Windi Dwi Andika, Najlatul Fathia, Anisyah Permata Sari, Ayu Handayani, Debi Triani, Olin Priaska, Tri Suci Rahmadani
Sriwijaya University
Abstract
This study aims to analyze the relationship between various traditional games and gross motor development in early childhood through a literature review of 25 relevant research articles. Traditional games, which are passed down from generation to generation and have become part of the culture of society, have been shown to play an important role in stimulating children’s gross motor development. Games such as engklek, fort, gobak sodor, and so on can involve physical activities that train strength, balance, coordination, agility, and agility. The results of the analysis showed that almost all of the traditional games studied had a significant impact on improving children’s gross motor skills. In addition, traditional games also contribute to the social-emotional development, communication, and confidence of children. These findings confirm the importance of preserving and utilizing traditional games as an effective and fun learning medium in supporting early childhood gross motor development.
Keywords: Traditional Games, Gross Motor Skills, Early Childhood, Child Development
INTRODUCTION
Traditional games can simply be interpreted as a game that only requires simple equipment that has been done for generations, and can be considered a culture of the people who do it (Damayanti et al., 2023).
Traditional games, namely folk games, were often carried out by children in the past, and usually these traditional games have characteristics, and the way of implementing the game is still simple. In traditional games, there are also several ways to play the game, some are group and individual. Traditional games can train children’s ability to read gestures, move the body, train children’s dexterity and agility in games, improve communication skills and the ability to strategize well, release children’s emotions, and train children to learn in groups (Indriyani et al., 2021).
Play is a very fun thing, play is a child’s world, playing is a fun activity, and through this play activity, children will stimulate their growth and development. As is known, humans are Homo Ludens, which are playful creatures, so humans and play cannot be separated from the phases of their life starting from children to old age (Matulessy et al., 2022). Play can train the muscles and all parts of the child’s body, which affects the child’s gross motor skills. Play is a fun activity, and most children love to play. Play has real benefits in aspects of child development, especially cognitive, physical- motor, social-emotional, and other developmental aspects, which can be said to be the result of the learning process packaged through play activities (Erwanda & Sutapa, 2023).
Motor skills include the child’s ability to move in a coordinated manner, body balance, agility, agility, and speed. The more children move, the more brain nerves will be stimulated. This will then have an impact on intelligence, which also develops. On the contrary, the lack of gross motor skills in children will certainly hinder them in daily activities and when playing together with peers. Children with poor gross motor skills often show lower levels of activity than children whose gross motor skills are well developed (Widayanti et al., 2023).
According to Khadijah & Amelia’s opinion, gross motor is a physical activity that uses large muscles in the child, which is the basis for moving, following all basic locomotor or non-locomotor activities that are arranged and others. Gross motor skills that involves the movement of the whole body.
Activities that require core muscle activity, such as arms and legs, are included in gross motor (Multahada et al., 2022).
The importance of gross motor development in early childhood is that gross motor development will have an impact on the lives of children in the future. When a child has a lack of confidence in his life, it can happen because gross motor development is not met, and in the end, the child will feel jealous of his friends. The importance of gross motor movements for early childhood should be a concern for early childhood education teachers (PAUD) in every school by spurring children’s gross motor potential with various learning approaches and methods, for example by utilizing outbound games, traditional games (engklek), and even through the media of hula hoop games (Dinanti et al., 2023).
Traditional games have an important role in developing children’s gross motor skills because they involve various physical activities such as jumping, running, and throwing that train strength, balance, and body coordination. Each type of game provides a different stimulation of movement, but complements the other. In addition to improving physical abilities, traditional games also support children’s social development as cooperation and confidence, making them very suitable for use as a fun and useful means of learning.
METHOD
The method used in this study is a literature review. The researcher conducted a study on the results of research related to the relationship of various traditional games to children’s Gross Motor skills. The data collection technique of this study uses secondary data, namely relevant research articles (Saprudin et al., 2021). The article was obtained through a search on scientific search engines such as Google Scholar. In the process of collecting references, the researcher also uses the Mendeley application to organize references, simplify the citation process, and compile bibliographies.
After collecting the articles, the researcher screened references that were by the focus of the study, namely articles that explicitly discussed the influence or contribution of traditional games on children’s gross motor skills. The selected articles were then analyzed in depth, especially in the methodology and research results section. The researcher recorded the results of the analysis in the form of a table to facilitate the identification of the patterns of findings. Furthermore, the researcher conducts a comparison process between the analyzed research results to identify similarities, differences, and trends in the data. The results of this comparison are used as a basis for concluding this study.
RESULTS AND DISCUSSION
All the data and information that have been obtained in the research included in the literature review are an analysis of 25 articles relevant to the topic of this research presented in the following table, which describes the relationship between various traditional games against Gross Motor Skills in Children. So that the results of this literature review are presented in several tables below Conclusions.
Table 1. Research Results Related to the Relationship of Various Traditional Games to Children’s Gross Motor
| RESEARCHER’S | YEAR | HEADING | RESEARCH METHODS | RESEARCH RESULTS | ||
| ARTICLE 1
Novia Budhiarini Darmawati, N. B., & Widyasari C |
2022 | Traditional Engklek Games in Improving Gross Motor Skills in Early Childhood | Case Studies Quantitatively | The results of thisstudy conclude that gross motor skills in early childhood can be developed through the traditional game of Engklek with the fulfillment of several indicators, namely children areable to maintain body balance, can maintain body strength when playing, and can play agilely. | ||
| ARTICLE 2
Buahana, B. N., & Suparno |
2022 | The Influence of Traditional
Fort Games On Preschooler’ Gross Motor Skills |
Quantitative approach with the
experimental method of Pretest- Posttest Non- Equivalent Control Group Design |
The results of the study showed that traditional games with average differences in gross motor development (0.00, P < 0.05), so that traditional fortress games showed significant results compared to conventional learning(gymnastics, ball games). Traditional game programs are suitable for gross motor development. | ||
| ARTICLE 3
Erwanda, DR, & Sutapa, P |
2023 | Development of Gobak Sodor Traditional Game Media to Improve Gross Motor Skills of Children Aged 5-6 Years | The research method uses Research and Development (R&D) with the ADDIE model:
Analyze, Design, Development, Implementatio n, and Evaluation |
Based on the results of the media feasibility assessment from experts, the category was very feasible,and the results of the effectiveness test obtained N-Gain results in the high category and there was a significant difference between the results of the pretest and posttest. Thus, the use of gobak sodor playmats has been proven to be effective in improving the gross motor skills of children aged 5-6 years. | ||
| ARTICLE 4 Tohir, A. J., Anggraini, H., & Qomario |
2024 | The Effect of the Traditional Game of Coconut Shell Grading on the Gross Motor Development of Early Childhood Group B at Padma Mandiri Kindergarten Bandar Lampung
Academic Year 2022/2023 |
Quantitative research in the form of One- Group Pretest- Posttest
Designs experiments |
Based on the results of the research and discussion, it can be seen that based on the calculation of the t test, t count 17.683 was obtained which was greater than t table 2.201 and it was determined that Ho was rejected and
Ha was accepted because t count > t table which was 17.683>2.201. So It can be proven that there is a significant influence between the game of stilts on the gross motor development of children aged 5-6 years. |
||
| ARTICLE
5 Zulfa, E. S |
2023 | The Influence of Traditional Jumping | Experimental | Based on the results of the -test test on the comparison of pretest and posttest classes obtained tcount= 32.506 and Sig (2-tailed) = 0.000, with a significance level of 0.000< 0.05, it can be concluded that there is a significant or different influence on the gross motor skills of children between before and after being treated using the traditional game of jumping rope. | ||
| ARTICLE 6
Puspitasari, E., Nurkholishoh, S., & Choiro, U. D. W |
2022 | The Role of Traditional Clogs in Improving the Gross Motor
Skills of Children Aged 3-4 Years |
Using qualitative research methods that are descriptive. | The results of
the research that has been carried out on children in the play group, children’s gross motor skills increased in this study through the process of playing traditional clogs. Children are able to lift clog sandals, children are able to move clog sandals from one step to the next, children are able to walk a specified distance and children are able to pass obstacles well in clog games. |
||
| ARTICLE 7
Safitri, R. E., Safari, I., & Supriyadi, T |
2023 | Improvement of Gross Motor Ability Running Through
The Traditional Game of Squatting Cats |
This study uses a quantitative approach. | These results state that the traditional game of cat squatting can be used to improve students’ gross motor skills in elementary school and Can help teachers to solve problems in learningin elementary school. | ||
| ARTICLE 8
Humairah, R., & Sitorus, A. S |
2023 | Improving Children’sGross Motor Skills Through Traditional Uncle Doli Games in Ra Al-Ikhlas | This research is a classroom action research | The results of the study showed that the traditional game of uncle doli significantly improved the gross motor skills of early childhood at RA Al Ikhlas Marindal. | ||
| ARTICLE 9
Multasam, D., Bachtiar, M. Y., Herman, H., Lismayani, A., & Sidiq, N. J |
2024 | The Influence of Traditional Ma’boy Games on Early Childhood Gross Motor Skills | This study uses a quantitative approach | The traditional Ma’boy game has a significant influence on the improvement of gross motor skills in early childhood. This game manages to stimulate and train the large muscles used in gross motor movements | ||
| ARTICLE 10
Suwarni, N. W., Anadhi, I. M. G., & Putra, I. B. K. S. |
2024 | Traditional Games of Sepit- Sepitan as a Media for Gross
Motor Stimulation in Early Childhood |
Classroom Action Research | Traditional games are carried out to stimulate aspects of children’s development, As for the aspects that are stimulated, namely the gross motor aspects of children, before the Game is carried out the development of children’s skills has not been developed, many children experience irregularities inchildren’s physical motor skills such as
children often fall and do not want to play with friends. |
||
| ARTICLE 11
Winata, D. C., Sari, D. M., Pratiwi, E., Azandi, F., & Napitupulu, S |
2023 | The Effect
Of Traditional Game of Trumpet on Basic Gross Motor and Social Emotional Movements of Grade V Students Upt State Elementary School 067260 Marelan
|
Quasi method Experiment with one control group design research. | Gross Motor and Social Emotional Child’s Behavior by Doing Traditional trumpet game proven By doing traditional games clogs do with the team with One trumpet team is played by 4 students in turn. | ||
| ARTICLE 12
Alsaudi, A. T. B. D., & Herminastiti, R |
2024 | Improvement
of gross motor skills through traditional games of Dampu of gross motor skills through traditional games of Dampu |
Classroom Action Research | Traditional dampu games can also make communication between children and peers not only provide opportunities for children to play, but also become an effective means to develop their gross motor skills Through movements such as jumping, controlling balance.
|
||
| ARTICLE 13
Rahesti, N., & Irawan, F. A |
2024 | Analysis of Ideal Pull Techniques in the Traditional Game of
Catapults: A Review of Sports Biomechanics. |
Quantitative Approach Research | Catapult is a traditional game that involves gross motor skillsBecause it performs activities using its large muscles Gross motor skills Are very important and must be possessed by children as a basis for mastering the next more complex movements.
|
||
| ARTICLE 14
Putri, N., Hardi, A. A., Rijaluddin, K., Dosantos, M. H., & Darminto, A. O |
2024 | Socialization of Traditional Games Hinders Skills
Basic Motor Skills Students of SDN 65 Tampo Kec. Anggeraja Regency |
Socialization and Training Methods | Traditional hurdle games require intensive physical movements suchas
walking, running, and jumping. This activity increases students’ gross motor skills, which are large muscles that used in more extensive body movements. |
||
| ARTICLE 15
Widiyanti, L., Muslihin, H. Y., & Rahman, T |
2022 | Improving
the Gross Motor Skills of Children Aged 5-6 Years Through Traditional Fish Net Games |
Qualitative Research | Gross motor Children can improve through learning Traditional fish net games are based on children’s abilities in
agility,flexibility, balance, and Leg muscle development ; |
||
| ARTICLE 16
Kurlillah. A., Agustina, N. M., Oktavianti, R. I., Damayanti, R., Istiyarni, E., & Olivia, D. L |
2024 | Analysis of Gross Motor Developmnt of Children Aged 5-6 Years
through the Traditional Game “Bhisek” of Children Aged 5-6 Years through the Traditional Game “Bhisek” |
Qualitative Descriptive Research | Traditional bhisek games have a
positive role in improving gross motor skills of children aged 5-6 years by doing directed and structured movements with predetermined rules. By doing traditional game activities that involve gross motor movements, children’s gross motor skills can be stimulated well. Bhisek game are able to train children’s agility, strength, agility, speed and balance when playing |
||
| ARTICLE 17
Awa, H. W., Ngura, E. T., & Fono, Y. M |
2024 | Developmentof Tiki
Toka Traditional Game Media to Stimulate the Gross Motor Physical Development of Children Aged 5-6 Years at Satap Sdi Rutosoro Kindergarteof Children Aged 5-6 Years |
Research Development | Tiki toka games can improve gross motor physical abilities. Suggestions for teachers Need to conduct trainings, seminars, especially in the creation of creative media. | ||
| ARTICLE 18
Sari, R. P., Syamsudin, M. A., & Yudha, F |
2024 | Development of the Jumping
Dakon Game (Daкорат) Children Aged 4-5 Years
|
Metode Research and Development
(RnD) |
The game of Dakopat is determined by
comparing the assessment of children’s gross motor development from before and after use, through practicing skills related to strength, dexterity, agility and balance.
|
||
| ARTICLE 19
Wahyuni, I. W., & Muazimah, A |
2020 | Children’s Gross Motor Developmet Through Traditional
Tug- of-War Games Based on Local Wisdom |
Qualitative Research | The results of the study showed that gross motor development through traditional
tug-of-war games based on local wisdom developed very well in PAUD Harapan Bunda students, Sungai Pagar Village, Kampar Kiri Hilir District, Kampar Regency.
|
||
| ARTICLE 20
Ashar, A., & Inrawulan, I |
2021 | Improvemnt
of children’s gross motor skills through traditional games of hide and seek in kindergarten |
Classroom
Action Research |
The results of the study were obtained after conducting research, the level of gross motor ability of children with data obtained in the first cycle only reached 84% while in the second cycle it had reached 97% with the category of developing very well
|
||
| ARTICLE 21
Maisaroh, S. U., & Sari, M |
2022 | The Effectof Marble Games on Gross Motor Skills of Group B Children at Paud Nurul Huda, Banyuurip Village, Banyuasin | The type of research is Quasi
Experimental Design with a Nonequivalent Control Group Design design |
Based on the results of research and data analysis, it can be concluded that the
application of marble games has an influence on the gross motor skills of group B children at PAUD Nurul Huda, Banyuurip Village. This can be evidenced by the increase in scores between the pretest and posttest carried out in the experimental class. |
||
| ARTICLE 22
Dala, N., & Salam, A |
2020 | The Role of Teachers in Developing Children’s Gross Motor Skills Through the Traditional Game of Sack Running in Group B of Ibnul Mubarok Integrated Islamic Kindergarten (Tkit), East Palu District
|
Qualitative Research with a Descriptive Approach of the Cauldron titif | The results of the study show that teachers have an active and strategic role in improving their abilities Grossmotor children through Traditiona Sack Running Game. They design weekly lesson plans (RPPM), provide game tools, arrange children’s positions to be orderly, and provide directions and examples of correct ways to play.
|
||
| ARTICLE 23
Afwa, N., Fitriani., & Yunisari, D |
2023 | Analysis of the Long Dragon
Game in Stimulating Gross Motor in Group B Children At the Ananda Love early childhood Early Childhood |
This type of research is quantitative, with Pre Methods – Experimental Design, One group pre – test post – tes design | The results of the study showed a significant increase in the ability to Gross motor children after the intervention Long Dragon game. In- game movements, such as running and jumping, have been shown to improve a child’s coordination, balance, and agility.
|
||
| ARTICLE 24
Ma’arif, N. N., & Mulyati, M |
2021 | Improving Children’s
Gross Motor Physical Ability Through Traditional Pletokan Games in Group B TKM NU 169 Khubbul Wathon |
Classroom action research method (PTK) | Based on the results of the findings obtained through activities to improve children’s gross motor physical
abilities through traditional pletokan gamesin Group B TKM NU 169 Khubbul Wathon Cerme Gresik which was carried out in 2 (two) cycles through the observation of gross motor physical abilities with traditional pletokan games, it can be concluded as follows: In the observation activity of gross motor physical ability with traditional pletokan games starting from cycle I, cycle II can be seen the gross motor physical ability to play with traditional Games
|
||
| ARTICLE 25
Wulandini,P., Saputra, R., & Windisari, F |
2022 | The Influence of Traditional Kuicng-Cat Games in
Improving Gross Motor in Children Aged 4-5 Years in Tarai Village |
Quantitative research with comparative research design. | Based on the results of the research carried out in Tarai Village, it canbe concluded that the use of traditional games of learning cats can improve the gross motor skills of children aged 4-5 years in Tarai Bangun Village, Rt.02 Rw 03, Kampar Regency.This can be seen through the results
obtained from pre-action, aspects of Agility and balance assessment |
||
Based on literature studies, there is a significant positive relationship between children’s involvement in traditional games and improved gross motor skills. Various forms of traditional games such as engklek, benteng, gobak sodor, stilts, jump rope, clogs, squat cats, uncle doli, ma’boy, sepit- sepan, terompa, dampu, catapul, catapult, hadang, fish net, bhisek, tiki toka, dakopat, tug upih, hide and seek, marble, sack running, long dragon, pletokan, and cats have consistently been proven to train and improve children’s physical skills such as balance, muscle strength, movement speed, agility, body coordination, and flexibility.
Empirical evidence from 25 research articles shows that most support the positive influence of traditional games on children’s gross motor development. Various methodological approaches are used in these studies, such as quantitative methods, case studies, experiments (pretest-posttest, non- equivalent control group design), research and development (R&D), qualitative descriptive research, and classroom action research (PTK). In terms of research methodology, most of the studies studied used experimental and quasi-experimental approaches with pretest-posttest designs. The goal is to find out firsthand the influence of traditional games on children’s gross motor skills. Several other studies used descriptive qualitative methods that provide a more in-depth picture of the implementation process and children’s responses to games. This combination of approaches provides a more complete picture, both of the final results and the processes that occur during the intervention.
Traditional games not only support gross motor development, but also encourage children to be socially active in fun physical activities. Activities such as knickles, stilts, and jumping rope require cooperation, healthy competition, and good body coordination. These activities hone the ability to maintain balance, strengthen muscles, and improve motor coordination, which is important in the stages of early childhood growth and development. In addition, traditional games are considered more effective in attracting children’s interest in active movement compared to formal physical activities. This is because traditional games are fun and challenging, so that children feel that they are playing instead of learning, although they still benefit from the physical aspect. Not only the physical aspect is developed, involvement in traditional games also helps children in forming social characters such as cooperation, discipline, responsibility, and fostering creativity and self- expression in a fun play atmosphere. Support from educators, especially teachers, in facilitating this game is one of the important factors in the success of the development process.
CONCLUSION
From the results of the analysis of 25 research articles studied, it can be concluded that traditional games make a very important contribution in developing gross motor skills in early childhood. Traditional games such as engklek, benteng, gobak sodor, stilts, jump rope, clogs, squat cats, uncle doli, ma’boy, sepit-sepitan, terompa, dampu, catapul, catapul, hadang, fish net, bhisek, tiki toka, dakopat, tug-of-war, hide and seek, marble, sack running, long dragon, pletokan, and cat-cats have consistently been proven to improve various aspects of children’s gross motor skills, including strength, balance, coordination, agility, and agility. In addition, this activity also has a positive impact on the social-emotional development, communication skills, and confidence of children. Thus, traditional games are very worthy of being used as an effective and fun learning medium to support the growth and development of early childhood as a whole.
SUGGESTION
Teachers and early childhood education institutions are advised to integrate traditional games into daily learning activities as an effort to stimulate children’s gross motor development. Teachers need to be provided with training on the variety and benefits of traditional games so that they can choose and apply them according to the needs of children’s development. In addition, parents are also expected to encourage children to actively play traditional games in the home environment, so that children’s motor, social, and emotional development can be optimally facilitated. Support from various parties, including the government and the community, is needed so that traditional games remain sustainable and can be used optimally in the early childhood education process.
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