Enhancing learning interest and physical fitness through game-based physical activities among elementary school students

Abstract

This study aimed to determine the impact of game-based movement activities on learning interest and physical fitness. It employed a quantitative descriptive approach using a one-group pretest-posttest design. The population consisted of 55 fourth-grade students, and the sample was selected using purposive sampling; specifically, the study participants were fourth-grade students from Pandanwangi State Elementary School. Physical fitness was measured using a five-item field test battery (body composition, flexibility, abdominal muscle endurance, arm muscle strength, and cardiorespiratory endurance), with results classified according to established norms. Learning interest was assessed via a questionnaire covering four indicators: (1) attention to learning material, (2) interest in the assigned activities, (3) perseverance in participating in activities, and (4) active involvement during the learning process; a 1–4 rating scale was used for each indicator. Data analysis involved descriptive statistics and hypothesis testing using a paired-samples t-test to examine differences between pre-test and post-test results. The paired-samples t-test revealed a significance level of < 0.05, indicating improvements in both physical fitness (reaching the "good" category) and learning interest (reaching the "high" category). Physical fitness results showed a shift to the "good" category, with initial and final assessment figures of 7.2% and 29.1%, respectively. Data on learning interest also indicated a high category, with 18.18% in the pre-test and 54.5% in the post-test. In conclusion, the study demonstrates that game-based movement activities influence learning interest and physical fitness. It is recommended that Physical Education (PE) instruction at the elementary school level incorporates game-based activities, given that elementary students naturally enjoy movement and play.