Penerapan Senam Lantai Guling Depan Berbasis Edugame untuk Meningkatkan Konsentrasi Siswa dengan Perilaku Hiperaktif di Kelas I SDN 016 Bengalon

Jamser Aritonang; Erwin Setyo Kriswanto

doi:10.24256/tunascendekia.v9i2.12150

Authors

Jamser Aritonang Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia, Indonesia
Erwin Setyo Kriswanto Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia, Indonesia

DOI:

https://doi.org/10.24256/tunascendekia.v9i2.12150

Keywords:

edugame, konsentrasi, perilaku hiperaktif, senam lantai guling depan

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya konsentrasi siswa dengan perilaku hiperaktif dalam pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK), yang ditandai dengan kesulitan mempertahankan fokus, mudah teralihkan, dan aktivitas motorik yang berlebihan. Penelitian ini bertujuan meningkatkan konsentrasi siswa melalui penerapan senam lantai guling depan berbasis edugame. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas I SDN 016 Bengalon dengan dua siswa berperilaku hiperaktif, yaitu EV dan JA, sebagai fokus utama pengamatan. Data dikumpulkan melalui observasi dan dokumentasi serta dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa penerapan senam lantai guling depan berbasis edugame meningkatkan rata-rata konsentrasi siswa dari 49% pada kondisi awal menjadi 82% pada akhir tindakan, dengan ketuntasan mencapai 100%. Peningkatan ditunjukkan melalui kemampuan mempertahankan perhatian, mengikuti instruksi, menyelesaikan aktivitas, dan berpartisipasi aktif selama pembelajaran. Temuan ini menunjukkan bahwa integrasi aktivitas senam lantai dengan edugame dapat menjadi alternatif strategi pembelajaran PJOK yang interaktif dan adaptif untuk mendukung konsentrasi siswa dengan perilaku hiperaktif di sekolah dasar.

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