Available via license: CC BY-SA 4.0
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Jurnal Pedagogi dan Pembelajaran
Volume 7, Number 3, Tahun 2024, pp. 559-569
P-ISSN: 2614-3909 E-ISSN: 2614-3895
Open Access: https://doi.org/10.23887/jp2.v7i3.74005
Corresponding author
*E-mail addresses: aditya.kurnia@student.undiksha.ac.id (I Wayan Aditya Kurnia Wijaya)
Innovative Learning Video: Combination of Basic Locomotor
Movement Patterns for First Grade Elementary Students
I Wayan Aditya Kurnia Wijaya1*, Ida Bagus Putrayasa2, I Nyoman Sudiana3
1,2,3 Jurusan Pendidikan Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia
A B S T R A K
Kurangnya perkembangan belajar siswa pada materi pembelajaran
pendidikan jasmani, olahraga, dan kesehatan (PJOK) menjadi tantangan
bagi tenaga pendidik untuk meningkatkan pemahaman belajar siswa.
Penelitian ini bertujuan untuk mengembangkan media video
pembelajaran PJOK dalam materi kombinasi gerak dasar lokomotor untuk
peserta didik kelas I sekolah dasar. Penelitian ini merupakan penelitian
pengembangan (R&D) dengan menggunakan model ADDIE. Subjek
penelitian adalah siswa kelas I sekolah dasar. Data diperoleh melalui
teknik non tes untuk mendapatkan data tentang validitas dan kepraktisan
produk dan metode tes untuk keefektivan produk. Data dianalisis dengan
persentase untuk uji validitas dan kepraktisan, sedangkan uji efektivitas
dilakukan dengan iji-t burning dengan desain one group prestest-posttest
design. Hasil penelitian menunjukkan bahwa video pembelajaran PJOK
materi kombinasi pola gerak dasar lokomotor dinyatakan sangat valid,
praktis dengan kualifikasi sangat baik, dan efektif untuk meningkatkan
pemahaman siswa tentang gerak lokomotor. Berdasarkan hasil tersebut,
disimpulkan bahwa inovasi video pembelajaran PJOK materi kombinasi
pola gerak dasar lokomotor dinyatakan layak sebagai sumber belajar dan
efektif. Penelitian ini berimplikasi pada peningkatan pemahaman siswa
sekolah dasar mengenai kombinasi gerak dasar lokomotor.
A B S T R A C T
The lack of student learning development in physical education, sports, and health (PJOK) learning
materials is a challenge for educators to improve students' learning understanding. This study aims to
develop PJOK learning video media in the material of basic locomotor movement combinations for grade
I elementary school students. This study is a development research (R&D) using the ADDIE model. The
subjects of the study were grade I elementary school students. Data were obtained through non-test
techniques to obtain data on the validity and practicality of the product and test methods for product
effectiveness. Data were analyzed with percentages for validity and practicality tests, while effectiveness
tests were carried out using a t-test burning with a one group pretest-posttest design. The results
showed that the PJOK learning video material on the combination of basic locomotor movement patterns
was declared very valid, practical with very good qualifications, and effective in improving students'
understanding of locomotor movements. Based on these results, it was concluded that the innovation
of PJOK learning videos on the combination of basic locomotor movement patterns was declared
feasible as a learning resource and effective. This study has implications for improving elementary
school students' understanding of basic locomotor movement combinations.
1. INTRODUCTION
At the elementary school level, the learning process carried out in grade I of elementary school is
inseparable from what is called Physical Education, Sports and Health or often called PJOK. Physical
Education, Sports and Health is an integral part of education as a whole, aiming to develop aspects of
physical fitness, motor skills, critical thinking skills, social skills, reasoning, emotional stability, moral
actions, aspects of healthy lifestyles and introduction to a clean environment through selected physical,
sports and health activities that are planned systematically in order to achieve national education goals
(Rusdin et al., 2022; Kiranida, 2019). Based on the explanation, PJOK is part of the entire subject taught in
school and cannot be separated from other education, even a very important part of education in supporting
other educational processes. In elementary schools, the goal to be achieved in the PJOK subject is to help
A R T I C L E I N F O
Article history:
Received January 11, 2024
Accepted July 28, 2024
Available online October 25, 2024
Kata Kunci:
Lokomotor, Media Video,
Pendidikan Jasmani
Keywords:
Locomotor, Video Media,
Physical Education
This is an open access article under the
CC BY-SA license.
Copyright © 2024 by Author. Published by
Universitas Pendidikan Ganesha.
Jurnal Pedagogi dan Pembelajaran, Vol. 7, No. 3, 2024, pp. 559-569 560
JP2. P-ISSN: 2614-3909 E-ISSN: 2614-3895
students to be able to improve physical fitness and maintain health which is carried out by introducing and
instilling positive attitudes and basic movement skills through various physical activities (Pangkey &
Mahfud, 2020; Nurmai et al., 2018).
Basic movements have an important role in physical education learning, basic movement skills can
be applied in various games, sports, and physical activities carried out daily. There are three basic
movements inherent in individuals, namely, 1) locomotor, (2) non-locomotor movements, (3) manipulative.
This movement is one form of motor movement that must be mastered by students through physical
education (Pangkey & Mahfud, 2020; Nugraha et al., 2018).Locomotor movement is a basic movement skill
that moves the body from one place to another, such as running, walking, jumping forward, jumping
backward and so on (Muhammad et al., 2024; Sari et al., 2019). Based on the results of initial observations
conducted by researchers with PJOK teachers at SD Negeri 1 Dajan Peken in Tabanan District on July 10,
2023, it was said that physical education, sports and health learning in schools had been running as it
should. Facilities and infrastructure have supported the learning process and are available sufficiently for
use in PJOK learning. Almost all teachers already have a guidebook that is used in teaching.
One of the materials taught to students, especially in grade I of elementary school, is the material
on basic locomotor movement patterns. Based on interviews with respondents 1, 2 and 3 as PJOK teachers
who teach at the school, it is known that in teaching this basic locomotor movement pattern material,
teachers apply it using game methods. In this PJOK subject, teachers rarely apply basic techniques in
performing locomotor movements. The results of observations also show that teachers use teaching
modules, but their use is still considered ineffective. Steps that can overcome this are by using or applying
technology in learning. Currently, almost all educational and learning activities must integrate technology
with the right strategy (Wahyudi, 2024; Sakti, 2023). Physical Education teachers need to have adequate
readiness in integrating technology into the learning process and utilizing various ICT tools to create
interesting and effective learning experiences for students, such as creating various learning media
(Setiawan et al., 2024; Faturahim & Purwanto, 2023). One of the interesting learning media for students is
the use of video/audio visual media which will make the presentation of teaching materials to students
more complete and optimal (Mamba'usa'adah & Syafwandi, 2023; Muslim, 2021).
Audio visual media is media that can be heard and seen. Audio visual media has the function of
attracting attention and focusing student concentration, learning objectives are achieved more quickly by
understanding and remembering messages in the media, and can overcome passive students with
appropriate and varied media (Hasan, 2024; Marliani, 2021). Examples of audio visual media include video
or television programs, and sound slide programs. The characteristics of learning videos include carity of
massage (clarity of message), stand alone (stand alone), user friendly (familiar with the user), content
representation, and visualization with media. Learning video media can provide a more realistic model to
students so that students can play an active role in the learning process. Previous research revealed that
teachers must pay attention to PJOK teaching strategies by collaborating learning materials through a game
theme related to the learning theme and applying the movements through a media and learning video, in
addition, the use of videos in the learning process aims to make students catch and understand the material
presented more quickly and the delivery of material through this video media will be easier for educators
or teachers (Sanjaya et al., 2023; Marliani, 2021; Situmorang et al., 2021).
Learning video media can be used individually using gadgets and computers anytime and
anywhere. Video media can also increase student learning motivation, so that learning in the classroom
becomes more enjoyable and makes students not feel bored while learning is taking place (Afrilia et al.,
2022; Marliani, 2021). Technology media in the learning process provides many benefits for education,
including educators (teachers) and learners (students) (Permana et al., 2024; Mulyani & Haliza, 2021).
Media in the form of videos can train hearing and vision (Putri & Fitria, 2020; Nurdin et al., 2019). Based on
this, it can be concluded that PJOK teachers really hope for a learning video media, especially on the basic
locomotor movement material. Regarding the learning video media, especially on the basic locomotor
movement pattern material, it can be said that it is still limited. This is because the learning videos that are
already available on YouTube, Google and other video pages, especially on the basic locomotor movement
material, are only in the form of games without explaining the basics of doing basic locomotor movements.
Previous research has proven that video media can motivate and improve students' learning
outcomes and achievements (Hudain et al., 2023; Soemaryoto, 2022; Prabawa et al., 2021; Pranata et al.,
2021). Based on previous research, video media will be used in learning locomotor movements so that
students can better understand the flow of the game compared to the basic techniques in performing
locomotor movements. This is also based on the results of previous research which shows that media in
learning can increase the effectiveness of PJOK learning of locomotor movement material (Rahmadani et al.,
2023; Dewi et al., 2021).
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I Wayan Aditya Kurnia Wijaya / Innovative Learning Video: Combination of Basic Locomotor Movement Patterns for First Grade
Elementary Students
The urgency of this research lies in the lack of student learning development in physical education,
sports, and health (PJOK) material which is a challenge for educators to improve student understanding. In
addition, the effective use of video media encourages the author to develop learning media in the form of
interactive videos that are adjusted to student characteristics in order to maximize learning outcomes.
Therefore, this study aims to develop PJOK learning video media in the combination of basic locomotor
movement material for grade I elementary school students. The novelty of this study isThe developed media
is shown to first grade students who are rarely taught with the help of technology. This media is expected
to improve elementary school students' understanding of basic locomotor movement combinations and
integrate technology in learning.
2. METHOD
This research uses research and development methods. This study creates teaching materials in
the form of PJOK learning videos on the combination of basic locomotor movement patterns for grade I
students. The ADDIE model consists of five steps, namely Analysis, Design, Development, Implementation
and Evaluation. The ADDIE development model provides many opportunities and chances for researchers
to evaluate product development in each stage through revision or improvement activities aimed at
minimizing the weaknesses and deficiencies of the products produced in the final phase. The five stages in
the ADDIE model are very easy to understand and implement to develop development products, such as
teaching materials, books, learning modules, videos and learning multimedia and so on. The following
explains the development steps using the ADDIE model.
The analysis stage is carried out to identify possible causes of a learning performance gap. At this
stage, researchers or teachers must be able to design instructions that will cover deficiencies and gaps, and
offer solutions to cover deficiencies and gaps based on empirical evidence for the success of the learning
process.If this stage is applied due to lack of knowledge and skills, then other alternatives must be proposed,
so this stage in the ADDIE model is not appropriate to use. The design stage is carried out to verify readiness,
willingness, and appropriate test methods. At this stage, researchers or teachers must be able to prepare a
specific system to cover the deficiencies and gaps in the learning process. In this case, teachers must be able
to grow and have a strong relationship with students to understand the goals, intentions, strategies, and
assessments through the design stage in the ADDIE model.
The development stage is carried out to validate and produce the selected learning resources.
Researchers or teachers must be able to identify the resources needed in implementing the planned
learning. At this stage, researchers or teachers are expected to be able to produce complete learning
resources such as strategies, models, media, and so on. Researchers or teachers are expected to be able to
develop formative evaluation designs and validate them untilgga produces a revision. The implementation
stage is carried out with the aim that teachers can prepare an atmosphere and learning environment that
can involve students well during the learning process. Teachers need to develop new knowledge and skills
to cover student deficiencies, while adjusting to student conditions. The results of this stage are
implementation strategies in the form of learning plans and facilitator plans.
The evaluation stage is carried out with the aim of assessing the quality of learning resources or
products and the teaching process both before and after implementation. Teachers must be able to
recommend improvements for the next competency with the same scope after the level of success of the
learning has been identified. The research on the development of media in the form of PJOK learning videos
on the combination of basic locomotor movement patterns for grade I elementary school students must be
tested for validity or feasibility and practicality. The product trial analysis is carried out in two stages.
The first stage is a review or validity from experts conducted by content/learning material experts,
learning design experts, and learning media experts. The second stage is a practicality test, namely a product
trial by field practitioners (PJOK teachers). Furthermore, the product that has been declared feasible from
the practicality test is then calculated for its effectiveness by conducting a pretest and posttest to class I
students using the one group pretest-posttest design method. The subjects of the product trial from this
development research include several stages, namely: (1) expert review stage, (2) practicality test stage,
and (3) effectiveness test stage.
The type of data thatused in this development research are quantitative data and qualitative data.
Quantitative data is data that can show the amount of something in the form of numbers or scores.
Quantitative data in this study were obtained from closed questionnaires, namely the results of expert
assessments of learning content, expert assessments of design, expert assessments of learning media, and
individual trial stages and small group trial stages and field tests. In this learning video media development
research, quantitative data is in the form of qualitative survey data Scale 5 which is converted into scores
or values, namely Strongly Agree (SS) = 5; Agree (S) = 4; Doubt (R) = 3; Disagree (TS) = 2; Strongly Disagree
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JP2. P-ISSN: 2614-3909 E-ISSN: 2614-3895
(STS) = 1. While qualitative data is data that can show the state or nature of something in the form of a
category. Qualitative data in this study comes from responses, assessment results, input, criticism, and
suggestions for improvement obtained from the results of open questionnaires reviewed by experts and
media users.
In this study, the data collected was obtained based on the data collection method through data
collection instruments. The data collection method used in this development research is the test and non-
test method. The non-test method is data collection through observation, interviews, and questionnaires.
Then the instrument used to collect data in this development research is in the form of a questionnaire sheet
and a test instrument. The questionnaire used consists of questions made based on the aspects to be
assessed. This study used a closed questionnaire. Meanwhile, the test instrument used in this study is a
descriptive test. This descriptive test will be given to students to test the effectiveness of the product,
namely by providing a pretest and posttest. The questionnaire sheet needs to be validated first by the
authorized supervisor before being given to respondents, so that it can be declared suitable for use.
Furthermore, the questionnaire sheet is given to experts to review the products that have been made. In
addition, the questionnaire sheet is also given to students.
Data collection instruments were obtained through learning material expert instruments, learning
media, and teacher practicality test consisting of several aspects that were tested. Data were analyzed using
quantitative descriptive data analysis, qualitative descriptive data analysis, and inferential statistical
analysis techniques (t-test). Quantitative data analysis was carried out to determine the magnitude of the
validity value and practicality of the module that had been developed. While the t-test was used to
determine the effectiveness of the product on students' learning motivation. The data analysis used to
determine the validity of the learning video media was to use the assessment results of four experts. Then,
the data was analyzed using cross tabulation proposed by Gregory, namely the validity test, practicality test,
and activity test. In the activity test, the effectiveness of the media on the learning video media was
calculated using a t-burning test design with a one group pretest-posttest design. There are several stages
of testing carried out, namely the normality test of data distribution, the homogeneity test of variance, and
the hypothesis test (t-burning test). Before carrying out the hypothesis test, a prerequisite test must be
carried out first. The prerequisite tests carried out include the normality test of data distribution and the
homogeneity test of variance. If the data distribution is normal and homogeneous, then the hypothesis test
can be carried out.
3. RESULT AND DISCUSSION
Result
This development research aims to develop a video media for learning PJOK on the material of basic
locomotor movement pattern combination for grade I elementary school students. Based on the
development of learning video media, there are 3 things investigated, namely: level of validity, level of
practicality, and level of effectiveness. The design results show that the PJOK learning video media on the
material of basic locomotor movement pattern combination has characteristics that are adjusted to the
theoretical study. The characteristics of the developed learning video media can be presented as follows.
The components of the learning video media include the cover, introduction, content and closing.
The cover design on the DVD display was developed using Adobe Photoshop CC 2022 software. Through
this application, the design of images and text on the cover can be designed containing the title of the video
media and the name of the researcher. Through this application, it is also possible to edit images and text.
The cover design on the DVD is designed by selecting images according to the title of the media. The cover
design shows an image of students exercising, with a title that is appropriate for grade I elementary school
students. The use of fresh and striking colors attracts students' attention to watch the learning video.
The display on the learning video media consists of 3 parts, namely the opening, content, and
closing. The video media is designed using 3 software, namely Adobe Premiere Pro Cc 2022, Adobe After
Effect Cc 2022 and Davinci Resolve 2022. The opening display of the learning video media consists of an
intro and title, with the intro displaying the Undiksha logo, animation, logo, and music. These three things
then go through the editing stage to produce an interesting intro and give a good first impression to the
audience. The display on the content of the learning video media consists of 6 parts, namely the technique
of walking forward, the technique of walking fast, the technique of running forward, the technique of
running backward, the technique of jumping forward, and the technique of jumping backward. The closing
display of the video shows a combination of walking, running, and jumping movements that have been
explained. The video display can be presented on Figure 1, Figure 2, Figure 3, Figure 4, Figure 5, and Figure
6.
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I Wayan Aditya Kurnia Wijaya / Innovative Learning Video: Combination of Basic Locomotor Movement Patterns for First Grade
Elementary Students
Figure 1
Figure 2
Figure 3. Title View
Figure 4
Figure 5
Figure 6
The validity of learning video media can be measured through the accuracy of the information
presented, the clarity of the concept delivery, and the relevance of the content to the learning objectives.
When the information in the video can be accounted for and is in accordance with current facts, and is able
to explain the concept well, then it can be said that the learning video media has high validity. Validity is
also seen from the success in maintaining the interest and attention of viewers, and being able to motivate
them to learn further. Therefore, the validity of learning video media is an important key in supporting the
effectiveness of the learning process. the results of the video media products made by researchers will then
be submitted to experts, namely learning media experts and learning material experts.
This study produced a video media product for learning PJOK on the combination of basic
locomotor movement patterns, which was then submitted to two learning media experts, Dr. I Gede
Margunayasa, S.Pd., M.Pd. and Prof. Dr. Ida Bagus Putrayasa, M.Pd., for validation on October 26, 2023. In
addition, the product was also submitted to two learning material experts, Dr. I Ketut Semarayasa, S.Pd.,
M.Or. and Prof. Dr. I Wayan Suastra, M.Pd., for validation on November 3, 2023. The purpose of this study
was to examine the validity of learning video media based on validation from media and material experts.
The results of the validation of media and learning materials can be presented at Table 1 and Table 2.
Table 1
Expert I
Expert II
Criteria
1.0
1.0
Very High Content Validity
Table 2
Expert I
Expert II
Criteria
1.0
1.0
Very High Content Validity
The practicality of learning video media was conducted to determine the practicality in using the
PJOK learning video media product for the combination of basic locomotive movement patterns for grade I
elementary school students. The practicality test of the product was conducted by providing a questionnaire
to assess the practicality of the learning video media. There were 4 field practitioners (PJOK teachers)
involved, namely, Mr. I Made Mariyasa, S. Pd., Mr. I Gusti Putu Wirawan, S.Pd., I Nyoman Nastana, S.Pd and
Mr. I Made Supartika, S.Pd. The results of the practicality test can be presented in Table 3.
Table 3
No
Field Practitioner
Score
Presentation
Category
Average
90.5 %
Very practical
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Based on Table 3, it can be said that the PJOK learning video media product for the combination of
basic locomotor movement patterns material gets a total average score of 90.5% which is categorized as
very practical. Based on this, the PJOK learning video media for the combination of basic locomotor
movement patterns material is very practical to use.
The next stage is the effectiveness test of the learning video media. The effectiveness of the media
on the PJOK learning video media for the combination of basic locomotor movement patterns for grade I
elementary school students is calculated using the t-test formula. There are several stages of prerequisite
tests carried out, namely the normality test, the variance homogeneity test, and the hypothesis test (t-test).
This analysis is used to measure the test results before and after using the learning media. Students are
given a pre-test and post-test to evaluate their performance using the dependent sample t-test. The
normality test for data distribution is carried out using the Shapiro-Wilk formula using the SPSS 24.00 for
windows program. The results of the normality test can be presented in Table 4.
Table 4
Groups
Kolmogorov-Smirnova
Shapiro Wilk
Statistics
df
Sig.
Statistics
df
Sig.
Pretest
0.097
40
0.200
0.942
40
0.040
Posttest
0.102
40
0.200
0.949
40
0.072
Based on the normality test, the significance of the pretest data was 0.040 and the posttest was
0.072. This means that the significance data is greater than 0.05, which indicates that the pretest and
posttest data are normally distributed. Furthermore, the homogeneity of variance test was conducted to
find the level of homogeneity in two parties taken from the pretest and posttest. The homogeneity of
variance test was conducted using the SPSS 24.00 for Windows program. The results of the homogeneity
test can be presented in Table 5.
Table 5
Parameters
Levene Statistics
df1
df2
Sig.
Learning outcomes
Based on Mean
0.391
3
36
0.760
Based on the complete calculation, it is known that the significance value of 0.760 is greater than
0.05. This shows that the variance of the two groups is homogeneous. Based on the prerequisite test of data
analysis, it was obtained that the pretest and posttest data were normal and the variance of the two groups
was homogeneous. Furthermore, a dependent sample t-test was carried out with the SPSS 24.00 for
windows program. The results of the t-test calculation can be presented in Table 6.
Table 6
Paired Groups
Paired Differences
t
df
Sig. (2-tailed)
Mean
Std. Deviation
Std. Error Mean
Pair 1
Pre Post
-29.250
10.473
1.656
-17.664
39
0.000
Discussion
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I Wayan Aditya Kurnia Wijaya / Innovative Learning Video: Combination of Basic Locomotor Movement Patterns for First Grade
Elementary Students
(Rahmadani et al., 2023; Dewi et al.,
2021).
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JP2. P-ISSN: 2614-3909 E-ISSN: 2614-3895
Locomotor movement is a basic movement skill that moves the body from one place to another,
such as running, walking, jumping forward, jumping backward and so on (Sari et al., 2019; Pradipta, 2017).
PJOK uses physical activities such as playing and exercising which are applied in learning (Gholy et al., 2021;
Mu'arifin & Kurniawan, 2021). Therefore, physical activity through playing and exercising must be
emphasized in learning in elementary schools.
One of the technologies that can be utilized in the field of education is learning video media. In the
field of education, learning video media is one form of audio-visual media that aims to achieve maximum
learning outcomes. Currently, almost all educational and learning activities must integrate technology with
the right strategy (Wahyudi, 2024; Sakti, 2023). PJOK should not rely on direct activities alone, but needs to
develop practical learning in the form of media. Learning video media can provide a more realistic model to
students so that students can play an active role in the learning process.
The selection of the use of video learning media is also
supported by the results of previous research which states that video learning media is effective for use in
the learning process because it can increase student motivation and learning outcomes (Marliani, 2021;
Guswiani et al., 2018).
Innovation of PJOK learning video on basic locomotor movement
pattern combination material is declared feasible as a learning resource and effective. This research has
implications for improving elementary school students' understanding of basic locomotor movement
combination. The limitation of this research is that it only focuses on basic locomotor movement
combination material in PJOK learning for grade I elementary school students. Further research can develop
similar media with different materials or subjects. Further research can also expand the research subjects
to produce more optimal research.
4. CONCLUSION
The PJOK learning video on the combination of basic locomotor movement patterns for grade I
students showed valid, practical, and effective results for the understanding of grade I elementary school
students. It can be concluded that the innovation of the PJOK learning video on the combination of basic
locomotor movement patterns for grade I students is declared feasible as a learning resource and effective.
This study was able to motivate colleagues who have the same problems in PBM. In the future, teachers are
advised to design learning with videos according to student needs, while the principal motivates teachers
in making videos. Other researchers are expected to be able to use this study as a reference for developing
more innovative research.
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Elementary Students
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