Enhancing Elementary Students’ Physical Literacy and Vocabulary Through Movement-Based Learning Using Educational Games: A Holistic Approach to Fostering Optimal Human Development

Abstract

Learning in elementary schools needs to be designed holistically, integrating cognitive, affective, and psychomotor aspects to support optimal student development. Physical literacy and vocabulary mastery are two important competencies that need to be developed from an early age. However, in practice, they are often taught separately, thus lacking meaningful learning experiences for students. Therefore, a learning approach is needed that can integrate these two aspects effectively and contextually. This study aims to describe the implementation of Movement-Based Learning (MBL) based on educational games to improve physical literacy and vocabulary in elementary school students. This study used a descriptive qualitative approach, with students and teachers in elementary schools as research subjects. Data collection techniques included observation, interviews, and documentation studies. Observations were conducted to observe students' physical engagement, vocabulary use, interactions between students, and student responses during the learning process. Interviews were conducted with teachers and students to explore their views, experiences, and perceptions regarding the implementation of MBL. Documentation studies were conducted by reviewing Lesson Implementation Plans (RPP), teaching materials, assessment instruments, and documentation of learning activities. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and continuous conclusion drawing. The results of the study indicate that game-based Movement-Based Learning (MBL) can increase student engagement both physically and verbally, create an active, fun, and collaborative learning atmosphere, and help students understand and remember vocabulary, especially in action verb material through contextual movement activities. In addition, this learning also contributes to the development of students' physical literacy through structured, directed, and developmentally appropriate movement activities. Thus, educational game-based Movement-Based Learning can be an alternative learning strategy that is effective, innovative, and meaningful in supporting the development of student competencies as a whole in elementary schools.