Teachers’ perspectives on motor learning with traditional game approach among early children

Banu Setyo Adi, Djoko Pekik Irianto, Yustinus Sukarmin


Many traditional games originated from several local regions in Indonesia, especially Yogyakarta, may nurture learning in early childhood education. The study aims to explore the teachers’ perception in implementing, understanding, and adapting traditional games that could develop students’ motor skills in kindergarten. This research employed a quantitative descriptive approach with a questionnaire as its instrument, involving 35 kindergarten teachers The questionnaire was validated using an Aiken-V, The results showed that the teachers’ perspectives of traditional games were generally limited to a superficial understanding and were not yet deep in terms of its benefits to other learning aspects. The implementation of traditional games in learning was heterogeneous and merely based on the understanding of each teacher. To adapt traditional games, teachers relied on the curriculum sources and were reluctant to enrich themselves with other sources. It was concluded that the teachers have not been fully able to use the traditional games in physical motor learning in kindergarten. To integrate them in learning, teachers must deepen their understanding of traditional games and get to know the characteristics of early childreen.


traditional games; early childhood; kindergarten teacher

Full Text:



Alexandr, A., Sergij, T., & Olena, O. (2016). Role of Physical Education on the Formation of a Healthy Lifestyle Outside of School Hours. Journal of Physical Education and Sport. 16(2), 335–339. http://dx.doi.org/10.7752/jpes.2016.02054.

Aypay, A. (2016). Investigating the Role of Traditional Children’s Games in Teaching Ten Universal Values in Turkey. Eurasian Journal of Educational Research. 62, 283-300. http://dx.doi.org/ 10.14689/ejer.2016.62.14.

Cardinal, B. J. (2016). Physical Activity Education's Contributions to Public Health and Interdisciplinary Studies: Documenting More than Individual Health Benefits. Journal of Physical Education, Recreation, and Dance. 87(4), 3-5; https://search.proquest.com/docview/1795622953/fulltextPDF/D3E05A407D9E4ED7PQ/22?accountid=31324.

Carmen, P. , Antinea A., & Kourkoutas, E. (2019). Traditional Games Body and Movement. Journal of Sports Science, 7 (2019) 33-37. http://dx.doi.org/10.17265/2332-7839/2019.01.005.

Charles, M. D. A. G., Abdullah, M. R., Musa, R. M., Kosni, N. A., & Maliki, A. B. H. M. (2017). The Effectiveness of Traditional Games Intervention Program in the Improvement of Form One School-Age Children’s Motor Skills Related Performance Components. Journal of Physical Education and Sport. 17 (3), 925-930. http://dx.doi.org/10.7752/jpes.2017.s3141.

Copperman, R. B., & Bhat, C. R. (2007). Exploratory Analysis of Children’s Daily Time-Use and Activity Patterns. Transportation Research Record: Journal of the Transportation Research Board, 2021(1), 36–44. https://doi.org/10.3141/2021-05.

Dewantara, K., H. (2013). Ki hajar dewantara: thoughts. Conceptions, exemplary, and independent attitude (educatioan). Yogyakarta: Majelis Luhur Persatuan Tamansiswa.

Di Tore, P. A., Schiavo, R., & D’Isanto, T. (2016). Physical Education, Motor Control and Motor Learning: Theoretical Paradigms and Teaching Practices from kindergarten to high school. Journal of Physical Education and Sport. 16(4), 1293-1297. http://dx.doi.org/10.7752/jpes.2016.04205.

Dourou, E., Komessariou, A., Riga, V., & Lavidas, K. (2017). Assessment of gross and fine motor skills in preschool children using the peabody developmental motor scales instrument. Euopean Psychomotricity Journal. 9(1) 89-113. https://www.psychomotor.gr/contents/volume-9-2017/141-assessment-of-gross-and-fine-motor-skills-in-preschool-children-using-the-peabody-developmental-motor-scales -instrument.html.

François, T., & Shephard, R. J. (2008). Physical Education, School Physical Activity, School Sports and Academic Performance. International Journal of Behavioral Nutrition and Physical Activity. 5:10. http://dx.doi.org/10.1186/1479-5868-5-10.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research an introduction. (8th ed). Boston: Pearson Education Inc.

Gananathan, R. (2011). Implications of Full Day Kindergarten Program Policy on Early Childhood Pedagogy and Practice. International Journal of Child Care and Education Policy. 5(2) , 33-45. https://ijccep.springeropen.com/articles/10.1007/2288-6729-5-2-33.

Hartoto, J. (2000). Enhancing child growth and development through physical activity. Jakarta: Dirjen Dikti.

Jaydari, M., Rouzbahani, M., & Hasanvand, R (2016). The Effect of Traditional Games the Development of Transfer and Manipulation Motor Skills in Boys with Mental Retardation. International Journal of Physical Education, Sports and Health. 3(6): 134-136, https://www.kheljournal.com/search/?q=The+Effect+of+Traditional+Games+the +Development+of+Transfer+and+Manipulation+Motor+Skills+in+Boys+with+Mental+Retardation.

Kovačević, T., & Opić, S. (2014). Contribution of Traditional Games to the Quality of Students’ Relations and Frequency of Students’ Socialization in Primary Education. Croatian Journal of Education. 16(1), 95-112, https://www.researchgate.net/ publication/298440685_Contribution_of_Traditional_Games_to_the_Quality_of_Students'_Relations_and_Frequency_of_Students'_Socialization_in_Primary_Education.

Lavega, P., Alonso, J. I., Etxebeste, J., Lagardera, F., & March, J. (2014). Relationship Between Traditional Games and the Intensity of Emotors Experienced by Participants. Journal Research Quarterly for Exercise and Sport. 85, 457–467. http://dx.doi.org/10.1080/02701367.2014.961048.

Levy, A. K. (2006). The Language of Play: The Role of Play in Language Development a Review of Literature. Early Child Development and Care. 17:1, 49-61. http://dx.doi.org/10.1080/0300443840170106.

Mc Evillya, N., Verheulb, M., & Atencio, M. (2015). Physical Education at Preschools: Practitioners’ and Children’s Engagements with Physical Activity and Health Discourses. British Journal of Sociology of Education. 36(6), 832–852. http://dx.doi.org/10.1080/01425692.2013.848780.

Mc Evillya, N., Atenciob, M., Verheulb, M & Jess, M. (2011). Understanding the Rationale for Preschool Physical Education: Implications for Practitioners' and Children's Embodied Practices and Subjectivity Formation. Sport, Education and Society. 18(6), 731-748. http://dx.doi.org/10.1080/13573322.2011.606807.

Meacham, S., & Almalki, S. (2018), Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use. International Journal of Early Childhood Special Education. 10(2),75-91. http://dx.doi.org/10.20489/intjecse.506861.

Murray, J. (2018). The play’s the thing. International Journal of Early Years Education. 26(4), 335-339. https://doi.org/10.1080/09669760.2018.1527278.

Piek, J. P., Hands, B., & Licari, M. K. (2012). Assessmen t of Motor Functioning in the Preschool Period. Neuropsychol Rev, 22, 402–413. http://dx.doi.org/10.1007/s11065-012-9211-4 h.

Prioletta, J., & Pyle, A. (2017). Play and Gender in Ontario Kindergarten Classrooms: Implications for Literacy Learning. International Journal of Early Years Education. 25(4), 393-408. https://search.proquest.com/docview/1957736962/ B794DDBB88A9453EPQ/2?accountid=31324#.

Rakhmana, A., & Wibawa, B. 2019. Character Learning Through Traditional Games Urang Banjar. International Journal of Innovation, Creativity and Change, 8 (11), 172-180. https://www.ijicc.net/index.php/component/search/?searchword=Character%20 Learning%20Through%20Traditional%20Games%20Urang%20Banjar&searchphrase=all&Itemid=101.

Rukiyati & Purwastuti, L., A. (2015). Knowing the philosophy of education. Yogyakarta: Faculty of Education.

Scott, K. R. (1994). Practical Philosophy of Sport. Penn State University. Human Kinetics.

Suherman, W., S., Dapan, Guntur., & Muktiani, N., R. (2019). Development of traditional children play based instructional model to optimize development of kindergarteners fundamental motor skill. Cakrawala Pendidikan, 38(2) 358. http://dx.doi.org/10.21831/cp.v38i2.25289.

Sukadari, B. Muh., Sukemi & Sunarti. 2019. Local Socio-Cultural Wisdom as a Basis of Character Education in Primary Schools. International Journal of Innovation, Creativity and Change. 7(6). https://www.ijicc.net/index.php/ component/search/?searchword=Local%20SocioCultural%20Wisdom%20as%20a%20Basis%20of%20Character%20Education%20in%20Primary%20Schools&searchphrase=all&Itemid=101.

Sukirman, D. (2005). Javanese traditional games. Yogyakarta: Kepel Press.

Trajkovik, V., Malinovski, T., Stojanovska, T. V., & Connell, M. V. (2014). The Educational Prospects of Traditional Games as Learning Activities of Modern Students. https://www.researchgate.net/publication/272127194_The_Educational_Prospects_of_Traditional_Games_as_Learning_Activities_of_Modern_Students/link/54db4d4b0cf261ce15cfc606/download.

Trajkovik, V., Malinovski, T., Stojanovska, T. V., & Connell, M. V. (2018) Traditional Games in Elementary School: Relationships of Student’s Personality Traits, Motivation and Experience with Learning Outcomes. PLoS ONE. 13(8). http://dx.doi.org/10.1371/journal.pone.0202172.

Van Oers, B., & Duijkers, D. (2013). Teaching in a Play-base d Curriculum: Theory, Practice and Evidence of Developmental Education for Young Children. Journal Curriculum Studies. 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182.

Weisberg, D. S., Zosh, J. M., Pasek, K. H., & Golinkoff, R. M. (2013). Talking it up: Play, language, and the role of adult support. American Journal of Play. 6(1), 39-54. https://www.journalofplay.org/issues/6/1.

Wright, J. C., Weissglass, D. E., & Casey, V. (2020). Imaginative Role-Playing as a Medium for Moral Development: Dungeons and Dragons Provides Moral Training. Journal of Humanistic Psychology. 60(1), 99–129, http://dx.doi.org/10.1177/0022167816686263.

Zaman, A. & Hermawan, A.H. (2014). Media and Learning Resources for Early Childhood Education. South Tangerang: Open University.

DOI: https://doi.org/10.21831/cp.v41i1.36843


  • There are currently no refbacks.


Social Media:



 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

View Our Stats

Flag Counter