<![CDATA[This study aims to analyze the implementation of the Teaching Personal and Social Responsibility (TPSR) model through traditional games to improve elementary school students' responsibility and gross motor skills. Using a quantitative quasi-experimental approach with a Nonequivalent Control Group Design, this study involved 56 fourth-grade students at SDN Tenjolaya 3 Cicalengka. A sample of 40 students was selected via purposive sampling and divided into experimental (n = 20) and control (n = 20) groups. Data were collected using the Personal and Social Responsibility Questionnaire (PSRQ) and the Test of Gross Motor Development-2 (TGMD-2). The intervention consisted of eight sessions over six weeks, utilizing traditional games (engklek, lompat tali, gobak sodor, boy-boyan, and bola beracun). Data were analyzed using t-tests in SPSS. Results showed that the experimental group achieved significant increases in PSRQ (49.05 to 55.15; p = 0,000) and TGMD-2 scores (76.75 to 90.25; p = 0,000). Post-test independent t-tests confirmed significant differences between groups in responsibility (p = 0,001) and gross motor skills (p = 0,000). In conclusion, integrating the TPSR model and traditional games effectively and simultaneously improves students' affective and psychomotor domains in physical education.]]>
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