No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Development of Hanging Style Long Jump Play Activities Based on the CFU-PM515 Concept for Elementary Schools
Abstract
Introduction: Physical education has many skills to learn, one of which is the long jump skill. The long jump is a branch of athletics learning which is generally less attractive to students, facts on the ground explain that students are not happy with athletics lessons, and students are not serious about taking part in lessons. Aim: This study aims to develop play activities in physical education learning long jump hanging style based on the CGFU-PM515 concept for elementary school students. The implementation of this activity is made in a circuit so that it can be played individually or in groups in an interesting and fun way. Method: This development research applies the 4D development model by Thiagarajan with the following steps: (1) Define, (2) Design, (3) Develop, and (4) Disseminate. The developed play activities consist of four types of activities based on their benefits in learning the long jump long jump style, in addition to making it easier to recognize the playing activities being developed, the researcher innovates by giving the name of the letter in each type of activity as follows: "A" for the type of prefix activity , "R" for the type of repulsion activity, "G" for the type of hovering activity, and "O" for the type of landing activity. So that this playing activity can also be called the name "ARGO" playing activity. Result: The data obtained from this research is in the form of quantitative data, from the data then tested the validity and practicality tests. Test the validity of the products developed by looking at the suitability of several aspects including: (1) Compatibility with basic competencies gets a high validity level with a score of 0.97, (2) The accuracy of the material gets a high validity level with a score of 0.9, (3) Encouraging curiosity has a moderate level of validity with a score of 0.77. Then for the practicality test the results were 96% and based on the criteria for giving a practicality value the results were stated to be very practical. Conclusion: So it can be concluded that the play activities developed are very interesting, in accordance with learning objectives, and effective for elementary school students.
... Based on previous research, circuit training programs offer a variety of activities such as throwing, catching, kicking, and hitting, allowing children to hone various skills in one fun session (Ardanari et al., 2023). The number of repetitions that occur can strengthen the neural pathways involved in movement execution (Arga et al., 2024). The playful aspect of circuit training can also enhance children's motivation to participate due to its engaging and non-repetitive nature (Arga et al., 2023). ...
Objective. The purpose of this study was to analyze the effect of circuit games on improving manipulative motor skills in elementary school students aged 9-10 years based on gender. Methods. This type of research is experimental; the sample consists of 20 male students and 20 female students aged 9-10 years. Data collection using throwing tests, catching tests, kicking tests. This circuit-training program is, post 1) Fabric Volleyball Game, post 2) Football Circuit Game, post 3) Suki Basketball Circuit Game, post 4) Quickie (Who’s Fast?) Game. Each post is done for 10 minutes, recovery 5-6 minutes, and this program is implemented for 16 meetings. Results: Analysis based on t-test results in male students showed: throwing 0.003<0.05, catching 0.005<0.05, kicking 0.001<0.05, and in female students showed: throwing 0.032<0.05, catching 0.021<0.05, kicking 0.039<0.05. Independent t-test results on throwing, catching, and kicking showed (p>0.05) between male and female students. Conclusions. The findings of this study provide strong evidence that circuit-based games are an effective intervention for enhancing manipulative movement skills such as throwing, catching, and kicking in 9-10-year-old elementary school students, regardless of gender. Incorporating such activities into physical education curriculum can contribute to the development of fundamental motor skills.
The problem of this research is the inadequate learning process and facilities in the long jump technique using the squat style, as well as the lack of mastery of basic skills in long jump, resulting in suboptimal student learning outcomes. Based on the problem, the research problem in this study is how to improve learning outcomes in long jump using the squat style through a play-based approach for students in class XI IPA of Teladan Sei Rampah High School, Sei Rampah Subdistrict, Serdang Bedagai District. This study is a Classroom Action Research (CAR) conducted in 2 cycles. The population and subjects of this study are 36 students in class XI IPA of Teladan Sei Rampah High School, Sei Rampah Subdistrict, Serdang Bedagai District. The results of this study show that through play-based learning, students' abilities in learning long jump using the squat style can be improved. The conclusion of this study is that through play-based learning, the ability to perform long jumps using the squat style can be improved for students in class XI IPA of Teladan Sei Rampah High School, Sei Rampah Subdistrict, Serdang Bedagai District.
The research aims to develop a physical education teaching model for lower grade elementary school students in order to develop and improve character and critical thinking. This learning model is expected to be used as a vehicle for student activities in instilling character values and critical thinking from an early age. This learning model is made in a circuit so that it can be played both individually and in groups and can be competed between groups in an interesting and fun way. Method: This development research applied the 4D development model by Thiagarajan, Semmel, and Semmel, a with the following steps: (1) define, (2) design, (3) develop, and (4) disseminate. The product trials were carried out on 45 students of State Elementary School (SDN) 1 Clering, SDN 3 Clering, and SDN 2 Jugo. The data collection instruments used include: (1) observation guide for the teaching model, (2) value scale, (3) interview guide, and (4) paired sample T-test. The data analysis technique used is quantitative descriptive analysis and qualitative analysis. Results: The result of the study is in the form of a traditional sports-based physical education teaching model in the form of a guidebook for teaching the students. The teaching model consists of five game posts, namely: (1) letter S game, (2) letter A game, (3) letter N game, (4) letter T game, and (5) letter O game. It is packaged in the form of a series of game activities. Conclusion: At the end of the study, it can be concluded that the developed teaching model is very attractive, according to the characteristics of lower grade students, can be used as a way of teaching physical education, and is very effective for improving character and critical thinking.
This study aims to improve the learning outcomes of the squat-style long jump through traditional games in grade VI A SD Agung Persada Bandar Khalipah. The problem in this study is how to improve the squat style long jump through traditional games for elementary school students. The research method used in this research was classroom action research. The population in this study were all students Class VI SD Agung Persada Bandar Khalipah, Deli Serdang Regency with 37 students. From the data analysis that has been done, it can be concluded that using traditional games can have an influence and improve learning outcomes in the squat style long jump. Where in the first learning outcomes test, the research results obtained that the percentage of the average value after conversion was 66.18 and the student's classical learning completeness level was 56.76%. Therefore, traditional games can be used as materials for ways to convey learning to students.
The study purpose. This study aims to develop a volleyball fundamental movement learning model with a game-centered approach and test its effectiveness in improving the volleyball learning outcomes of elementary school students
Materials and methods. The research method used is research and development (R&D) which adopts the10 steps of Borg and Gall R&D model. The data analysis techniques used in this study were qualitative and quantitative. This study used a pretest-posttest control group design to determine the initial abilities of the experimental and the control group (n = 40). The significance test of the learning model effectiveness used a t-test. Normality test was carried out before the data analysis on the results of the experimental group and the control group improvement in the fundamental movement of volleyball with the significance level = 0.05.
Results. The results of this study indicate a significant improvement for the experimental group data (0.97) and the control group data (0.42). Because the significance value of the two groups is more than 0.05, the overall data for the study group is normally distributed. The learning model effectiveness test results show the value of t-count -71.065.
Conclusions. The fundamental movement improvement of the experimental group is higher or more effective than that of the control group. So it can be concluded that the volleyball fundamental movement learning model with a game-centered approach is effective and efficient to be given to elementary school students.
Projects and project-based activities account for over 30% of the global GPD and act as significant vehicles in the transition towards a more sustainable future. Sustainability strategies are typically enacted and implemented through projects in project-based organisations and firms. Incorporating sustainability principles into the project, product, and service management processes with successful project decision making is a challenging task and requires new personnel competencies and skills. Project sustainability management education requires the embedding of sustainability principles into project management education in a purposeful, integrative, innovative, and seamless manner. One way to facilitate this process is educational games. Active and experiential teaching methods will enable learning and practising complex project management activities in a simulative environment and are challenging at the same time. To extend knowledge of designing and using educational games for project sustainability management education, we explore the development and use of a novel educational game solution called the Project Business Game. It provides students and teachers with a computer game environment and game-based learning solution in which project planning, stakeholder management, cost management, decision making, and risk management skills can be enhanced by means of experiential, situational, and problem-based learning. The use of the game was explored in the context of educating European students of ‘Junior Expert in Circular Economy’ on a blended learning course in spring 2021. Action design research was applied as a research method. The results describe the requirements and goals for the instruction and the game design process based on these needs and experiences of the implementation. The findings indicate the strong suitability of using game-based learning methods to teach project sustainability management and create positive student experiences of achieving learning goals and improving engagement.
Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.
The role of games in education continues to evolve. The integration of game-based learning with technology has become more common and contributed to a growing body of literature promoting the use of game-based learning techniques. However, it is only recently that these approaches have been applied to the realm of medical education. Here, we review the evidence supporting game-based learning in undergraduate and graduate medical education and in neurology education. Moreover, we discuss challenges and opportunities for neurologic curricular implementation and explore applications in clinical settings. The potential for leveraging game-based learning might represent a chance to seize for neurology and neuroscience.
The conceptual physical education (CPE) innovation began in the mid-20th century as an alternative approach to college-level, activity-only basic instruction classes. In addition to physical activity sessions, CPE courses (classes) use text material and classroom sessions to teach kinesiology concepts and principles of health-related fitness and health-enhancing physical activity. CPE courses are now offered in nearly all college programs as either required or electives classes. Two decades later, the high school CPE innovation began, and kindergarten–8 programs followed. In this commentary, I argue that historian Roberta Park was correct in her assessment that physical education has the potential to be the renaissance field of the 21st century. Scientific contributions of researchers in kinesiology will lead the way, but science-based CPE and companion fitness education programs that align with physical education content standards and fitness education benchmarks will play a significant role. CPE courses have been shown to be effective in promoting knowledge, attitudes, and out-of-school physical activity and have the potential to elevate physical education as we chart the course of our future.
The objective is to demonstrate the importance of games that involve movement and of applicative pathways planning for making the class of physical education and sports in primary education more effective.
Materials and methods. The participants in the research were 52 pupils (males: n=28 and females: n=24). The experiment was carried out between November 2016 and May 2017, at Andrei Mureşanu High School in Brasov county. In order to optimize physical education classes, we used dynamic games and applicative pathways throughout the research and within the instructive and educational process.
Results. The average of the results of the final tests highlighted statistically significant differences compared to the initial test, for all students taking part in the experiment, with a materiality threshold of p
Serious games are becoming important educational tools and are increasingly being integrated into courses in many different academic areas and widely portrayed as a means of helping individuals concentrate on the subject matter and enjoy learning. This paper discusses the development and testing of a serious game by using a research model where the mechanics and dynamics of the game impact perceived usefulness, ease of use, and goal clarity, which in turn lead to higher concentration and user enjoyment. This model was tested in an undergraduate product design classroom, and evaluated using a survey and a focus group. The results of qualitative and quantitative analysis show that higher concentration and enjoyment occur when students perceive clear goals, ease of use, and usefulness during gaming. The results of the study leads to recommendations to game developers on the features of serious games that need to be built and the need to carefully consider the mechanics and dynamics of a game. The results should encourage instructors to consider incorporating serious games into their classes to increase their students' learning engagement.
While many construction companies claim substantial productivity and profit gains when applying lean construction principles, it remains a challenge to teach these principles in a classroom. Lean construction emphasises collaborative processes and integrated delivery practices. Consequently, new teaching methods that nurture such values should form the basis of lean construction education. One of the proposed methods is ‘hands-on team simulation games’ which can be employed to replicate various real-life processes, projects, or systems for the purpose of teaching, analysing, and understanding. This study aims at assessing this simulation games and understanding their impact on students’ learning and satisfaction. Surveys and tests are administered to assess changes in student’s perception of their learning styles and their understanding of key lean construction concepts. Results show a positive student reaction to hands-on simulation games, provide pedagogical insights, and highlight suggestions for improvement.
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
Tujuan penelitian ini adalah untuk meningkatkan hasil pembelajaran lompat jauh melalui penedekatan bermain longu pada siswa kelas IV SDN 37 Ampenan. Penelitian ini menggunakan metode penelitian tindakan kelas menggunakan 2 siklus dengan subyek penelitiannya adalah siswa kelas IV yang berjumlah 21 siswa. Instrumen penelitian yang digunakan dalam penelitian ini adalah observasi dan kuesioner. Analisis data penelitian ini menggunakan deskriptif kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa melalui pendekatan bermain lompat kanguru pada materi lompat jauh dengan menggunakan media botol aqua dan pralon sebagai sarana dan prasarana pembelajaran dapat meningkatkan hasil belajar siswa kelas IV SD Negeri 37 Ampenan. Saran yang disampaikan berdasarkan hasil penelitian ini adalah diharapkan bagi guru penjas sekolah Dasar untuk menggunakan Penelitian Tindakan Kelas (PTK) dalam pembelajaran, guru dapat menvariasikan berbagai macam bentuk permainan dalam pembelajaran, dan media botol aqua dan pralon dapat digunakan untuk mengatasi kekurangan alat peraga dalam pembelajaran lompat jauh.
Project Portfolio Management (PPM) is becoming a key competence for companies handling numerous projects simultaneously. PPM instructors have been largely unable to transform what is being taught into applicable skills. Gamification has been successfully applied in some educational environments and it has been increasingly applied in Management university courses.
The objective of this study is to propose and assess a gamified strategy for teaching Project Portfolio Management to MBA students. The implementation of this gamified experience was carried out in 2018, 2019 and 2020 with 122 students. They were quite satisfied with the gamified experience and recognized that the Portfolio Game Experience contributed to learning different PPM techniques and processes, especially those associated with project prioritization and selection. Moreover, 100% of the respondents would recommend the course to a colleague.
By qualitatively analyzing students’ feedback, this study has found out that the Portfolio Game Experience provided the students the practical experience of actively learning what they have seen in theory. Students also highlighted typical game characteristics that contribute to their learning, like the fact that the game is fun, challenging, motivating and interactive. When compared to other courses they have taken so far, students evaluate this experience as superior.
The existing literature on project management serious games tends to ignore the effect of project complexity levels on decision-making performance. This research fills this gap by conducting an experiment whereby two similar project management games with different complexity levels were applied. Our findings suggest that these games can improve players’ decision-making performance both in the less complex and more complex scenarios. We also discover that game complexity levels do not affect teams’ decision-making performance improvement, and that teams with more project work experience tend to improve more than those with less experience in the more complex game.
Penerapan Modifikasi Permainan Dalam Pembelajaran Lompat Jauh Gaya Jongkok Siswa Kelas V Sd Negeri 1 Sukamana Kabupaten Musi Rawas
- F Bobic
- W Syafutra
- R Firlando
Bobic F, Syafutra W, Firlando R. Penerapan Modifikasi
Permainan Dalam Pembelajaran Lompat Jauh Gaya
Jongkok Siswa Kelas V Sd Negeri 1 Sukamana Kabupaten
Musi Rawas. Jurnal Binagogik. 2021; 8(2).
Innovation -Sport Coaching Games‖ of The Basic Movement Training (Jump-Pivot-Balance) for Children 6-9 Years Old Base on Higher Order Thinking Skill (HOTS) and CGFU PM515 Concept in 21st Century Educations
- Siswantoyo Norkhalid
- Cfs Wahyuniati
- O I Pamungkas
- K H Putro
- N Japhet
Siswantoyo Norkhalid, Wahyuniati CFS, Pamungkas OI,
Putro KH, Japhet N. Innovation -Sport Coaching Games‖
of The Basic Movement Training (Jump-Pivot-Balance)
for Children 6-9 Years Old Base on Higher Order Thinking
Skill (HOTS) and CGFU PM515 Concept in 21st Century
Educations. Simppm.Lppm.Uny.Ac.Id. 2020. Retrieved
from https://simppm.lppm.uny.ac.id/uploads/8399/laporan_
akhir/laporan-akhir8399-20201215-152828.pdf.
Innovative Approaches to Organizing Physical Education of Pupils of Secondary Comprehensive Educational Institutions
- Vaskov Yuv
Vaskov YuV. Innovative Approaches to Organizing
Physical Education of Pupils of Secondary Comprehensive
Educational Institutions. Physical Education Theory and
Methodology. 2016; 4: 5-12. https://doi.org/10.17309/
tmfv.2016.4.1174
Metode Penelitian kuantitatif
- Sugiyono
Sugiyono.Metode Penelitian kuantitatif, kualitatif dan R & D.
2013. Bandung: Alfabeta.
Evaluasi Hasil Belajar
- Purwanto
Purwanto. Evaluasi Hasil Belajar. 2009. Surakarta: Pustaka
Belajar.
Information and Communications Technology Used in Higher Education
- A M Sayaf
- M M Alamri
- M A Alqahtani
Sayaf AM, Alamri MM, Alqahtani MA, Al-Rahmi WM.
Information and Communications Technology Used in
Higher Education. An Empirical Study on Digital Learning
as Sustainability. Sustainability. 2021; 13: 7074.
Buku Penilaian Berorientasi Higher Order Thinking Skills. Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan
- Setiawati
Setiawati et al. Buku Penilaian Berorientasi Higher Order
Thinking Skills. Jakarta: Direktorat Jenderal Guru dan
Tenaga Kependidikan. 2018.
Group motivation of students in physical education under mutual learning
- T I Duh
Duh TI. Group motivation of students in physical education under mutual learning. Physical Education Theory and
Methodology. 2012; (11): 38-43. Retrieved from https://
tmfv.com.ua/journal/article/view/837
Biokinematic characteristics of the triple jump technique in qualified athletes. Slobozhanskyi Herald of Science and Sport
- Arkadiusz Vladyslav Rozhkov
- Liliana Stanula
- Daria Riadova
- Svitlana Okun
- Stadnyk
Vladyslav Rozhkov, Arkadiusz Stanula, Liliana Riadova,
Daria Okun, Svitlana Stadnyk. Biokinematic characteristics of the triple jump technique in qualified athletes.
Slobozhanskyi Herald of Science and Sport. 2024; 28(1):
23-30. https://doi.org/10.15391/snsv.2024-1.003