Fun Game Based Learning Model to Enhance Fundamental Movement Skills (FMS) Children with Mild Intellectual Disability

Year 2024, , 396 - 407, 25.03.2024

Selvi Atesya Kesumawati , Aprızal Fıkrı , Henu Ardianto Noviria Sukmawati Bayu Hardiyono Husni Fahritsani Muslimin Muslimin

https://doi.org/10.33438/ijdshs.1407873

Cited By: 1

Abstract

Children with mild intellectual disabilities struggle with learning, particularly in movement skills. Limited support facilities not tailored to their needs. FMS learning model centered on "Getting to Know Flowering Plants", enhancing movement skills and incorporating cognitive tasks. The research methodology employed in this study follows Borg and Gall's Research and Development approach. Procedure basically consists of two main objectives, namely: (1) developing products and; (2) testing the effectiveness of the product to achieve the goal. Small group trial subjects included 13 students (7 boys, 6 girls 9-10 years old) and 4 teachers, while large group trial subjects involved 26 students (12 boys, 14 girls 9-10 years old) and 4 teachers in the 3 SLB in Palembang city. The CVR analysis results for model indicate a value of 0.6, falling within the range of 1 to -1. This signifies that the content of the FMS getting to know flowering plants is deemed appropriate, relevant, and of high content validity. Upon calculating the correlation coefficient between rater test data for getting to know flowering plants instrument across movement skills, cognitive aspects, fun elements, and attention focus aspects, it is observed that there is a strong positive relationship between the scores assigned by rater 1 and the overall rater scores. Similarly, there is a substantial positive correlation between the scores given by rater 2 and the total rater score. Additionally, the relationship between rater score 3 and the total scores among raters also exhibits a significant positive relationship (p > 0.05).

Keywords

Fundamental Movement, Play, Intellectual Dissability

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