Traditional games in science learning: Changes in scientific literacy and physical fitness among fifth-grade students
Low scientific literacy and physical fitness remain important challenges in elementary science education. This study examined changes in students' scientific literacy and physical fitness following traditional game-based science learning and evaluated students' responses and learning implementation. A quasi-experimental One-Group Pretest–Posttest Design involved 29 fifth-grade students at SD Negeri 2 Batembat, Cirebon Regency, Indonesia. Learning about the human respiratory system integrated the traditional games boy-boyan, wheelbarrow, and rope jumping. Data were collected through scientific literacy tests, the Indonesian Physical Fitness Test (TKJI), student response questionnaires, and learning implementation observations. Data were analyzed using descriptive statistics, paired-samples t-test, N-Gain, and Repeated Measures ANOVA. Scientific literacy increased from a mean pretest score of 40.20 to 74.40, with an N-Gain of 0.5784 (moderate). Physical fitness increased from 15.50 to 22.50, with an N-Gain of 0.7606 (high). Repeated Measures ANOVA showed significant differences in physical fitness across measurement times (F = 287.074, p < .001). Student responses and learning implementation reached 98%, both categorized as very good. These findings suggest that traditional games can support scientific literacy and physical fitness while providing an engaging and culturally relevant science learning context. The pedagogical implication is that traditional games can be integrated into scientific inquiry to connect physical experiences with observation, measurement, and scientific explanation.
Downloads
Adnan, M., Shaharudin, S., Abd Rahim, B. H., & Ismail, S. M. (2020). Quantification of physical activity of Malaysian traditional games for school-based intervention among primary school children. Journal of Taibah University Medical Sciences, 15(6), 486–494. DOI: https://doi.org/10.1016/j.jtumed.2020.09.006
Ajito, T., Sudatha, I. G. W., Suartama, I. K., & Santosa, M. H. (2025). Research Review: Model Permainan Tradisional dalam Meningkatkan Kebugaran Fisik dan Karakter Siswa. Indo-MathEdu Intellectuals Journal, 6(4), 4829–4838. https://doi.org/10.54373/imeij.v6i4.3520
Arfanda, P. E., Aprilo, I., Mappaompo, M. A., Arimbi, & Muhammad, H. N. (2024). Why Are Traditional Games Good for The Physical Being? Journal of Physical Education, Sport, Health and Recreation, 13(1), 147–154. http://journal.unnes.ac.id/sju/index.php/peshr
Arif, Y. (2020). Identification Of Jasmani Physical Fitness Through (TKJI) Children Age 10-12 Years In Class V Students Of SD Inpres Bertingkat Kelapa Lima 1, 2 And 3 Kupang Cities. Kinestetik : Jurnal Ilmiah Pendidikan Jasmani, 4(2), 18–24. https://doi.org/10.33369/jk.v4i2.11430
Bansal, G., & Ramnarain, U. (2021). Inquiry-based science education in primary schools. Education 3–13, 49(3), 259–262. DOI: https://doi.org/10.1080/03004279.2020.1854955
Barboza, L. L. S., et al. (2021). Effects of physically active lessons on movement behaviors, cognitive, and academic performance in elementary schoolchildren: ERGUER/Aracaju Project. Journal of Physical Activity and Health, 18(7), 757–766. DOI: https://doi.org/10.1123/jpah.2020-0604
Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K–12 settings. Journal of Research in Science Teaching, 54(9), 1143–1173. DOI: https://doi.org/10.1002/tea.21401
Busch, K. C., & Rajwade, A. (2024). Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts. Science Education, 108, 1231–1268. DOI: https://doi.org/10.1002/sce.21871
Capili, B., & Anastasi, J. K. (2024). An Introduction to Types of Quasi-Experimental Designs. American Journal of Nursing, 124(11), 50–52. https://doi.org/10.1097/01.NAJ.0001081740.74815.20
Çinar, M., & Hassani, F. (2026). The effects of traditional games on physical literacy among school-aged children. Frontiers in Sports and Active Living, 7. https://doi.org/10.3389/fspor.2025.1759890
Cunningham, C. M., Lachapelle, C. P., Brennan, R. T., Kelly, G. J., Tunis, C. S. A., & Gentry, C. A. (2020). The impact of engineering curriculum design principles on elementary students’ engineering and science learning. Journal of Research in Science Teaching, 57(3), 423–453. DOI: https://doi.org/10.1002/tea.21601
Ermiyawati, R., Nisa, A. F., & Masjid, A. Al. (2025). Developing Educational Games Based on PjBL to Improve Science Literacy. Jurnal Penelitian Pendidikan IPA, 11(10), 566–580. https://doi.org/10.29303/jppipa.v11i10.12397
Estrella, G., Au, J., Jaeggi, S. M., & Collins, P. (2018). Is inquiry science instruction effective for English language learners? A meta-analytic review. AERA Open, 4(2). DOI: https://doi.org/10.1177/2332858418767402
Fatih, M., Alfi, C., & Muqtafa, M. A. (2024). Science Learning Game (SLG) Based on Augmented Reality Enhances Science Literacy and Critical Thinking Students Skills. Jurnal Penelitian Pendidikan IPA, 10(2), 973–981. https://doi.org/10.29303/jppipa.v10i2.6107
Haryandi, S., Misbah, M., Arlinda, R., Harto, M., Muhammad, N., & Qamariah, Q. (2025). Game-based Learning in Science Education: Bibliometric Analysis. Online Learning In Educational Research (OLER), 5(1), 113–128. https://doi.org/10.58524/oler.v5i1.626
Hasan, B., Husein, M., & Islam, S. (2024). Exploring Traditional Games with a Literature Review: How Do They Impact Children’s Motor Skills? Indonesian Journal of Physical Education and Sport Science, 4(4), 442–452. https://doi.org/10.52188/ijpess.v4i4.809
Hodges, G. W., et al. (2020). A quasi-experimental study comparing learning gains associated with serious educational gameplay and hands-on science in elementary classrooms. Journal of Research in Science Teaching. DOI: https://doi.org/10.1002/tea.21661
Hu, Y., Gallagher, T., Wouters, P., van der Schaaf, M., & Kester, L. (2022). Game-based learning has good chemistry with chemistry education: A three-level meta-analysis. Journal of Research in Science Teaching, 59(9), 1499–1543. DOI: https://doi.org/10.1002/tea.21765
James, J., Pringle, A., Mourton, S., & Roscoe, C. M. P. (2023). The effects of physical activity on academic performance in school-aged children: A systematic review. Children, 10(6), 1019. DOI: https://doi.org/10.3390/children10061019
Johnstone, A., Hughes, A. R., Martin, A., & Reilly, J. J. (2018). Utilising active play interventions to promote physical activity and improve fundamental movement skills in children: A systematic review and meta-analysis. BMC Public Health, 18, 789. DOI: https://doi.org/10.1186/s12889-018-5687-z
Jylänki, P., Mbay, T., Hakkarainen, A., Sääkslahti, A., & Aunio, P. (2022). The effects of motor skill and physical activity interventions on preschoolers’ cognitive and academic skills: A systematic review. Preventive Medicine, 155, 106948. DOI: https://doi.org/10.1016/j.ypmed.2021.106948
Kasi, Y. F., Widodo, A., Samsudin, A., Riandi, R., Novia, N., Sukmawati, W., & Shidiq, A. S. (2024). Integrating Local Science and School Science: The Benefits for Preserving Local Wisdom and Promoting Students’ Learning. PAEDAGOGIA, 27(1), 24. https://doi.org/10.20961/paedagogia.v27i1.83925
Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2021). Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues. Science & Education, 30, 589–607. DOI: https://doi.org/10.1007/s11191-021-00206-1
Kersting, M., Karlsen, S., Ødegaard, M., Olufsen, M., Kjærnsli, M., & Lunde, M. L. S. (2023). Studying the quality of inquiry-based teaching in science classrooms: A systematic video study of inquiry-based science teaching in primary and lower-secondary schools. International Journal of Science Education. DOI: https://doi.org/10.1080/09500693.2023.2213386
Ketut Yoda, I. K., Festiawan, R., Ihsan, N., & Okilanda, A. (2024). Effectiveness of Motor Learning Model Based on Local Wisdom in Improving Fundamental Skills Eficacia del modelo de aprendizaje motor basado en la sabiduría local para mejorar las habilidades fundamentals. Retos, 57:881-886DOI: https://doi.org/10.47197/retos.v57.106807
Khodari, R., & Nurhidayah, S. (2025). Pemberdayaan Kearifan Lokal: Permainan Tradisional sebagai Upaya Pelestarian Budaya Nusantara serta Sarana Interaksi Sosial Masyarakat. Bima Abdi: Jurnal Pengabdian Masyarakat, 5(2), 494–501. https://doi.org/10.53299/bajpm.v5i2.2029
Lawson, G. V., Ugrinowitsch, C., Costa, R., & Lamas, L. (2025). Effects of different types of chronic physical activities and sports on executive functions among children and adolescents: A systematic review and meta-analysis. Journal of Sports Sciences, 43(6), 565–579. DOI: https://doi.org/10.1080/02640414.2025.2468587
Lederman, J. S., Lederman, N. G., Bartels, S., & Jimenez, J. P. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. DOI: https://doi.org/10.1002/tea.21512
Lestari, D. P., Anwar, L., Sa’dijah, C., Rahim, S. S. A., & Hafiizh, M. (2024). Cultural Integration on Geometry Lesson: The Impact of Traditional Game-Based Learning on Students’ Creative Thinking. Journal of Ecohumanism, 3(8), 12285–12299. https://doi.org/10.62754/joe.v3i8.5834
Li, D., Wang, D., Zou, J., Li, C., Qian, H., Yan, J., & He, Y. (2023). Effect of physical activity interventions on children’s academic performance: A systematic review and meta-analysis. European Journal of Pediatrics, 182(8), 3587–3601. DOI: https://doi.org/10.1007/s00431-023-05009-w
Maliki, O., Sundawan Suherman, W., Prasetyo, Y., Dwi Pradipta, G., Ode Adhi Virama, L., Yudhistira, D., & Dina Dameria, F. (2025). Developing a traditional game-based physical education learning model to improve students’ physical fitness: content validity Desarrollo de un modelo de aprendizaje de educación física tradicional basado en juegos para mejorar la condición física de los estudiantes: validez de contenido. Retos, 62, 2025. https://recyt.fecyt.es/index.php/retos/index
Manz, E. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching, 57(7), 1148–1174. DOI: https://doi.org/10.1002/tea.21625
Mao, F., Huang, F., Zhao, S., & Fang, Q. (2024). Effects of cognitively engaging physical activity interventions on executive function in children and adolescents: A systematic review and meta-analysis. Frontiers in Psychology, 15, 1454447. DOI: https://doi.org/10.3389/fpsyg.2024.1454447
Martin, R., & Murtagh, E. M. (2017). Effect of active lessons on physical activity, academic, and health outcomes: A systematic review. Research Quarterly for Exercise and Sport, 88(2), 149–168. DOI: https://doi.org/10.1080/02701367.2017.1294244
Mo, W., Saibon, J. Bin, LI, Y., Li, J., & He, Y. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis. BMC Public Health, 24(1). https://doi.org/10.1186/s12889-024-18043-6
Norris, E., van Steen, T., Direito, A., & Stamatakis, E. (2020). Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: A systematic review and meta-analysis. British Journal of Sports Medicine, 54(14), 826–838. DOI: https://doi.org/10.1136/bjsports-2018-100502
Nugraha, Y. A., & Manggalastawa. (2021). PENGARUH PERMAINAN TRADISIONAL TERHADAP MOTIVASI BELAJAR SISWA PADA PEMBELAJARAN IPS SD. Jurnal Review Pendidikan Dasar, 7(1). http://journal.unesa.ac.id/index.php/PD
OECD. (2023a). PISA 2022 Assessment and Analytical Framework. OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en
OECD. (2023b). PISA 2022 Results Factsheets Indonesia PUBE. https://oecdch.art/a40de1dbaf/C108.
OECD. (2023c). PISA 2022 Results (Volume I). OECD Publishing. https://doi.org/10.1787/53f23881-en
Oliveira H and Bonito J (2023) Practical work in science education: a systematic literature review. Front. Educ. 8:1151641. DOI: https://doi.org/10.3389/feduc.2023.1151641
Owen, K. B., Foley, B. C., Wilhite, K., Booker, B., Lonsdale, C., & Reece, L. J. (2022). Sport participation and academic performance in children and adolescents: A systematic review and meta-analysis. Medicine & Science in Sports & Exercise, 54(2), 299–306. DOI: https://doi.org/10.1249/MSS.0000000000002786
Pereira, L. A., et al. (2022). A systematic review of the effects of physical activity on specific academic skills of school students. Education Sciences, 12(2), 134. DOI: https://doi.org/10.3390/educsci12020134
Ploj Virtič, M. (2022). Teaching science & technology: Components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. DOI: https://doi.org/10.1080/09500693.2022.2105414
Prastiti, M. R., & Adi, B. S. (2024). Science Digital Library: Innovation in Improving Science Literacy of Elementary School Students. Jurnal Prima Edukasia, 12(2), 216–227. https://doi.org/10.21831/jpe.v12i2.69478
Putri, W. K., Anggita, G. M., Ali, M. A., Sugiarto, S., & Ahda, Z. Z. (2024). Pengaruh Permainan Tradisional Terhadap Kebugaran Jasmani Siswa Sekolah Dasar : Systematic Literature Review. Gelanggang Olahraga: Jurnal Pendidikan Jasmani Dan Olahraga (JPJO), 7(2). https://doi.org/10.31539/jpjo.v7i2.8327
Rahmawati, D., Anggraeni, R., Alfiatunnimah, V., Tarmidzi, & Khodari, R. (2024). Kearifan lokal permainan tradisional ucing bancakan untuk mengembangkan kemampuan motorik siswa kelas IV. JUARA : Jurnal Olahraga, 9(2), 717–725. https://doi.org/10.33222/juara.v9i2.3917
Roy, G., Sikder, S., & Danaia, L. (2025). Adopting scientific literacy in early years from empirical studies on formal education: A systematic review of the literature. International Journal of STEM Education, 12, 26. DOI: https://doi.org/10.1186/s40594-025-00547-1
Sember, V., Jurak, G., Kovač, M., Morrison, S. A., & Starc, G. (2020). Children’s physical activity, academic performance, and cognitive functioning: A systematic review and meta-analysis. Frontiers in Public Health, 8, 307. DOI: https://doi.org/10.3389/fpubh.2020.00307
Suryanti, S., Mariana, N., Yermiandhoko, Y., & Widodo, W. (2020). Local wisdom-based teaching material for enhancing primary students’ scientific literacy skill. Jurnal Prima Edukasia, 8(1), 96–105. https://doi.org/10.21831/jpe.v8i1.32898
Suteja, Saifuddin, Farihin, Aris, & Winarso, W. (2022). A Traditional Game-Based Parenting Model as a Cultural-Inheritance Medium in Early Childhood Education. International Journal of Learning, Teaching and Educational Research, 21(3), 143–165. https://doi.org/10.26803/ijlter.21.3.9
Syarifuddin, S. (2018). The effect of using the scientific approach through concept understanding and critical thinking in science. Jurnal Prima Edukasia, 6(1), 21–31. https://doi.org/10.21831/jpe.v6i1.15312
Tsai, C.-C. (2020). A meta-analysis of research on digital game-based science learning. Journal of Computer Assisted Learning. DOI: https://doi.org/10.1111/jcal.12430
Visier-Alfonso, M. E., Sánchez-López, M., Álvarez-Bueno, C., Ruiz-Hermosa, A., Nieto-López, M., & Martínez-Vizcaíno, V. (2022). Mediators between physical activity and academic achievement: A systematic review. Scandinavian Journal of Medicine & Science in Sports, 32(3), 452–464. DOI: https://doi.org/10.1111/sms.14107
Wagh, A. (2017). Bridging inquiry-based science and constructionism: Exploring the alignment between students tinkering with code of computational models and goals of inquiry. Journal of Research in Science Teaching, 54(5), 615–641. DOI: https://doi.org/10.1002/tea.21379
Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14, 114. DOI: https://doi.org/10.1186/s12966-017-0569-9
WHO. (2020). Who Guidelines On Physical Activity and Sedentary Behaviour.
Yasriuddin, Husriani, Purwanto, D., Sardiman, Sianto, M. I., & Perdana, R. P. (2025). Enhancing Long Jump Performance through Traditional Games: A Study on Motor Skill Development in Elementary Schools Students. International Journal of Human Movement and Sports Sciences, 13(3), 552–562. https://doi.org/10.13189/saj.2025.130308
Zetterqvist, A., & Bach, F. (2023). Epistemic knowledge – a vital part of scientific literacy? International Journal of Science Education, 45(6), 484–501. DOI: https://doi.org/10.1080/09500693.2023.2166372
Copyright (c) 2026 Mella Ariftha, Tarmidzi, Rahmad Khodari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles.
Jurnal Prima Edukasia by http://journal.uny.ac.id/index.php/jpe/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
