of game-based physical education significantly improved the development of physical literacy of elementary school students compared to traditional methods, thus supporting the integration of game-based pedagogy in elementary physical education in Indonesia.
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