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All Journal Cakrawala Pendidikan Kajian Linguistik dan Sastra Indonesian Journal of Educational Research (IJER) English Language and Literature International Conference (ELLiC) Proceedings SMART SPORT Sinteks Jurnal Penelitian Pendidikan
Joko Nurkamto
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Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Cakrawala Pendidikan

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Sociocultural-based games enhancing manipulative movement skills in Indonesian kindergartens Nur Sita Utami; Joko Nurkamto; Mohammad Furqon Hidayatullah; Hari Yuliarto
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.86082

Abstract

This study aims to analyze the influence of a sociocultural-based manipulative movement game model on the manipulative movement skills in children aged 5–6 years. A quasi-experimental design was employed, using a pretest-posttest control group approach. A total of 24 students were purposively selected with prior written consent from their parents or guardians. The experimental group (n = 12) consisted of students from TK Negeri 4 Yogyakarta, while the control group (n = 12) came from TK Negeri 11 Yogyakarta. The intervention involved a manipulative movement game model developed based on Vygotsky’s sociocultural perspective, integrating four elements of physical literacy from the Australian Physical Literacy Framework: manipulative movement skills, confidence, collaboration, and rule comprehension. Manipulative movement skills were assessed using the ball skills subdomain of the Test of Gross Motor Development–3 (TGMD-3). Data were analyzed using the Mann–Whitney U test and the Wilcoxon rank-sum test. The results revealed significant differences between the pretest and posttest groups (W = 56.949, p = 0.04384) and between the control and experimental groups in the posttest (W = 44.807, p = 0.0004301). These findings indicate that the developed model effectively enhances children's manipulative movement skills. The study underscores the importance of integrating the principles of mediated learning, scaffolding, and the zone of proximal development into early childhood physical-motor learning. The implementation of this model is recommended as an alternative approach to physical-motor learning in Indonesian kindergartens.
Sociocognitive rhythmic physical activity to improve basic movement skills in primary learners Riky Dwihandaka; Joko Nurkamto; M Furqon Hidayatullah; Fauzi; ihsan, fadli
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.86211

Abstract

Rhythmic physical activity has the potential to enhance fundamental movement skills in children aged 8–9 years; however, research on this topic remains limited. The objective of this study was to examine the effectiveness of socio-cognitive-based rhythmic physical activity in improving the fundamental movement skills of elementary school students aged 8–9 years. A total of 40 students (20 boys and 20 girls) were randomly assigned to either an experimental group or a control group. Both groups participated in a four-week intervention program conducted three times per week. Fundamental movement skills were assessed using the Test of Gross Motor Development-3 Short Form (TGMD-3 Short Form) one day before and after the intervention. After the four-week intervention, the experimental group demonstrated a significant improvement in fundamental movement skills. All seven items of the TGMD-3 Short Form showed statistically significant enhancements: hop with one leg (p < 0.05), Gallop (p < 0.05), long jump from place (p < 0.05), overhand throw (p < 0.05), two-handed catch (p < 0.05), stationary dribble (p < 0.05), and two-handed strike (p < 0.05). This study provides empirical evidence that an eight-week socio-cognitive-based rhythmic physical activity program significantly improves the fundamental movement skills of children aged 8–9 years. The improvement in movement skills was greater in children who participated in the socio-cognitive rhythmic physical activity program compared to those who engaged in general physical activities. This rhythmic activity model can serve as an effective alternative learning material for rhythmic activity instruction in elementary schools.
Co-Authors Abdul Asib Anisa Putri Cahyani Asrowi Asrowi Diah Kristiana Fadli Ihsan Faricha Rizqi FAUZI Fida Chasanatun, Fida Hari Yuliarto M Furqon Hidayatullah Mohammad Furqon Hidayatullah Mulati, Dyah Fitri Ngadiso Ngadiso Novitasari Novitasari Nur Arifah Drajati Nur Sita Utami Riky Dwihandaka Rizka Putri Kusuma Sumardi - sunardi sunardi Tri Rohmawati