Vol. 1 No. 1 (2025): Indonesian Journal of Teaching and Learning for Education
Articles

The Effect of Game-Based Learning on Students’ Physical Fitness and Motivation in Elementary Physical Education Classes

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  • Robert Tetikay
Robert Tetikay
Universitas Kristen Artha Wacana

Published 2025-11-01

Keywords

  • Game-based learning,
  • Physical Fitness,
  • Learning Motivation,
  • Elementary Education,
  • Physical Education

Copyright (c) 2025 Robert Tetikay (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

The Effect of Game-Based Learning on Students’ Physical Fitness and Motivation in Elementary Physical Education Classes. (2025). Indonesian Journal of Teaching and Learning for Education, 1(1), 1-7. https://e-journal.berrymediaresearc.com/ijtle/article/view/2

Abstract

This study investigates the effect of game-based learning on students’ physical fitness and learning motivation in elementary physical education classes in Kupang, East Nusa Tenggara, Indonesia. The research employed a quasi-experimental design with a pretest-posttest control group involving 60 fifth-grade students from SD Negeri 3 Kupang. The experimental group participated in physical education lessons designed through various game-based activities such as relay games, modified traditional games, and cooperative challenges, while the control group received conventional instruction. Data were collected through standardized physical fitness tests and a motivation scale adapted from the Physical Education Motivation Questionnaire. The results showed a significant improvement in both physical fitness scores and learning motivation in the experimental group compared to the control group (p < 0.05). Students expressed higher enjoyment, engagement, and active participation during the learning process. The findings suggest that game-based learning provides an effective pedagogical approach to enhancing physical, cognitive, and affective outcomes in elementary physical education. It is recommended that teachers in similar contexts adopt game-oriented strategies to create more dynamic and inclusive learning environments for young learners.
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