The Effect of Using Traditional Songs in Locomotor Learning on Students' Physical Literacy

Abstract

This study is based on the observation that students tend to be less active in engaging in physical activities and lack a comprehensive understanding of physical literacy. The aim of this research is to examine the effect of incorporating traditional songs into locomotor learning on the physical literacy of students at SDN 2 Cibogo. The study employed a quantitative approach with a one-group pre-test–post-test design, in which an experimental treatment was administered to the sample. A purposive sampling technique was used to select 32 participants who met specific criteria. The instrument used to measure physical literacy was the Canadian Assessment of Physical Literacy–2 (CAPL-2). The post-test results in the domains of knowledge, understanding, and physical competence were categorized as excellent. The paired sample t-test results showed a significance value of < 0.05 across all domains, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. The findings can be summarized as follows: (1) the use of traditional songs in locomotor learning significantly influenced students' knowledge and understanding within the domain of physical literacy; (2) there was a significant effect on students' physical competence; and (3) overall, the use of traditional songs had a positive impact on students' physical literacy.