Development of Water Games Models to Improve the Aquatic Learning Outcomes of Elementary School Students

Abstract

Aquatic learning at the elementary school level plays an important role in students' motor skills, self-confidence, and self-safety in aquatic environments. However, in practice, aquatic learning often faces various challenges, such as low motivation to learn, limited interesting learning methods, and a lack of approaches that are appropriate for the developmental characteristics of elementary school-aged children. This study aims to (1) develop a water game model to improve learning outcomes in aquatic subjects in elementary school physical education classes and (2) test the effectiveness of the water game model in improving learning outcomes in aquatic subjects in elementary school physical education classes. The research method used research and development. Qualitative data was obtained from interviews with physical education teachers and expert input on the game model for learning. Quantitative data was obtained from learning observations in the form of assessment sheets on the learning model. Product development data analysis techniques from expert data used content validity.  The results showed an increase in the assessment results for the skill aspect with a mean (pretest = 14.00, posttest = 17.25) and a t-test result of p 0.032<0.05, the attitude aspect with a mean (pretest = 48.00, posttest = 54.50) and the t-test results obtained p 0.039<0.05, and knowledge aspects with a mean (pretest = 48.50, posttest = 54.75) and t-test results obtained p 0.015<0.05. Thus, it can be concluded that the water game model is effective in improving the learning outcomes of third-grade students in aquatic subjects.