DEVELOPMENT OF A TRADITIONAL CHILDREN GAME BASED INSTRUCTIONAL MODEL TO OPTIMIZE KINDERGARTENERS’ FUNDAMENTAL MOTOR SKILL

Wawan Sundawan Suherman, Faculty of Sports Science Yogyakarta State University, Indonesia
Dapan Dapan, Universitas Negeri Yogyakarta, Indonesia
Guntur Guntur, Universitas Negeri Yogyakarta, Indonesia
Nur Rohmah Muktiani, Universitas Negeri Yogyakarta, Indonesia

 10.21831/cp.v38i2.25289

Abstract


Traditional children game is proposed as a suitable physical activity for instructional mean in kindergarten. The research intends to develop traditional children game based instructional model to optimize development of fundamental motor skills of kindergarteners. This research and development used an approach from Borg & Gall. The research involved kindergartens in Yogyakarta, Indonesia. Data were collected by interview, observation, and documentation, and then were analyzed in three steps: organization and reduction, displaying, and summarization and verification. The study phase follows activities: identification of theoretical basis and determination of instructional model design, identification and analysis of traditional children game, and validation of instructional model. After being validated by material experts and teaching experts, the traditional children game based instructional model for optimizing the development of kindergarteners’ fundamental motor skills consists of: (1) concepts/theoretical basis, (2) activity stages, (3) social systems, (4) principles of reaction, (5) supporting system, and (6) model impact.

Keywords


traditional children game; instructional model; fundamental motor skill; kindergarten

Full Text:

PDF

References


Akbari, H. (2009). The effect of traditional games in fundamental motor skill development in 7 -9 year-old boys. Iran Journal of Pediatric, 19(02), 123-129.

Ariani, C, Munawaroh, S., Hartoyo, H., Wahyono, T. T., & Maharkesti, M. (1997/1998). Pembinaan Nilai Budaya melalui Permainan Rakyat Daerah Istimewa Yogyakarta. Yogyakarta: Departemen Pendidikan dan Kebudayaan.

Bakhtiar, S. (2013). The implementation of dynamic system theory and the principles of growth in physical education of elementary school. Asian Social Science, 9(12), 105-109. doi:10.5539/ass.v9n12p105.

Borg, W. R. & Gall, M. D. (1983). Educational research: An introduction (4th ed.). New York, NY: Longman.

Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.

Brubaker, K. D. (2011). The important of physical education in today’s school (Doctoral Dissertation, Asshland University). Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=ashland1321423014&disposition=inline.

Dewantara, K. H. (2009). Menuju manusia merdeka. Yogyakarta: Leutika.

Direktorat Pembinaan TK/SD. (2008). Pengembangan model pembelajaran di taman kanak-kanak. Jakarta: Departemen Pendidikan Nasional.

Eggen, P. & Kauchak, D. (2012). Strategies and models for teachers: Teaching content and thinking skills (6th ed.). Boston: Pearson Education, Inc..

Fatoni, F., Putri, R. I. I., & Hartono, Y. (2015). Permainan tradisional Batok kelapa dalam membangun konsep pengukuran panjang kelas II SD. Cakrawala Pendidikan, 34(1), 97-102. doi:10.21831/cp.v1i1.4180.

Haywood, K. & Getchell, N. (2005). Life span motor development. Champaign IL.: Human Kinetics.

Hartley, R. E., Frank, L. K., & Goldenson, R. M. (2000). Understanding children’s play. London: Routledge.

Jaydari, M., Rouzbahani, M., & Hasanvand, R. (2016). The effect of traditional games on the development of transfer and manipulation motor skills in boys with mental retardation. International Journal of Physical Education, Sports and Health, 3(6), 134-136.

Jatmikowati, T. E., Angin, R., & Ernawati, E. (2015). Model dan materi pendidikan seks anak usia dini perspektif gender untuk menghindarkan sexual abuse. Cakrawala Pendidikan, 34(3), 434-448. doi:10.21831/cp.v3i3.7407.

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (model-model pembelajaran) (A. Fawaid & A. Mirza, Trans.). Yogjakarta: Pustaka Pelajar.

Khalid, S. (2008, December). Value of traditional games. Nurture, (5), pp. 19–21.

Kovačević, T., & Opić, S. (2014). Contribution of traditional games to the quality of students’ relations and frequency of students’ socialization in primary education. Croatian Journal of Education, 16(Sp.Ed.1), 95-112.

Lestari, I. & Ratnaningsih, T. (2016). The effects of modified games on the development of gross motor skill in preschoolers. International Journal of Evaluation and Research in Education (IJERE), 5(3), 216~220. doi:10.11591/ijere.v5i3.4542.

Magill, R. (1993). Motor learning: Concepts and applications. Boston: Brown & Benchmark Pubs.

Martono, M. (2014). Pembelajaran seni lukis anak berdasarkan pengalaman lomba. Cakrawala Pendidikan, 33(1), 92-102. doi:10.21831/cp.v1i1.1865.

Metzler, M. W. (2011). Instructional models for physical education (3rd ed.). Scottsdale: Taylor & Francis, Inc.

Moeslichatoen, R. (2004). Metode pengajaran di taman kanak-kanak. Jakarta: Rineka Cipta.

Morrison, G. S. (2012). Fundamentals of early childhood education (Dasar-dasar pendidikan anak usia dini (PAUD)) (S. Romadhona & A. Widiastuti, Trans.). Jakarta: PT. Indeks

Mostafavi, R. M. D., Ziaee, V., M. D; Akbari, H., & Haji-Hosseini, S. (2013). The effects of SPARK physical education program on fundamental motor skills in 4-6 year-old children. Iran Journal of Pediatric, 23(2), 216-219.

Pasand, F., Ahmadian, M., Alsaadi, M. J., & Bahramian, M. (2014). Impact of tradisional exercises on perceptual-motor development in elementary school girl students. Indian Journal of Fundamental and Applied Life Sciences, 4(S3), 1297-1302.

Saskatchewan Education. (2009). Children first: A curriculum guide for Kindergarten. Retrieved from: http://www.sasked.gov.sk.ca/docs/kindergarten/kindacti.html.

Schunk, D. H. (2012). Learning theories: An educational perspective. 6th ed. Boston: Pearson Education, Inc.

Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290-306. doi:10.1080/00336297.2008.10483582.

Suherman, W. S., Nopembri, S., & Muktiani, N. R. (2017). Pengembangan Majeda berbasis dolanan anak untuk mengoptimalkan tumbuhkembang siswa Taman kanak-kanak. Cakrawala Pendidikan, 36(2), 220-232. doi:10.21831/cp.v36i2.13542

Sujiono, B. (2009). Konsep dasar pendidikan anak usia dini. Jakarta: PT. Indeks.

Tracey, M. W. (2007). Design and development research: A model validation case. Educational Technology Research and Development, 57(4), 553-571. doi:10.1007/s11423-007-9075-0.

Willis, J. E., & Hymon-Parker, S. (2010). Expanding multicultural activities across the curriculum for preschool. Retrieved from http://www.kon.org/urc/v5/willis.html.




DOI: https://doi.org/10.21831/cp.v38i2.25289

Refbacks

  • There are currently no refbacks.


Bookmark and Share


 

Social Media:

     

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web analytics
View Our Stats