Faiha Jabiratullfatihah Munadhilah, Asti Nur Hadianti

Upaya Perkembangan Kemampuan Motorik Kasar Melalui Permainan Tradisional Engklek di Kelompok Bermain Daarul Aulad Ciparay

Introduction

Upaya perkembangan kemampuan motorik kasar melalui permainan tradisional engklek di kelompok bermain daarul aulad ciparay. Tingkatkan motorik kasar anak usia dini di KB Daarul Aulad Ciparay dengan permainan tradisional Engklek. Studi ini buktikan Engklek efektif untuk keseimbangan, kelincahan, dan kecepatan.

Abstract

Traditional games are part of a cultural heritage with numerous educational values and great potential to support children's growth process in their early age. However, traditional games are starting to be replaced by modern games that focus less on children's physical development. One of the skills that is very important to develop early is gross motor skills. This study aims to improve the gross motor skills of early childhood by applying traditional games called Engklek at KB Daarul Aulad Ciparay. The method applied was Classroom Action Research (CAR), which was conducted in two cycles involving 20 children aged 5 to 6 years. Data was collected through observation with assessment tools that assess aspects of balance, agility, and speed. The results of the study showed an increase in the average gross motor skills of children from 91.66% in cycle I to 94.99% in cycle II. The findings suggest that Engklek is effective as a learning tool to develop children's gross motor skills in a fun and contextualized way.

Review

This paper, titled "Upaya Perkembangan Kemampuan Motorik Kasar Melalui Permainan Tradisional Engklek di Kelompok Bermain Daarul Aulad Ciparay," addresses a highly pertinent issue in early childhood education: the decline of traditional games and their impact on children's physical development. The authors effectively highlight the educational value inherent in traditional games, specifically Engklek, as a culturally contextualized tool to foster gross motor skills. Employing a Classroom Action Research (CAR) methodology across two cycles with 20 children aged 5-6 years, the study aimed to evaluate the effectiveness of Engklek in enhancing aspects such as balance, agility, and speed. The core finding indicates a notable improvement in children's gross motor skills, rising from an average of 91.66% in the first cycle to 94.99% in the second. The study makes a valuable contribution by empirically demonstrating the potential of traditional games in early childhood development, a domain often overshadowed by modern digital alternatives. The application of Classroom Action Research is well-suited for addressing practical challenges within a specific educational setting, providing actionable insights for the participating playgroup. The reported improvement in gross motor skills, particularly across the assessed components of balance, agility, and speed, strongly supports the authors' conclusion regarding Engklek's effectiveness. However, the abstract could benefit from greater detail regarding the specific metrics used for "gross motor skills" percentages (e.g., what does 91.66% represent – a score, or a percentage of children meeting a benchmark?), and whether the observed increase was statistically significant. Further elaboration on the specific activities within the Engklek game that targeted each motor skill, and how the intervention evolved between Cycle I and Cycle II, would strengthen the methodological clarity and allow for better replication. Overall, this paper provides compelling evidence for integrating traditional games like Engklek into early childhood education curricula to promote essential physical development. Its findings offer a practical and culturally relevant strategy for educators seeking engaging and effective methods to improve children's gross motor skills. For future research, it would be beneficial to explore the long-term impact of such interventions, compare the effectiveness of Engklek with other traditional or modern physical activities, and investigate its potential benefits across a more diverse range of cultural contexts and age groups. The study successfully advocates for the revitalization of cultural heritage as a powerful pedagogical tool, underscoring its relevance in fostering holistic child development.

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