INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-10, Impac Fac o : 8.266
Page No. 5567-5571
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5567
U iliza ion o Physical Li e acy-Based Teaching Games o Unde s anding (TGFU)
Lea ning Model o Imp o ing he Basic Mo es Skills o Second G ade S uden s
o Elemen a y School
Thie i an Mu dani1, Panggung Su apa2
1,2Yogyaka a S a e Uni e si y
ABSTRACT: This esea ch aims o: 1) de e mine he basic mo es skills o second-g ade s uden s a Muhammadiyah Sido ejo
Elemen a y School, Semin, h ough he implemen a ion o a physical li e acy-based Physical Educa ion (PE) lea ning model and 2)
de e mine and imp o e he basic mo emen skilss o second-g ade s uden s a Muhammadiyah Sido ejo Elemen a y School, Semin
a e pa icipa ing in lea ning wi h TG U model based on physical li e acy in each cycle. The ype o his esea ch was Class oom
Ac ion Resea ch (CAR) used he Kemmis & McTagga model. The esea ch subjec s we e 23 s uden s a Muhammadiyah Sido ejo
Elemen a y School, Semin. This esea ch was conduc ed in wo cycles, ocusing on he implemen a ion o PE lea ning wi h a
physical li e acy-based TG U model o imp o e basic mo es skills. The da a collec ion echnique employed a quan i a i e app oach,
wi h da a ob ained h ough a p e- es and a pos - es . The ins umen used he Tes o G oss Mo o De elopmen -2 (TGMD-2),
which co e ed locomo o skills and objec -con ol skills. The da a analysis echnique used No mRe e enced Assessmen (PAN),
wi h ca ego iza ion based on he mean and s anda d de ia ion o de e mine he sco ing c i e ia using Mic oso Excel 2021. The
esea ch indings e eal ha 43% o s uden s a e in he "High" le el, while 10 s uden s ha p e iously in he "Low" le el imp o e
o he "High" le el. The o e all a e age sco e inc eases o 75.04, exceeding he Minimum Compe ency (KKM) h eshold o 70. The
numbe o s uden s achie ing sco es abo e he KKM inc eases o 16 ou o a o al o 23 s uden s. This means ha : 1) he e is an
imp o emen in he basic mo es skills o second-g ade s uden s a e he implemen a ion o he TG U lea ning model based on
physical li e acy, 2) second-g ade s uden s show an inc ease in he comp ehension and implemen a ion o physical li e acy a e
he implemen a ion o TG U lea ning based on physical li e acy.
KEYWOARDS: Basic Mo es, Elemen a y School, Physical Educa ion, Physical Li e acy, TGFU
INTRODUCTION
The apid ad ancemen o echnology has p o oundly ans o med child en’s daily ou ines, shi ing hem om physically ac i e
play owa d inc easingly seden a y beha io s. The pe asi e use o digi al de ices, social media pla o ms, and online gaming has
signi ican ly diminished child en’s pa icipa ion in physical ac i i y, he eby impeding he de elopmen o hei undamen al
mo emen skills (Mu dani, 2023; Pu wijayan i, 2021). Empi ical e idence indica es ha p olonged exposu e o gadge s exe s
de imen al e ec s on bo h mo o de elopmen and o e all heal h in child en (Rusmian o, 2020; Goodway, 2019). This
phenomenon is especially ala ming o elemen a y school s uden s, who a e in he c i ical de elopmen al s age o en e e ed o
as he “golden age” o g ow h and mo o skill acquisi ion (Widia i, 2021; Usup, 2022).
Physical Educa ion (PE) cons i u es a c ucial componen in os e ing s uden s’ physical li e acy and mo o compe ence (Ba is a,
2019). In he Indonesian con ex , howe e , PE in elemen a y schools is equen ly ma ginalized, ecei ing conside ably less
emphasis han co e academic subjec s such as ma hema ics and language (Pa ami ha, 2018; Rome o, 2017). Field obse a ions a
Muhammadiyah Sido ejo Elemen a y School, Semin, e ealed ha second-g ade s uden s had limi ed oppo uni ies o cul i a e
hei mo o skills, a condi ion a ibu able o he absence o specialized PE ins uc o s, insu icien pedagogical a ia ion, and he
p e ailing p io i iza ion o academic achie emen o e physical de elopmen . Findings om he Tes o G oss Mo o De elopmen -
2 (TGMD-2) u he subs an ia ed hese conce ns, indica ing ha 57% o he s uden s exhibi ed de icien le els o undamen al
mo emen skills, wi h only 3 ou o 23 su passing he minimum mas e y c i e ion (KKM = 70).
Fundamen al mo emen skills (FMS) encompassing locomo o , non-locomo o , and manipula i e abili ies cons i u e he
essen ial ounda ion o child en’s sus ained engagemen in physical ac i i y ac oss he li espan (Nug aha, 2022; Ra hunde, 2020).
U iliza ion o Physical Li e acy-Based Teaching Games o Unde s anding (TGFU) Lea ning Model o Imp o ing he Basic Mo es
Skills o Second G ade S uden s o Elemen a y School
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5568
Inadequa e de elopmen o hese skills can p edispose child en o long- e m challenges in achie ing physical compe ence and
main aining o e all heal h (Wainw igh , 2020). Add essing his conce n necessi a es he implemen a ion o inno a i e pedagogical
models ha e ec i ely in eg a e physical li e acy wi h game-based lea ning s a egies. Physical li e acy, as concep ualized by he
In e na ional Physical Li e acy Associa ion (2020) and u he elabo a ed by Lund all (2021), encompasses a holis ic cons ella ion
o a ibu es, including mo i a ion, con idence, physical compe ence, and knowledge, which collec i ely enable indi iduals o
engage meaning ully and consis en ly in physical ac i i y h oughou hei li es.
One pedagogical app oach ha has gained conside able a en ion is he Teaching Games o Unde s anding (TG U) model,
which p io i izes ac ical awa eness, decision-making, and comp ehension o he unde lying “why” o mo emen p io o
emphasizing echnical execu ion (Bunke & Tho pe, 1982; Pan, 2023). When in eg a ed wi h he p inciples o physical li e acy,
TG U o e s ich and meaning ul mo emen expe iences ha simul aneously nu u e cogni i e and physical dimensions o lea ning
(P ayadi, 2024; Romi, 2016). Such an app oach holds signi ican p omise o ad ancing s uden s’ mo o de elopmen while
concu en ly os e ing enjoymen , sus ained engagemen , and li elong pa icipa ion in physical ac i i y (Gus iawa i, 2017).
The e o e, his s udy aims o in es iga e:
1. How a e he undamen al mo emen skills o second-g ade s uden s a Muhammadiyah Sido ejo Elemen a y School, Semin
a e he implemen a ion o a Physical Li e acy-based TG U lea ning model?
2. How does he Physical Li e acy-based TG U lea ning model imp o e s uden s’ undamen al mo emen skills ac oss lea ning
cycles?
By add essing hese esea ch p oblems, he s udy is expec ed o con ibu e o he de elopmen o mo e e ec i e PE p ac ices
in elemen a y schools, pa icula ly in con ex s whe e adi ional me hods ha e no su icien ly suppo ed s uden s’ mo o
de elopmen .
RESEARCH METHODS
This s udy employed a Class oom Ac ion Resea ch (CAR) design, also known as Peneli ian Tindakan Kelas (PTK), which is
app op ia e o add essing p ac ical class oom p oblems h ough sys ema ic in e en ions (Kemmis & McTagga , 1988; Anwa ,
2014). CAR is cha ac e ized by i s cyclical p ocess o planning, ac ing, obse ing, and e lec ing, enabling con inuous imp o emen
o eaching p ac ices. The esea ch was collabo a i e and pa icipa o y, in ol ing he esea che as he main implemen e and he
class oom eache as collabo a o and e alua o .
The in e en ion ollowed he Kemmis & McTagga model, consis ing o h ee cycles. Each cycle included wo lea ning sessions,
s uc u ed a ound he de elopmen o undamen al mo emen skills (FMS) h ough he Teaching Games o Unde s anding (TG U)
model in eg a ed wi h physical li e acy p inciples. A he beginning o he s udy, a p e- es using he Tes o G oss Mo o
De elopmen -2 (TGMD-2) was adminis e ed o iden i y s uden s’ ini ial mo o abili ies. Each cycle concluded wi h a pos - es and
e lec ion s age, guiding imp o emen s o subsequen cycles. The in e en ion was e mina ed once he se indica o s we e
achie ed (mean sco e ≥ 70 and a leas 50% o s uden s mee ing he mas e y c i e ia).
RESULTS
The s udy aimed o examine he imp o emen o second-g ade s uden s’ undamen al mo emen skills (FMS) h ough he
implemen a ion o a Physical Li e acy-based Teaching Games o Unde s anding (TG U) lea ning model a Muhammadiyah Sido ejo
Elemen a y School, Semin. Resul s a e p esen ed om he p e- es (p e-ac ion) and h ee cycles o in e en ion using he Tes o
G oss Mo o De elopmen -2 (TGMD-2).
P e-Ac ion (P e-Tes )
P io o he in e en ion, bo h obse a ional da a and TGMD-2 assessmen s e ealed ha s uden s’ undamen al mo emen skills
we e subs an ially below he expec ed s anda d. O he 23 s uden s assessed, only 3 (13%) achie ed sco es su passing he
minimum mas e y c i e ion (KKM = 70), whe eas he majo i y exhibi ed ma kedly low pe o mance, wi h an a e age sco e o 47.78
and 57% ca ego ized wi hin he “low” classi ica ion. These indings unde sco e he inadequacy o s uc u ed Physical Educa ion
ins uc ion and highligh he absence o physical li e acy componen s wi hin he school’s pedagogical p ac ices.
Cycle 1 Resul s
The i s cycle in oduced TG U-based ac i i ies ocusing on locomo o (walking), non-locomo o (bending), and simple
manipula i e ( h owing and ca ching) mo emen s.
1) The a e age sco e inc eased o 66.57.
2) 9 s uden s (39%) achie ed sco es ≥ 70, while 14 s uden s emained below KKM.
3) Dis ibu ion: 9% in “ e y high,” 26% in “high,” 13% in “mode a e,” and 52% s ill in “low” ca ego y.
U iliza ion o Physical Li e acy-Based Teaching Games o Unde s anding (TGFU) Lea ning Model o Imp o ing he Basic Mo es
Skills o Second G ade S uden s o Elemen a y School
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5569
Al hough imp o emen s we e obse ed compa ed o he p e- es , o e hal o he s uden s we e s ill in he low ca ego y,
highligh ing he need o u he ins uc ional adjus men s.
Figu e 1. Cycle 1 Compa ison Diag am
Cycle 2 Resul s
In he second cycle, ac i i ies we e op imized by enhancing physical li e acy elemen s such as mo i a ion, con idence, and mo e
con ex ual game a ia ions.
1) The mean sco e inc eased signi ican ly o 75.04.
2) 16 s uden s (70%) achie ed sco es ≥ 70, su passing he success indica o o a leas 50% mas e y.
3) Dis ibu ion: 43% in “high,” 26% in “mode a e,” 26% in “low,” and 4% in “ e y low.”
Compa ed o Cycle 1, he numbe o s uden s in he low ca ego y dec eased, and o e all pe o mance imp o ed, indica ing he
e ec i eness o he e ised lea ning s a egies.
Figu e 2. Cycle 2 Compa ison Diag am
Summa y o Imp o emen s
The esul s ac oss cycles demons a ed a consis en upwa d end in s uden s’ FMS:
1) F om a mean sco e o 47.78 (p e- es ) → 66.57 (Cycle 1) → 75.04 (Cycle 2).
2) Pe cen age o s uden s achie ing mas e y (≥70): om 13% (p e- es ) → 39% (Cycle 1) → 70% (Cycle 2).
This indica es ha he in eg a ion o TG U wi h physical li e acy p inciples e ec i ely enhanced s uden s’ locomo o ,
nonlocomo o , and manipula i e skills.
DISCUSSION
The indings o his s udy demons a e ha he applica ion o a Physical Li e acy-based Teaching Games o Unde s anding
(TG U) model signi ican ly imp o ed he undamen al mo emen skills (FMS) o second-g ade s uden s a Muhammadiyah Sido ejo
Elemen a y School, Semin. P io o he in e en ion, s uden s’ a e age sco e (M = 47.78) was ca ego ized as low, wi h only 13%
achie ing he minimum mas e y c i e ia (KKM = 70). A e wo cycles o implemen a ion, he mean sco e inc eased o 75.04, wi h
70% o s uden s mee ing he mas e y c i e ia. These esul s indica e ha he in eg a ion o TG U and physical li e acy e ec i ely
enhances s uden s’ locomo o , non-locomo o , and manipula i e skills.
Imp o emen o Fundamen al Mo emen Skills a e TG U-based Physical Li e acy
The p e- es da a e ealed ha he majo i y o s uden s had limi ed mas e y o basic mo o pa e ns, a inding consis en wi h
p e ious esea ch showing ha lack o s uc u ed physical educa ion and excessi e sc een use hinde mo o de elopmen in
child en (Goodway, 2019; Mu dani, 2023). Following he in e en ion, he dis ibu ion o pe o mance ca ego ies shi ed
U iliza ion o Physical Li e acy-Based Teaching Games o Unde s anding (TGFU) Lea ning Model o Imp o ing he Basic Mo es
Skills o Second G ade S uden s o Elemen a y School
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5570
subs an ially, om 57% in he “low” ca ego y du ing p e- es o 43% in he “high” ca ego y by he end o Cycle 2. This shi sugges s
ha TG U-based physical li e acy p o ides bo h s uc u ed p ac ice and con ex ualized play, enabling s uden s o expe ience
meaning ul lea ning.
These esul s align wi h Ca l’s (2022) sys ema ic e iew, which concluded ha s uc u ed physical li e acy in e en ions
enhance bo h mo o compe ence and mo i a ion in child en. The ocus on mo i a ion, con idence, and unde s anding co e
dimensions o physical li e acy (Lund all, 2021; In e na ional Physical Li e acy Associa ion, 2020) p o ed o be key ac o s in
sus aining s uden engagemen .
Imp o emen ac oss Cycles
The p og ession om Cycle 1 (M = 66.57, 39% mas e y) o Cycle 2 (M = 75.04, 70% mas e y) illus a es he i e a i e e ec i eness
o Class oom Ac ion Resea ch (Kemmis & McTagga , 1988). Modi ica ions made a e Cycle 1 such as di e si ying game a ia ions,
p o iding indi idualized eedback, and op imizing ime managemen esul ed in signi ican ly highe mas e y le els. These
imp o emen s a e consis en wi h Hammam’s (2024) s udy, which demons a ed ha play ul lea ning s a egies imp o ed mas e y
a es om 66% in Cycle 1 o 83.33% in Cycle 2, and wi h Shakespea e’s (2017) indings on he use o simple modi ied eaching aids
ha inc eased mas e y om 30% p e-cycle o 87% by Cycle 2.
The uniqueness o his s udy lies in combining TG U wi h physical li e acy, making he in e en ion mo e holis ic han
models ocusing solely on skill d ills. TG U p omo es ac ical awa eness and decision-making (Bunke & Tho pe, 1982; Pan, 2023),
while physical li e acy de elops mo i a ion, con idence, and li elong engagemen in physical ac i i y (P ayadi, 2024; Romi, 2016).
This syne gy led o no only imp o ed mo o compe ence bu also enhanced pa icipa ion and enjoymen , as obse ed in s uden s’
en husiasm du ing ac i i ies such as “Th ee Zones Mo emen Mission” and “Th ee Challenges A ena.”
Implica ions
The s udy’s esul s highligh he impo ance o adop ing inno a i e pedagogical models in elemen a y physical educa ion. The
TG U-based physical li e acy model add esses no only physical skill de elopmen bu also cogni i e and a ec i e domains, o e ing
a comp ehensi e app oach o child de elopmen . In con ex s whe e PE o en ecei es less emphasis han academic subjec s, his
model can ensu e ha s uden s achie e essen ial mo o compe ence, o ming he basis o li elong physical ac i i y.
CONCLUSIONS
The indings con i m ha he Physical Li e acy-based TG U model is an e ec i e app oach o imp o ing elemen a y school
s uden s’ mo o de elopmen . The model’s emphasis on meaning ul play, ac ical awa eness, and he a ec i e dimensions o
physical li e acy (mo i a ion and con idence) made he lea ning p ocess mo e engaging, enjoyable, and de elopmen ally
app op ia e. Thus, he esea ch hypo hesis (H₁) is accep ed, as he in e en ion ul illed all h ee success indica o s se in his s udy.
ACKNOWLEDGMENT
The au ho wishes o ex end his deepes g a i ude o he Facul y o Spo and Heal h Sciences, Yogyaka a S a e Uni e si y, as
well as o his supe iso , P o . D . D s. Panggung Su apa, M.S. whose in aluable guidance, cons uc i e ad ice, and unwa e ing
suppo we e ins umen al in he comple ion o his esea ch.
REFERENCES
1) An onio. (2019). Fundamen al mo emen de elopmen in ea ly childhood educa ion.
2) Anwa . (2014). Class oom ac ion esea ch design.
3) Ba is a, J. (2019). The ole o physical educa ion in holis ic de elopmen . Jou nal o Physical Educa ion Resea ch, 14(3),
761–770.
4) Bin a i, S. (2024). Na ional educa ion and cha ac e building.
5) Bunke , D., & Tho pe, R. (1982). A model o he eaching o games in seconda y schools. Bulle in o Physical Educa ion,
18(1), 5–8.
6) Bu ns, A. (2010). Doing ac ion esea ch in English language eaching: A guide o p ac i ione s. Rou ledge.
7) Ca l, J. (2022). The impac o physical li e acy in e en ions: A sys ema ic e iew. Jou nal o Physical Ac i i y Resea ch, 9(2),
60–70.
8) Goodway, J. (2019). Fundamen al mo emen skill compe ence in child en.
9) Gus iawa i, D. (2017). Inno a i e lea ning models in physical educa ion.
10) Hammam, A. (2024). Play-based app oaches in physical educa ion a SD Nege i Baba an 1 Su abaya.
11) In e na ional Physical Li e acy Associa ion. (2020). De ini ion o physical li e acy.
U iliza ion o Physical Li e acy-Based Teaching Games o Unde s anding (TGFU) Lea ning Model o Imp o ing he Basic Mo es
Skills o Second G ade S uden s o Elemen a y School
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5571
12) Kemmis, S., & McTagga , R. (1988). The ac ion esea ch planne . Deakin Uni e si y.
13) Lund all, S. (2021). Physical li e acy in p ac ice: Implica ions o PE. Eu opean Physical Educa ion Re iew, 27(2), 145–160.
14) Mu dani, A. (2023). The impac o echnology on child en’s physical ac i i y.
15) Nug aha, A. (2022). Fundamen al mo emen s in physical educa ion.
16) Pan, Y. (2023). TG U as an app oach o ac ical lea ning in physical educa ion. Jou nal o Physical Ac i i y S udies, 11(1), 1–
8.
17) Pa ami ha, D. (2018). Challenges in ea ly childhood physical educa ion in Indonesia.
18) P ayadi, T. (2024). Physical li e acy and na ional de elopmen .
19) Pu wijayan i, A. (2021). The impac o sma phones on child en’s physical ac i i y.
20) Ra hunde, K. (2020). Mo emen ounda ions in child de elopmen . Childhood Educa ion Re iew, 46(2), 158–170.
21) Romi, R. (2016). Physical li e acy as a basis o li elong ac i i y.
22) Rome o, F. (2017). Challenges in ea ly childhood physical educa ion.
23) Rusmian o, B. (2020). The impac o playing games on cogni i e aspec s.
24) Sakdiah, I. (2022). Human esou ce compe ence in educa ion.
25) Shakespea e, D. (2017). Modi ica ion o simple eaching aids in physical educa ion lea ning a elemen a y schools.
26) Ul ich, D. A. (2000). Tes o G oss Mo o De elopmen , 2nd edi ion (TGMD-2). PRO-ED.
27) Usup, H. (2022). Fundamen al mo emen skills in elemen a y school child en.
28) Wainw igh , N. (2020). The ABC o mo emen : Ea ly mo o li e acy.
29) Widia i, A. (2021). Fundamen al mo emen skills as he ounda ion o child de elopmen .
The e is an Open Access a icle, dis ibu ed unde he e m o he C ea i e Commons
A ibu ion – Non Comme cial 4.0 In e na ional (CC BY-NC 4.0)
(h ps://c ea i ecommons.o g/licenses/by-nc/4.0/), which pe mi s emixing, adap ing and
building upon he wo k o non-comme cial use, p o ided he o iginal wo k is p ope ly ci ed.
