DAMPAK INTEGRASI PERMAINAN TRADISIONAL PADA MOTIVASI BELAJAR SISWA PJOK DI SEKOLAH DASAR
Abstract
Tujuan penelitian ini adalah untuk mengukur dan menguji pengaruh permainan tradisional terhadap motivasi belajar siswa sekolah dasar. Karena menganggap proses pembelajaran membosankan dan tidak menarik, siswa kelas VI Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) memiliki motivasi belajar yang rendah, yang merupakan masalah serius. Desain penelitian ini adalah pre-eksperimental kuantitatif pretest-posttest dengan satu kelompok. Tiga puluh siswa kelas VI SDN Pulungmerdiko, Kecamatan Pulung, Kabupaten Ponorogo, dipilih untuk penelitian ini dengan menggunakan teknik purposive sample. Validitas dan reliabilitas alat yang digunakan untuk mengukur motivasi belajar siswa sekolah dasar diperiksa. Perangkat lunak SPSS digunakan untuk menganalisis data dengan menggunakan uji-t sampel berpasangan. Data memenuhi persyaratan untuk analisis parametrik karena uji normalitas menunjukkan bahwa data tersebut terdistribusi secara teratur (Sig. pre-test = 0,150; post-test = 0,057). Permainan tradisional dapat meningkatkan motivasi belajar siswa, menurut hasil uji t berpasangan, yang menunjukkan perbedaan signifikan antara motivasi belajar sebelum dan sesudah perlakuan (Sig. = 0,02 < 0,05). Menurut penelitian ini, pelatihan PJOK yang mencakup permainan tradisional merupakan pedekatan pembelajar yang baik untuk meningkatkan motivasi belajar siswa sekolah dasar. Kesuksesan intervensi ini menunjukkan bahwa aktivitas pembelajaran yang menyenangkan, melibatkan fisik, dan terkait dengan budaya lokal dapat membuat suasana belajar yang lebih hidup dan bermakna bagi siswa. Kesuksesan intervensi ini menunjukkan bahwa aktivitas pembelajaran yang menyenangkan, melibatkan fisik dengan menggunakan pendekatan permainan tradisional seperti; gobak sodor, petak umpet, banteng-bentengan dan kasti dapat membuat suasana belajar yang lebih hidup dan bermakna bagi siswa. Hal ini mendukung gagasan bahwa, dibandingkan dengan pendekatan konvensional yang pasif, pembelajaran kontekstual dan berbasis pengalaman langsung lebih efektif dalam menumbuhkan motivasi belajar siswa. Penelitian ini memiliki keterbatasan, baik dari sisi jumlah subjek yang diteliti maupun cakupan variabel yang diteliti.
Abstract
The purpose of this study was to measure and test the effect of traditional games on elementary school students' learning motivation. Because they consider the learning process boring and uninteresting, sixth grade students of Physical Education, Sports, and Health (PJOK) have low learning motivation, which is a serious problem. The design of this study was a quantitative pre-experimental pretest-posttest with one group. Thirty sixth grade students of SDN Pulungmerdiko, Pulung District, Ponorogo Regency, were selected for this study using a purposive sample technique. The validity and reliability of the tools used to measure elementary school students' learning motivation were examined. SPSS software was used to analyze the data using a paired sample t-test. The data met the requirements for parametric analysis because the normality test showed that the data were regularly distributed (Sig. pre-test = 0.150; post-test = 0.057). Traditional games can improve students' learning motivation, according to the results of the paired t-test, which showed a significant difference between learning motivation before and after treatment (Sig. = 0.02 < 0.05). According to this study, PJOK training that includes traditional games is a good learning approach to improve elementary school students' learning motivation. The success of this intervention shows that fun, physical, and culturally relevant learning activities can create a more lively and meaningful learning atmosphere for students. The success of this intervention shows that fun, physical learning activities using traditional game approaches such as; gobak sodor, petak umpet, banteng-bentengan and kasti can create a more lively and meaningful learning atmosphere for students. This supports the idea that, compared to passive conventional approaches, contextual and experiential learning is more effective in fostering students' learning motivation. This study has limitations, both in terms of the number of subjects studied and the scope of variables studied.
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