LEARNING MODEL BASED ON TRADITIONAL GAME TO IMPROVE MOTORic ABILITY OF ELEMENTARY SCHOOL students

Silvia Tetra Oktavia	
YOGYAKARTA STATE UNIVERSITY, 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 physical education, sport and health teachers 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.
Relevant research related to gross motor skills is about Differance Children Gross Motor Skills between Two Types of Preschools (Chow & Lobo, 2013). This research focuses on educational goals that influence the type of preschool (public vs. private) in the development of motor skills of men and women aged 3 to 6.5 years. Educators provide several tests that form the basis of motor skills. Analysis conducted to see the age of children who show the locomotor skills of children who come from private preschool is better than pre-school public.
The next relevant study is entitled "Mastery of Gross Motor Skills in Preschool and Early Elementary School Obese Children" (Nafiseh & Saidon, 2014). This study aims to determine the need for gross motor skills in preschool and early elementary school in obese children and show the differences between the two groups. The method used is two-way analysis (ANOVA) and descriptive. Statistical criteria are significant. The results of the research conducted showed a significant difference between the implementation of gross motor skills in obese children in preschool and early elementary school. The conclusion is the skill of gross motor skills of low-fat children compared to normal-bodied friends.
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.
The problem faced by physical education and sports physical education (PJOK) elementary school teachers is that children are less enthusiastic and lazy to do active sports (involving gross motor skills), because learning is not interesting. children are more interested in doing electronic games such as online games, playstations, gadgets and other electronic games. Children feel very comfortable to do the game without feeling boredom for a long period of time. On the other hand the children themselves state that they only feel tired and bored with what is taught by the teacher and do not like to do the activities of running and jumping. Games that are carried out for a long time (≥2 hours) without being balanced with good physical activity will have a negative impact on physical and psychological health of children. Griffiths (2010: 1) states.
Boys and girls who used screen-entertain-ment for any duration, and participated in sports, had fewer emotional and behavioral problems, and more prosocial behavior, than children who used screen-entertain-ment for hours 2 hours per day and did not participate in sport.
In this study, so that learning motor skills attracts and challenges 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 perpetrators. This is in accordance with one of the objectives of physical education, which is to develop individuals organically; in the form of functional capacity, namely strength, agility, speed, and others. Many kinds of traditional games that can be used as a tool to play include: sodor wobbly, bentengan, cricket, mouse cat, jump rope and others. From some of the traditional games, it is one form of play that is very suitable to improve motor skills for children who in their play stimulate children to move. Frequent movement will stimulate the child's organs to work to adjust to the intensity of their movements, and this will affect his motor skills. However, many elementary students have not mastered the techniques and rules of traditional games, because students prefer to play more modern games so that children still make mistakes when doing traditional games.

2	RESEARCH METHODS

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).
Research using the development model is a process used to develop or validate a process used in education and learning. The steps of the development research model according to (Borg & Gall, 2007: 589) namely:
a.	Preliminary studies and information gathering (literature review, field observations, making research frameworks)
b.	Planning (research objectives, determining the order of learning, various forms of participation).
c.	Developing the initial product (preparing learning material, planning the initial draft of the product).
d.	Product draft validation and revision based on results from expert validation
e.	Initial trials (small scale tests) and revisions
f.	Field trials (large scale tests) and revisions
g.	Operational test / product effectiveness test
h.	The final product is a traditional game-based learning model to improve motor skills in elementary students.

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.

3	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.
From the results of observations and interviews conducted on 4 physical and health physical education teachers in the school, the analysis of needs obtained are: (1) lack of understanding and creativity of teachers in developing varied and interesting traditional game-based learning models, (2) lack of facilities and infrastructure that can support the process of motor learning, (3) limited time owned by the teacher to provide a model of motor learning, (4) not yet the maximum ability of students to perform motor movements, (5) learning provided is still less interesting and less enjoyable , children still look less enthusiastic and lazy to do sports.
Traditional games developed are various traditional games that have been selected and in accordance with the characteristics of learning materials, and the characteristics of elementary school students, as well as the characteristics of motor skills components, so it is hoped that this traditional game-based learning model can attract the interest and attention of children to do so in order to improve motor skills
Based on the results of needs analysis and observation, it is concluded that in implementing physical education and sports education in school, teachers need a game model that can train children to improve their motor skills based on the applicable curriculum goals. Therefore, the development of traditional game-based learning models to improve students' motor skills is needed in elementary schools.
The final goal of this development research is to produce a product model of traditional game-based learning to improve the motor skills of elementary students. In addition, so that the teacher is easy to use this learning model is packaged a model usage guide. The purpose of making this model use manual is to explain more specifically about how to use this model, so that teachers as practitioners in the field and readers will understand and be able to use this model. Video games are packaged in the form of a DVD (Digital Video Disc) as a guide for the procedures for implementing the game, as for the product specifications developed, namely:
a.	Material
1)	The development of the contents and objectives of the game model is guided by the Basic Competencies (KD) of lower grade students, and is adjusted to the characteristics of elementary school students with a range of 7-9 years old.
2)	The traditional game in the manual contains three parts, namely: (a) the initial activity which contains the implementation before learning begins from preparing students to warm up, (b) the core activity contains the implementation of the learning process of motor skills with 5 traditional game activities, namely: (1) Traditional Bentengan games; (2) Traditional cat mouse games; (3) traditional game of snakes; 4) Traditional sack racing game; and (5) The traditional game of shell stilts. The five traditional game activities in this book can be used by the teacher for five meetings with BC which differ from the time used is 3x35 minutes/ meeting, the material chosen, namely: practicing physical activities for motor skills, which includes balance, strength, agility , coordination, speed, through simple games or traditional games; (c) closing activities containing cooling activities, evaluation of the implementation of traditional games, and reflection on the meaning of traditional games.
3)	The manual contains the definition of traditional games, game objectives, tools used, game procedures, game time, assessment, safety standards, field drawings and field size, learning domain assessments include (1) cognitive aspects related to understanding and knowledge ; (3) psychomotor aspects related to motor skills; (2) affective aspects related to cooperative behavior.
b.	Learning equipment
The tools used on average are tools that are easy to obtain and safe to use, and the costs are affordable, which can train to improve the motor skills of elementary students. The tools used include: plastic balls, ribbons, baskets, sacks, cones / kun, shell stilts.
c.	Development DVD
This game model uses DVD-R pieces plus GT-ProMulti Speed ​​16 X. The capacity of one DVD-R chip is 4.7 GB sp 120 min. The game development DVD can be used on all types of computers and laptops with a minimum specification of the operating system Windows XP or Mac OS, resolution 1024 x 800 pixels, Pentium IV processor 1.66 GHz, 512 Mb of RAM, VGA on board 32 Mb, and HDD 40 It also has a CD / DVD drive. The development DVDs of traditional game models to improve the motor skills of elementary students can also be used on DVD players of all types and brands.
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

1)	Before the game starts, a draw is held, the winning team starts the game by exiting the castle to lure opponents.
2)	Each team consists of at least 5 children or more.
3)	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.
4)	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.
5)	Prisoners collected in captive area can be free again if their unattended members can release by touching their body parts.
6)	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.
7)	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

1)	Players must be minimum 6 children or more.
2)	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.
3)	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.
4)	Children who form a circle are freed to block the movement of cat, by squatting with the hands cannot be separated.
5)	Cat or Mouse may not break hands.
6)	If a mouse is caught, the mouse alternates to become the cat

c.	Dragon Snake/ Ular Naga Traditional Game

1)	Before the game begins, a lottery is held to divide 2 groups.
2)	Player numbers are at least 5 children or more for each team.
3)	Select one of the students to be the head, then the other students become their tails and march behind them.
4)	The game starts after the teacher blows the whistle.
5)	Group members hold on to each other's waist, not to let the handle slip.
6)	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.
7)	Group members who are at the back must be clever to avoid throwing groups of opponents
8)	If the last member of the group is hit, he/she must leave the playing field
9)	The group whose members are out, that is the losing group.

d.	Sack Racing/  Balap Karung Traditional Game

1)	Players number at least 4 children or more.
2)	Players enter the leg to the limit of their stomach into the sack,
3)	Players get ready to wait for the whistle / signal to start.
4)	After hearing the whistle, the player jumps up and down with two legs from the start line to the finish line.
5)	Players avoid barriers, by jumping zigzag.
6)	Players can only jump up and down, not run and walk in sacks.
7)	After passing through the obstacle, the player throws the ball at the target.
8)	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

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

4	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.
Furthermore Strong (2005: 1) states "Physical activity is important for all children because of the associated benefits to physical, social and psychological health". Physical activity is also very beneficial for children's health both physically, socially and emotionally. This shows that doing physical activities is very beneficial to the development of children both cognitively, psychomotorically, and socially and the child gets health improvement by doing physical activities.
The statement regarding physical activity influences the development of the positive reinforced from the research results of Fedewa & Ahn (2011: 9) "The present study shows that physical activity has a significantly positive impact on children's cognitive outcomes and academic achievement". Physical activity has a positive effect on improving cognitive abilities and increasing children's academic achievement. In addition, physical activity can also improve children's social abilities. This is as stated by Liu, Karp, & Davis (2010: 1) "Physical education is not only able to help children to develop psychomotor skills, but it can provide psychological benefits through the development of personal and social responsiveness and appropriate social behavior.
The connection with the results of the study is that the traditional game learning model for elementary school children if done repeatedly will cause brain nerve connections and become permanent so that it further increases the ability to recognize letters, concepts and symbol numbers (cognitive abilities), basic motor skills (motor skills) and the formation of active lifestyles and excitement (affective).

5	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.

6	BIBLIOGRAPHY 

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