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Creation of Traditional Engklek Games for Children Aged 7-10 in Suka Mulia Village in 2024 Winata, Devi Catur; Lestari, Dewi Ayu; Syaleh, Muhammad; Sumando Damanik, Alvisa Vintor; Br. Tarigan, Gita Nurgaya
Musamus Journal of Physical Education and Sport (MJPES) Vol 6 No 4 (2024): Musamus Journal of Physical Education and Sport (MJPES)
Publisher : Program Studies of Physical Education, Faculty of Teacher Training and Education, Musamus University

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Objective. The objective of this study is to assess the viability of creating traditional games for children aged 7-10 years in Suka Mulia Village in 2024. Materials and methods. This study is a development project utilizing a Borg and Gall design. The study was carried out in Suka Mulia Village, Secanggang District, Langkat Regency. The study was carried out from March 2024 until its conclusion. A sample comprising 10 children was utilized in this study. Students were organized into groups of 10 for small group trials and 20 for large group trials. The method of data collection involved administering a questionnaire to experts in traditional games, material specialists, and child participants in Suka Mulia Village, Secanggang District, Langkat Regency. Results. The findings and conclusions drawn from this study are derived from a small group trial involving 10 children in Suka Mulia Village. The results indicated a score of 398, corresponding to a percentage of 79.6% (Quite Valid). The findings stem from a substantial group trial carried out on children aged 7-10 years in Suka Mulia Village, involving a total of 20 students. The score achieved was 917, corresponding to a percentage of 91.7% (Valid). Conclusion. That the traditional game of engklek can support the physical, social, and cognitive development of children aged 7-10 years in Suka Mulia Village. This program is effective and fun as an educational tool for children.

Model of the Teenage Sports Game Gateball Beginner's Guide to the Gateball Sport Game Model Ramadan, Ramadan; Br Tarigan, Gita Nurgaya; nurras, Raihan; Br Tarigan, Irene Viazza; Barus, Dodi Sahputra; Tarigan, Arif Peristan; Rambe, Arsyad Parlindungan; Nasution, Khoirul Basri
Musamus Journal of Physical Education and Sport (MJPES) Vol 7 No 1 (2025): Musamus Journal of Physical Education and Sport (MJPES)
Publisher : Program Studies of Physical Education, Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mjpes.v7i1.6663

Objectives. This study seeks to create a model for a gateball sports game tailored for beginners, serving as a tool for enhancing accuracy, compactness, and teamwork. Materials and Methods. The data collection took place in September 2024 at the STOK Bina Guna gateball field, located at Jln. Aluminium Raya No. 77, Tanjung Mulia, Medan. The approach employed in this study follows the Research & Development (R&D) framework from ADDIE, which consists of five stages: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The population utilized in this study consists of child teenagers, totaling 12 students as subjects for the test trial (practice field). Results The validation employed in the study involves expert justification testing, wherein the tested model is subsequently consulted and evaluated by experts based on the relevant variables. Test attempt conducted during three meetings utilizing ten modified game models in gateball sports for beginner teenagers, aimed at analysis through the completion of a justification questionnaire by expert lecturers (expert judgment). Following validation by expert lecturers, a total of 10 game models were identified as feasible and subsequently subjected to testing. Simulation game This can later serve as a reference for teachers and students to enhance practice in accuracy, compactness, and teamwork. Conclusion. The conclusion represents the final outcome derived from the study. This document presents 10 motion models for sport gate ball, designed for beginners. These models can be effectively utilized as a learning medium and for training through game modifications. It is advisable to conduct further studies, including testing with a larger population, and to assess the long-term impact of game model implementation. This aims to enhance skills, facilitate participation in gate ball, and foster social and emotional development.

Pedagogical Strategies for Teaching Rhythmic Gymnastics in Primary Education: A Systematic Review Br Tarigan, Gita Nurgaya; Ramadan, Ramadan; Estes, Celestina
Journal of Foundational Learning and Child Development Vol. 1 No. 03 (2025): Motor Skill Development and Educational Effectiveness in Early Childhood
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i03.18

Purpose of the study: This systematic review examines pedagogical strategies employed in teaching rhythmic gymnastics to primary education students (ages 6-12 years), analyzing their effectiveness, implementation methods, and impact on motor skill development, creativity, and student engagement. Materials and methods: A comprehensive search was conducted across PubMed, Scopus, Web of Science, ERIC, and SPORTDiscus databases from inception to December 2024. Studies were included if they: (1) focused on rhythmic gymnastics instruction in primary education, (2) described specific pedagogical strategies, (3) employed empirical research designs, and (4) were published in peer-reviewed journals. Data extraction followed PRISMA guidelines, with quality assessment performed using the Mixed Methods Appraisal Tool (MMAT) and the Physiotherapy Evidence Database (PEDro) scale. Results: Twenty-seven studies met inclusion criteria, encompassing 2,847 primary school children across 12 countries. Five primary pedagogical approaches emerged: game-based learning (n=11, 40.7%), creative teaching methods (n=8, 29.6%), task-oriented instruction (n=5, 18.5%), cooperative learning (n=2, 7.4%), and technology-enhanced pedagogy (n=1, 3.7%). Game-based learning demonstrated significant improvements in motor coordination (d=0.82, p<0.001), student motivation (d=0.76, p<0.01), and rhythmic competency (d=0.68, p<0.01). Creative teaching methods showed particular efficacy in developing artistic expression and cognitive flexibility. Conclusions: Evidence supports game-based and creative pedagogical strategies as effective approaches for teaching rhythmic gymnastics in primary education. These methods enhance motor development while maintaining high levels of student engagement and enjoyment. Future research should investigate long-term retention effects and optimal strategy combinations for diverse learner populations

Implementasi Kegiatan Sosialisasi Senam Indonesia Hebat Sebagai Upaya Promosi Gaya Hidup Aktif Pada Siswa Berkebutuhan Khusus Di UPT. SLB-E Negeri PTP Sumatera Utara Tarigan, Gita Nurgaya Br; Ramadan, Ramadan
Joska: Jurnal Isori Kampar Vol. 3 No. 02 (2026): July Issue JOSKA: ISORI KAMPAR JURNAL
Publisher : Ikatan Sarjana Olahraga Republik Indonesia (Kabupaten Kampar)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/joska.v3i02.11

Objectives: Kegiatan pengabdian kepada masyarakat ini bertujuan mengimplementasikan program sosialisasi Senam Indonesia Hebat sebagai strategi promosi gaya hidup aktif pada siswa berkebutuhan khusus di UPT. SLB-E Negeri PTP Sumatera Utara, guna meningkatkan kebugaran fisik, koordinasi motorik, dan partisipasi sosial mereka. Methods: Kegiatan dilaksanakan melalui pendekatan participatory action dengan melibatkan 35 siswa tunalaras. Tahapan pelaksanaan meliputi persiapan (asesmen kebutuhan, koordinasi, dan pelatihan fasilitator), implementasi (demonstrasi, latihan terbimbing, dan sesi senam rutin), serta evaluasi pasca kegiatan (observasi perilaku pre-post, testimoni, dan FGD bersama guru). Results: Kegiatan menunjukkan peningkatan partisipasi aktif siswa mencapai 82,8% dari 45,7% awal. Indikator kebugaran fisik meningkat rata-rata 34,2%. Perubahan perilaku positif teramati pada 28 dari 35 siswa (80%), meliputi pengendalian emosi, interaksi sosial, dan penurunan perilaku agresif. Conclusion: Program sosialisasi Senam Indonesia Hebat efektif dalam mempromosikan gaya hidup aktif, meningkatkan kebugaran fisik, dan mendukung perubahan perilaku positif pada siswa berkebutuhan khusus. Keberlanjutan program memerlukan dukungan manajemen sekolah dan integrasi ke dalam kurikulum formal

Implementasi Kegiatan Sosialisasi Senam Indonesia Hebat Sebagai Upaya Promosi Gaya Hidup Aktif Pada Siswa Berkebutuhan Khusus Di UPT. SLB-E Negeri PTP Sumatera Utara Gita Nurgaya Br Tarigan; Ramadan Ramadan
Joska: Jurnal Isori Kampar Vol. 3 No. 02 (2026): July Issue JOSKA: ISORI KAMPAR JURNAL
Publisher : INSPIRETECH GLOBAL INSIGHT & (ISORI KAMPAR)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/joska.v3i02.11

Objectives: Kegiatan pengabdian kepada masyarakat ini bertujuan mengimplementasikan program sosialisasi Senam Indonesia Hebat sebagai strategi promosi gaya hidup aktif pada siswa berkebutuhan khusus di UPT. SLB-E Negeri PTP Sumatera Utara, guna meningkatkan kebugaran fisik, koordinasi motorik, dan partisipasi sosial mereka. Methods: Kegiatan dilaksanakan melalui pendekatan participatory action dengan melibatkan 35 siswa tunalaras. Tahapan pelaksanaan meliputi persiapan (asesmen kebutuhan, koordinasi, dan pelatihan fasilitator), implementasi (demonstrasi, latihan terbimbing, dan sesi senam rutin), serta evaluasi pasca kegiatan (observasi perilaku pre-post, testimoni, dan FGD bersama guru). Results: Kegiatan menunjukkan peningkatan partisipasi aktif siswa mencapai 82,8% dari 45,7% awal. Indikator kebugaran fisik meningkat rata-rata 34,2%. Perubahan perilaku positif teramati pada 28 dari 35 siswa (80%), meliputi pengendalian emosi, interaksi sosial, dan penurunan perilaku agresif. Conclusion: Program sosialisasi Senam Indonesia Hebat efektif dalam mempromosikan gaya hidup aktif, meningkatkan kebugaran fisik, dan mendukung perubahan perilaku positif pada siswa berkebutuhan khusus. Keberlanjutan program memerlukan dukungan manajemen sekolah dan integrasi ke dalam kurikulum formal.

Pendidikan Jasmani Adaptif Bagi Guru MGMP PJOK Kabupaten Karo Dalam Mendukung Pembelajaran Inklusi Gita Nurgaya Br Tarigan; Wulandari Putri Lagenda; Aidilla Pratiwi Siregar; Arsi Zahiri; M. Fadlin Al-Farhan's
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.21

Purpose of the study: This study aimed to evaluate the effectiveness of a practice-based training and collaborative mentoring program in enhancing adaptive physical education competencies among Physical Education, Sports, and Health (PJOK) teachers to support inclusive teaching practice. Materials and methods: A practice-based professional development program was implemented involving 32 junior and senior high school PJOK teachers participating in the Subject Teacher Forum (MGMP) in Karo Regency, Indonesia. The intervention integrated needs assessment, conceptual workshops, adaptive game modification, lesson-plan development, microteaching, reflective mentoring, and collaborative discussions. Program effectiveness was evaluated using a one-group pretest–posttest approach through knowledge assessments, adaptive teaching-plan evaluations, structured microteaching observations, and participant satisfaction questionnaires. Quantitative data were analyzed descriptively using percentage scores and normalized gain (N-gain), while qualitative reflections were analyzed thematically. Results: The findings demonstrated substantial improvements in teachers' adaptive physical education competencies following the intervention. Mean knowledge scores increased from 58.28 to 84.84, with an N-gain of 0.64, indicating moderate-to-high learning improvement. The quality of adaptive teaching plans improved from an average score of 60.16 to 86.41, while microteaching performance achieved a mean score of 3.42 (Good category). Furthermore, 90.63% of participants reported that the program was highly relevant to their instructional needs. The most notable improvements were observed in teachers' abilities to modify learning objectives, instructional strategies, equipment, learning environments, assessment methods, and classroom participation to accommodate diverse learner needs. Conclusions: Practice-based training combined with collaborative mentoring effectively strengthened teachers' readiness and adaptive pedagogical competencies for inclusive physical education. The findings suggest that experiential professional development embedded within teacher learning communities can bridge the gap between inclusive education policies and classroom implementation. Sustaining this approach through continuous MGMP-based professional learning communities may contribute to the long-term implementation of inclusive physical education in mainstream schools.

Effects of Audio-Guided Adaptive Gymnastics on Physical Fitness among Students with Visual Impairment: A Controlled School-Based Intervention Gita Nurgaya Br Tarigan; Ramadan Ramadan; Putri Lagenda Wulandari
IGI Active Living and Health Insight Vol. 1 No. 02 (2026): June Issue: IGI Active Living and Health Insight
Publisher : INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/Activein.v1i02.12

Introduction. Students with visual impairment are consistently under-represented in school physical activity because mainstream physical education is transmitted through visual demonstration, visual environmental orientation, and visually mediated corrective feedback. The resulting instructional inaccessibility is associated with reduced motor competence, lower habitual physical activity, and diminished health-related physical fitness. Audio-guided adaptive gymnastics has been proposed as an accessible alternative in which visual demonstration is systematically replaced by standardised verbal movement description, rhythmic temporal cues, spatially anchored sound, and immediate auditory feedback. Purpose. The study examined the effects of an eight-week audio-guided adaptive gymnastics programme on health-related physical fitness among students with visual impairment enrolled at UPT SLB-E Negeri PTP Sumatera Utara, Indonesia. Materials and methods. A controlled pretest–posttest experimental design was applied. Twenty-four students with visual impairment aged 12–17 years were allocated to an audio-guided adaptive gymnastics group (n = 12) or to a control group receiving the regular adapted physical education programme (n = 12). The intervention was delivered three times weekly for eight weeks (24 sessions, ≈40 min per session) and comprised auditory orientation, rhythmic locomotor work, muscular endurance exercise, dynamic balance tasks, flexibility work, and audio-guided relaxation. Physical fitness was assessed using the six-minute walk/run test, the 30-second sit-to-stand test, the 30-second curl-up test, the sit-and-reach test, and the single-leg balance test, combined into a standardised composite score. Data were analysed with 2 × 2 mixed-design analysis of variance, analysis of covariance, partial eta squared, Cohen's d, and 95% confidence intervals. Results. A significant group × time interaction was observed for the composite physical fitness score, F(1, 22) = 25.84, p < .001, partial η² = .540. The intervention group improved more than the control group in cardiorespiratory endurance, lower-body muscular endurance, abdominal muscular endurance, flexibility, and static postural balance. The adjusted between-group difference at posttest was 11.71 points, 95% CI [6.29, 17.13], with a large standardised effect, d = 1.42. Significant interactions were also obtained for all secondary outcomes (p ≤ .002; d = 0.91–1.42). Adherence was 94.2% and no serious adverse events were recorded. Conclusions. Audio-guided adaptive gymnastics is a feasible, low-cost, and potentially effective strategy for improving multiple components of health-related physical fitness in school-aged students with visual impairment. Standardised auditory instruction, predictable rhythmic structure, and immediate accessible feedback may enhance movement accuracy, autonomy, confidence, and sustained participation. Larger multicentre randomised trials with device-based physical activity monitoring and extended follow-up are warranted.

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