Implementation Of Traditional Games In The Learning Of Physical Education For Elementary School Students

Abstract

Physical Education instruction in elementary schools often faces challenges, including low student engagement and limited use of contextual learning approaches. This study aims to analyze the implementation of traditional games in Physical Education (PE) learning at SD Muhammadiyah Ambarketawang 02 and identify the supporting and inhibiting factors influencing its application. This study employed a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using data reduction, categorization, data display, and conclusion-drawing techniques. The findings indicate that traditional games such as gobak sodor, engklek, long clogs, and tug-of-war were systematically integrated into PE learning activities. Based on observations and participants’ responses, implementing traditional games led to more active, participatory learning situations and encouraged cooperation, social interaction, and student involvement during learning activities. The study also found that traditional games contributed to contextual and culturally relevant learning experiences in elementary schools.