LEARNING MODEL BASED ON TRADITIONAL GAME TO IMPROVE 
MOTOR ABILITY OF STUDENT IN ELEMENTARY SCHOOL	
Silvia Tetra Oktavia	
UNIVERSITAS NEGERI YOGYAKARTA, SLEMAN, YOGYAKARTA, INDONESIA
SPORT SCIENCE STUDY PROGRAM, POSTGRADUATE PROGRAM
Silvia.oktavia2596@gmail.com	

Keywords:	learning model, traditional game, motor ability
Abstract:	The research intends to produce traditional game- based learning model to improve motor ability of elementary school students that are good, effective and fun. This development research is done in several steps: (1) initial product development and expert validation, (2) small-scale trial and revisions, (3) large-scale trial and revisions, (4) operational test/ effectiveness tests, (5) production of final products and dissemination. Instruments used are by: (1) interviews; (2) value scale; (3) observation of the draft model; (4) observation of model effectiveness. Data analysis techniques are by descriptive quantitative and qualitative. Research results are traditional game- based learning models containing five games, they are: (1) bentengan, (2) cat- mouse, (3) dragon snake, (4) sack racing, and (5) shell stilts, and manual/ guideline form. All items in the post are packaged in the form of a series of activities.

1	INTRODUCTION
Motor learning in elementary school is now a concern for many people. However, what becomes barrier in motor learning in elementary school is the lack of knowledge of physical education, sport and health teachers (PJOK) in applying proper model in the learning process of motor learning. This is caused by lack of knowledge caused by limited references or reading resources about how PJOK teachers teach appropriate motor learning model to support the achievement of desired learning outcomes.
Planning good physical activity activities is very helpful for children to optimize their ability to move especially the ability of rough motion and locomotor motion (Aryamanesh & Sayyah, 2014: 650). Santrock (2007: 214) states that regular exercise is a way to encourage children to be active and develop motor skills, all of which can play important role in children life.
Indonesia has abundant cultures, one of which is traditional games. Arlina (2008: 10) states that traditional children games are the process of doing activities that delight children by using simple tools in accordance with circumstances and are the result of exploring local culture according to ideas and teachings given down from ancestors.
Traditional games are believed to have better impact on the development of children's potential, if modern games prioritize individualization, traditional games provide more opportunities for children to socialize and collaborate in groups. This is also reinforced by Bordova & Leong (2003) that young children spend less time playing with their peers and playing time alone, graduating from educational toys to video and computer games.
In the learning process, one way for children to be more interested and enthusiastic in participating in learning is to have variations. Variation in learning is a change in the process of activities that aims to increase learning motivation of students, as well as reduce boredom and saturation (Mulyasa, 2010: 78).
In this research, so that motor skill learning is interesting and challenging for children, learning needs to utilize traditional games that have been developed according to the rules and tools used. Traditional games are activities that involve physical activities that can improve motor skills for the players.

RESEARCH METHOD
Development Model
This type of research was research and development that was research type used to produce certain products, and test the effectiveness of the product (Sugiyono, 2014: 297).
Target/ Subject of Research
a. At small- scale trial stage, it was held at Gejayan State Elementary School involving 29 third- grade students.
b. At large- scale trial stage, it was conducted at Puren State Elementary School involving 32 first-grade students and at Ngringin State Elementary School involving 33 second grade  students.
Instrument and Data Collection Technique
Instruments used were: interview, observation sheets, questionnaire for material experts and media experts, questionnaires for trial subjects, and instruments for observing model effectiveness.
Data Analysis Technique 
Data analysis technique done in this research was by descriptive quantitative analysis and descriptive qualitative analysis. Descriptive quantitative analysis was employed to analyze the following data: (1) value scale data as a result of the assessment of material experts on the initial draft of the model before trial implementation in the field, (2) data of observation result from material experts on field trials, (3) data of observation results of material experts' observations on the effectiveness of the model. While descriptive qualitative analysis was conducted on: (1) data from interviews with elementary school teachers during preliminary studies, (2) data deficiencies and inputs from material experts on the game model both before the trial and after the trial in the field.

RESEARCH RESULT 
The learning model developed in this research is traditional game- based learning model to improve motor skills of elementary school students. This traditional game- based learning model is developed based on potentials and problems, analysis of interview results and direct observation of researcher in the field. Observations are made at four schools, they are: SDN Gejayan, SDN Puren, SDN Ngringin, and SDN Sleman 4.
The final product of the game consists of: (1) traditional bentengan game, (2) traditional cat mouse game, (3) traditional dragon snake game, (4) traditional sack racing game, and (5) traditional shell stilts/ egrang batok game, completely presented as following.
a.	Bentengan Traditional Game

a) Before the game starts, a draw is held, the winning team starts the game by exiting the castle to lure opponents,
b) Each team consists of at least 5 children or more
c) Each player functions as an angler or pursued and also as a pursuer/ hunter. He/ she will be the chase of the opposing team if the opponent first leaves the fort, and he/ she will be the one pursued by the opponent when he/ she leaves the fort,
d) Affected members will be a prisoner from the opponent, the way to catch the opponent is simply to throw the ball against the opponent's lower leg,
e) Prisoners collected in captive area can be free again if their unattended members can release by touching their body parts.
f) Fortress of a team is declared to be burned if one of the team members can burn the opponent's fortress by throwing the opponent's fortress with the ball on target / entering the basket.
g) After one of the fortress teams burned down, the game continued with a team that managed to burn to function as an angler.
b.	Cat Mouse Traditional Game

a) Players must be minimum 6 children or more.
b) Before the lottery is started, it is decided to determine cat and mouse. The losing lottery becomes the cat. Those who win the lottery formed a circle, holding hands.
c) Mouse try to avoid the "cat" throwing ball by entering through a circle surrounded by other children, while cat tries to catch mouse by throwing the ball into the mouse’s lower leg.
d) Children who form a circle are freed to block the movement of cat, by squatting with the hands cannot be separated.
e) Cat or Mouse may not break hands.
f) If a mouse is caught, the mouse alternates to become the cat

c.	Dragon Snake/ Ular Naga Traditional Game

a) Before the game begins, a lottery is held to divide 2 groups.
b) Player numbers are at least 5 children or more for each team.
c) Select one of the students to be the head, then the other students become their tails and march behind them.
d) The game starts after the teacher blows the whistle.
e) Group members hold on to each other's waist, not to let the handle slip.
f) The group member who is the head of the snake tries to throw the member of the opponent's backmost group, by throwing the ball into the opponent's lower leg.
g) Group members who are at the back must be clever to avoid throwing groups of opponents
h) If the last member of the group is hit, he/she must leave the playing field
i) The group whose members are out, that is the losing group.

d.	Sack Racing/  Balap Karung Traditional Game

a) Players number at least 4 children or more.
b) Players enter the leg to the limit of their stomach into the sack,
c) Players get ready to wait for the whistle / signal to start.
d) After hearing the whistle, the player jumps up and down with two legs from the start line to the finish line.
e) Players avoid barriers, by jumping zigzag.
f) Players can only jump up and down, not run and walk in sacks.
g) After passing through the obstacle, the player throws the ball at the target.
h) After throwing the ball, the player returns to the starting position, by jumping up and down, then proceed with the other players by high five.

e.	Shell Stilts/ Egrang Batok Traditional Game

a) Players are divided into two groups.
b) Players must have minimum 4 or more children.
c) Players get ready on the shell with their legs clamped on the rope, and both hands hold the rope.
d) After hearing the whistle, the player tries to walk from one place to another.
e) Players try to avoid obstacles/ cones, by way of zigzagging.
f) Players may only walk, may not run and jump.
g) After passing the obstacle / cone, the player throws the ball at the target / enters the basket.
h) After throwing the ball, the player returns to the starting position by way of zigzags, then continues with other players by high five.

DISCUSSION
The ultimate goal of this development research is to produce traditional game- based learning model product to improve elementary school students' motor skills. In addition, so that teachers are easy to use this learning model packed in model usage manual/ guideline. The purpose of making a model use guideline is to explain more specifically about how to use this model, so that teachers as practitioners in field and readers will understand and be able to use this model. Video games are packaged in the form of DVDs (Digital Video Discs) as a guide to the procedures for the game.
Based on the effectiveness test in Gondolayu State Elementary School and Sleman 4 Elementary School for four meetings with traditional games consisting of: (1) bentengan game, (2) cat mouse game, (3) dragon snake/ ular naga game, (4) sack racing/ balap karung game, and (5) shell stilts/ egrang bathok game can improve students' cognitive, affective, and psychomotor aspects. This is indicated by the completion of students' abilities in each aspect after being given traditional games for four meetings.
Capacity building occurs due to the association of knowledge obtained by children at previous meeting with new knowledge and association gets stronger when repeated. This is based on the law of exercise learning theory proposed by Thondrike (Rahyubi, 2014: 164) that states that "the principle of exercise law shows that the main principle in learning is repetition, the more often repeated subject matter will be mastered". The research results are also supported by results of Hands & Martin (2003: 9) finding that physical activity learning programs (fundamental movements) that are integrated with learning in schools can significantly improve children's cognitive, psychomotor, and affective abilities.

CONCLUSION
The model form of this development research is in the form of traditional game- based learning model guidebook to Improve Motor Skills of Elementary School Student”. The game guidebook contains five traditional game models consisting of: (1) bentengan game, (2) cat mouse game, (3) dragon snake/ ular naga game, (4) sack racing/ balap karung game, and (5) shell stilts/ egrang bathok game.

BIBLIOGRAPHY

Arlina. (2008). Pengertian dan sejarah kebudayaan. Tangerang: Cerdas Jaya.
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Bordova, Elena&Leong, J. Deborah. (2003). Do play and foundational skills need to compete for the teacher’s attention in an early childhood classroom. Journal ERIC Digest. Volume 89, Issue, pp. 213-219.
Hands, B.P. & Martin, M. (2003). Implement-ing a fundamental movement skill program in an early childhood setting: The children's perspectives. Health Sciences Papers and Journal Articles. Fremantle WA: University of Notre Dame.
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