Enhancing Students' Learning Focus Through A Game-Based Learning Approach On Locomotor Movement Material In Physical Education (PJOK) Subject For Class 3.5 MI Imami Kepanjen

Abstract

This Classroom Action Research (CAR) aims to address the problems of low student learning focus and suboptimal locomotor movement skills in Physical Education and Health (PJOK) subject for Class 3.5 MI IMAMI Kepanjen. Initial observations indicated that students were often distracted, lacked enthusiasm, and their performance in basic locomotor movements such as walking, running, and jumping was not optimal. This condition was attributed to monotonous teaching methods, primarily direct instruction, which quickly led to student boredom. The intervention applied was the Game-Based Learning (GBL) approach, expected to create a more enjoyable, active, and engaging learning atmosphere for students. The research was conducted using the Kemmis and Taggart CAR model over two cycles of action. The subjects were students of Class 3.5 MI IMAMI Kepanjen. Data collection techniques included observation and a psychomotor test. The results demonstrated a significant improvement from the initial condition to the end of the cycles. In Cycle I, the average student psychomotor score was still in the "Cukup" (Sufficient) category, with a group average of 2.57, where the jumping skill was the main constraint. Following corrective action and game modifications in Cycle IIincluding variations and a point system student activity showed better focus, enthusiasm, and teamwork. This improvement was also reflected in the psychomotor test results, which reached a higher mastery level, with group averages improving to the "Baik" (Good) and even "Sangat Baik" (Very Good) categories. Specifically, Group 1 averaged 3.7, Group 2 averaged 3.0, and Group 3 averaged 4.0. In conclusion, the implementation of the Game-Based Learning approach proved effective in enhancing both the learning focus and the locomotor movement skills of students in Class 3.5 MI IMAMI Kepanjen