The Implementation of Basic Locomotor Learning in Special Schools

Abstract

The Based on observations of several SDLB in East Jakarta in 2017, mentally retarded students still experience difficulty in locomotor basic movements. It was seen when approaching the target was still not right, body movements were still stiff, feeling scared. While, in physical education activities are inseparable from locomotor motion, it is considered important to find solutions so that mentally retarded students can do the locomotor movement well. Purpose of this study was to study the physical education process and the basic mobility abilities of students with special needs of elementary school age three in conducting physical education learning to 45 students in nine schools and using locomotor basic motion tests. Research using a Likert scale, data were analyzed using quantitative descriptive techniques. Overall obtained a score of 2.72 with good criteria. Separately, the results of the average ability to use the locomotor basic motion test results obtained 2.98 (Good), jump: 2.84 (Good), jump: 2.67 (Good), jump over: 2.46 (Good), land : 2, 64 (Good).

Permainan Bilangan untuk Peningkatan 8 Gerak Dasar Lokomotor Siswa Kelas 3 Sekolah Dasar

“…Gerak dasar lokomotor sebagai materi ajar pada jenjang kelas 3 dimana pada level ini di dalam kurikulum 2013 kompetensi dasar yang diinginkan adalah mempraktikkan gerak lokomotor sesuai dengan konsep tubuh dalam permainan tradisional (Muhammad et al, 2021) Hal ini juga berakibat butuhnya waktu pertemuan untuk dapat mengajarkan berbagai komponen gerak dasar lokomotor pada siswa. Terlebih jika 8 gerak dasar lokomotor yang beragam akan diberikan guru dalam satuan pertemuan pembelajaran, mereka kesulitan untuk dapat merancang kegiatannya dan tentu capaian pembelajaran yang seharusnya dikuasai anak melalui standar di dalam kurikulum menjadi sulit terwujud (Kadek Aris Rahmadani & Tasuah, 2019;Yusmawati et al, 2019).…”