Implementation of game variations traditional in improving elementary school physical education learning

Abstract

Traditional games are part of the cultural heritage that contain educational, social, and character values, but their existence is increasingly marginalized due to the dominance of modern games and less varied Physical Education learning. This condition has an impact on low motivation, participation, and reduced integration of local cultural values ​​in learning in elementary schools. This study aims to analyze how the implementation of variations of traditional games in improving Physical Education learning in elementary schools in Lahat Regency. The research method uses a qualitative approach with a descriptive design. The population and sample of the study were 42 elementary school students in Lahat Regency. Local traditional games include adang-adangan, Benteng-bentengan, damdas, cak bikak, and yeye, in Physical Education learning activities. The research instruments include observation, semi-structured interviews, questionnaires, and documentation. Data analysis was carried out using qualitative thematic analysis through the stages of data reduction, data presentation, and drawing conclusions, and strengthened by data triangulation. The results of the study indicate that the implementation of variations of traditional games increases student engagement, motivation, and active participation in Physical Education learning. Students demonstrated development in motor skills, cooperation, sportsmanship, self-confidence, and mutual respect. In conclusion, variations in traditional games are an effective, enjoyable, and contextual Physical Education (PE) learning strategy to improve the quality of learning in elementary schools. Further research can sustainably integrate traditional games into learning and encourage schools and policymakers to support the preservation of local culture through the PE curriculum.