The effect of differentiated traditional game learning on physical fitness of elementary school students
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Abstract
This study aims to examine the improvement of physical fitness through traditional game learning with differentiation. The design used in this research is quasi experiment. The population in this study were 4th and 5th grade students. The subjects of this study amounted to 20 students. Data collection using the TKJI test for ages 8-10 years. Data analysis techniques using t-test analysis, through prerequisite tests of normality and homogeneity. The results of hypothesis testing using paired samples T-test. The results of paired samples t-test statistical analysis in the control group of traditional game learning with differentiation have a sig value of 0.1111> 0.05, meaning that in the control group of traditional game learning with differentiation there is no significant difference between the initial variable and the final variable. Meanwhile, the experimental group of traditional game learning with differentiation has a sig value of 0.001 < 0.05 so that it can be interpreted that there is a significant difference between the initial variable and the final variable. It was concluded that learning traditional games with differentiation in the control group did not increase, while learning traditional games with differentiation in the experimental group experienced a significant increase, the increase from the initial 12.7 increased to 14.4 with an increase of 1.7.
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