Development of a game‑based instructional model integrating physical activity to enhance mathematical reasoning and social interaction in elementary mathematics education
DOI:
https://doi.org/10.58524/jasme.v6i2.1199Keywords:
Cogrnitive Outcome, Game-Based Learning, Physical Education, Social Interaction, Traditional GamesAbstract
Background: Physical Education (PE) in primary schools often lacks structured integration of traditional games and social interaction, limiting opportunities for students to develop both learning outcomes and social skills. Innovative instructional models are needed to address these gaps and enhance engagement.
Aims: This study aimed to develop a PE learning model through game-based social interaction to improve students’ cognitive outcomes and social competencies, while providing a structured framework for teachers.
Method: The ADDIE development framework guided the research, encompassing needs analysis, design, development, implementation, and evaluation stages. The prototype model, grounded in Joyce et al.’s instructional theory, includes structured learning guides covering traditional games, step-by-step learning syntax, implementation procedures, and assessment components. Expert judgment validated the model, and classroom trials collected teacher and student responses.
Results: Findings confirmed the model’s validity, practicality, and effectiveness. Expert evaluation confirmed content validity, while teachers and students reported high practicality (89% and 92%, respectively). Effectiveness was evidenced by improvements in both cognitive learning outcomes and social skill development, with students demonstrating active participation and enhanced collaboration during PE activities.
Conclusion: The developed PE learning model successfully integrates traditional games and social interaction to enhance student outcomes. It provides an innovative, practical, and replicable approach for primary education, promoting cognitive and socio-emotional development simultaneously.
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