The Effect of Traditional Game-Based Learning Models on Students’ Motivation and Learning Outcomes in Physical Education
DOI:
https://doi.org/10.69665/iss.v47i2.17304Keywords:
learning motivation, learning outcomes, physical education, traditional gamesAbstract
Physical Education, Sports, and Health plays a strategic role in developing students’ physical fitness, motor skills, cognitive and affective abilities, as well as character building. However, its implementation at the junior high school level still faces several challenges, particularly low student learning motivation and suboptimal learning outcomes. Preliminary observations at SMPN 2 Tulangan indicated that more than 45% of students did not meet the Minimum Mastery Criteria (MMC) and demonstrated low participation during Physical Education learning activities. This study aimed to examine the effect of traditional game-based learning models on learning motivation and learning outcomes in Physical Education among seventh-grade students at SMPN 2 Tulangan. The study employed a quantitative approach using an experimental design involving an experimental group and a control group. The results of the analysis revealed that the traditional game-based learning model had a positive and significant effect on students’ motivation and learning outcomes. The control group showed an increase in mean learning outcomes from 66.00 to 70.00, while the experimental group experienced a more substantial improvement from 68.35 to 88.41. Hypothesis testing indicated that the experimental group achieved significantly higher mean scores than the control group, with the significance level meeting the criteria for hypothesis acceptance. These findings suggest that the integration of traditional games into Physical Education learning enhances student engagement, increases learning motivation, and positively influences learning outcomes.
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