Application of developmental games based on kinesthetic perception to improve proprioceptive sensitivity, intelligence and cooperation in primary school children

Aim: to produce a game learning model based on kinesthetic perception to improve kinesthetic perception, play intelligence, and collaboration among elementary school children. Material and methods. The game learning model based on kinesthetic perception is adapted to the growth and development aspects of students which is packaged through the processing of limbs that is focused on the psychomotor domain consisting of a series of basic locomotor movements, manipulative, non-manipulative, cognitive play intelligence, and effective cooperation. The method used is research and development, namely descriptive, evaluative and experimental methods. This research method is used to produce a product, namely a game learning model based on the kinesthetic perception of children aged 7-8 years which is equivalent to lower grade elementary school students. Development procedures: (1) collecting research results and information, (2) analyzing the product to be developed, (3) developing the initial product, (4) conducting expert validation, (5) conducting small-scale trials and revisions, (6) conducting large-scale trials and revisions, (7) making final products, and (8) conducting effectiveness tests. The subjects of this study were grade 1 elementary school students. The data analysis techniques used were quantitative and qualitative descriptive analysis. The final product effectiveness test used one group pretest-posttest design experiment. Results. The results of this study are in the form of a kinesthetic perception-based game learning model to improve kinesthetic perception, playing intelligence, primary school children's collaboration which contains four games, namely (1) Target Shooting Games, (2) Train Car Games, (3) Flag Games, and ( 4) Rakartugu Games. From the results of the assessment of experts and practitioners, the game learning model based on kinesthetic perception has a validity of 0.963. Conclusions. Kinesthetic perception based game learning model is effective for developing kinesthetic perception limb processing skills, playing intelligence and cooperation.


Introduction
In elementary school students, the psychomotor domain is closely related to the overall movement of the limbs related to basic technical skills of several sports [1]. Skills for processing limbs in physical activity or sports can be mastered if they have previously mastered good kinesthetic perception skills [2]. Kinesthetic is the ability to use all or part of the body to express ideas and feelings or use the hands to produce and transform something [3]. This kinesthetic intelligence skills include special physical skills such as coordination, balance, agility, strength, flexibility and speed [4]. The children with kinesthetic intelligence can respond well through sensory stimuli which then convey something with their body parts, especially the hands [5]. This kinesthetic intelligence is closely related to the motor and development of the child. The motor skills have difficulty learning more advanced skills that affect physical activity [6].
Motoric is the development of a process of growth and development of a person's mobility [7]. Every movement that a child makes is the result of a complex interaction pattern of various parts and systems in the body that are controlled by the brain [8]. Motor skills are the terminology used in various skills that lead to mastering the basic movement skills of physical fitness activities [9]. Motor skills consist of gross motor skills and fine motor skills [10]. Through motor learning in elementary schools, it will affect several aspects of the life of students such as: 1) children get entertainment and enjoyment, 2) children can move from a weak condition to an independent condition, 3) children can adapt to the environment, 4) can support children's skills in various ways, and 5) can encourage children to be independent, so they can solve all the problems they face [11].
Efforts to develop the potential for motor skills and limb processing for primary school children development as a whole require an exercise in the form of a game approach to improve limb processing with appropriate handling of the characteristics and abilities of elementary school children [12]. So that the learning model is a method or strategy carried out by a teacher so that the learning process occurs in students to achieve a goal that is systematically designed and carried out deliberately by educators which can cause students to carry out learning activities [13].
One form of activity in physical education that keeps children active is play [14]. Playing activities are expected to be able to develop students in accordance with the educational goals to be achieved [15]. Because in playing not only prioritizing physical activity, but also values that must be met and practiced in everyday life [16]. Play is something very important that can affect cognitive, physical, emotional, social development, and provide the main place for social participation [17]. Play and games have the same function and purpose [18]. All functions in the individual child will be trained both physically and spiritually while playing [19].
The game model in learning that will be developed is a kinesthetic perception-based game development model to improve kinesthetic perception, play intelligence and elementary school children's cooperation, which will be developed in accordance with the Basic Competencies of the 2013 Curriculum in sports and health physical education subjects for elementary school children aged 7 -8 years. Of these various problems, a game model is needed in learning games based on kinesthetic perception that includes all cognitive aspects of playing intelligence, affective aspects in teamwork and psychomotor aspects in kinesthetic perception. So that the development of this game model is expected to be good, effective, fun learning, and make students enthusiastic in the learning process based on kinesthetic perception.

Material and methods
The method used is research and development [20]. Namely descriptive, evaluative and experimental methods . This research method is used to produce a product [21], namely a game learning model based on the kinesthetic perception of children aged 7-8 years which is equivalent to lower grade elementary school students. Development procedures: 1) collecting research results and information, 2) analyzing the product to be developed, 3) developing the initial product, 4) conducting expert validation, 5) conducting smallscale trials and revisions, 6) conducting large-scale trials and revisions, 7) making final products, and 8) conducting effectiveness tests. The subjects of this study were grade 1 elementary school students. The data analysis techniques used were quantitative and qualitative descriptive analysis. The final product effectiveness test used one group pretest-posttest design experiment.

Results
From data (Table 1, 2) it can be seen that the average score obtained from the observations of experts and practitioners of the kinesthetic perception-based game learning model is 81.88, Health, sport, rehabilitation Здоров'я, спорт, реабілітація Здоровье, спорт, реабилитация 6(4) which is in the valid / used category and all models are declared eligible to be tested on a small scale. This can be seen from the average score of all experts and practitioners at the upper limit of the score of suitability and acceptance of a learning model. Even so, experts and practitioners gave some input, suggestions, and revisions for improvements before this model was piloted on a small scale.

Expert and Practitioner Validation Results on Small Scale Trials
Small-scale trials are documented in DVD form, so that experts can observe kinesthetic perception based game learning activities in accordance with the draft guidebook that has been made. The observation guide used by the expert uses the observation sheet that has been prepared by the researcher. This is given with the aim of experts being able to assess small-scale trials of learning models. The observations obtained from experts and teachers are presented in Table 3.

Expert and Practitioner Validation Results on Large-Scale Trials
After the product of the kinesthetic perception-based game learning model to improve kinesthetic perception, play intelligence, the cooperation of elementary school children was tried out in a small-scale trial and was revised, then doing a large-scale trial. A large-scale trial was carried out on students aged 7-8 years. This large-scale trial was carried out by physical education teachers using the draft guide for a game learning model based on kinesthetic perception to improve kinesthetic perception, playing intelligence, and the cooperation of elementary school children as a reference for teaching. Experts observe large-scale trials through documentation in DVD format, so that experts can observe kinesthetic perception-based game learning models to improve kinesthetic perception, play intelligence, and elementary school children's cooperation. The results of large-scale trial observations are presented in Table 4. The results of the assessment of observations in large-scale trials can be seen that the model that has been revised from the results of small-scale trials is increasingly showing conformity with expectations, namely agreement between experts and practitioners as well as the appropriateness and accuracy of the results of observations on the kinesthetic perception based game learning model to improve kinesthetic perception intelligence at play, cooperation of elementary school children which is very suitable This can be seen from the average score of the observation assessment and the percentage of game model suitability.

Normality test
The normality test in this study used the Kolmogrov Smirnov / Shapiro Wilk method. The results of the normality test in each group were analyzed with SPSS version 23.0 for windows with a significance level of 5% or 0.05. The results of the normality test are as follows (Table 5).

a. Lilliefors Significance Correction
Based on the results of the statistical analysis of the normality test using the Kolmogorov Smirnov test. Pretest and posttest data on learning the target shooting game, train carriages, flags and rakartugu obtained the results of data with a significance value of p> 0.05. So, it can be concluded that the data is normally distributed.

Homogeneity Test
Homogeneity test is carried out to determine whether the data in the study are homogeneous or not. The homogeneity test in this study used the Levene Test as follows (Table 6). Based on the results of the statistical analysis of the homogeneity test using the Levene Test. It can be seen in the posttest of target shooting games obtained a significance value of 0.341> 0.05, the Health, sport, rehabilitation Здоров'я, спорт, реабілітація Здоровье, спорт, реабилитация 6(4) train carriage game obtained a significance value of 0.019> 0.05, the flag game obtained a significance value of 0.953> 0.05 and the rakartugu game obtained a significance value of 0.101> 0.05. So, it can be concluded that the study population has the same variant or homogeneous.

5.
Effectiveness Test The following are the results of the effectiveness test for each game as shown in table 7. Based on the results of the statistical analysis of the effectiveness test, it shows that the significance (2-tailed) of the target shooting game is 0.00 <0.05, the train car game is 0.00 <0.05, the flag game is 0.02 <0.05, and the rakartugu game. 0.00 <0.05. So that after seeing this data it can be said that learning games based on kinesthetic perception after learning there is a significant increase.

Discussion
Based on the research results, the product of a kinesthetic perception-based game learning model is produced to improve kinesthetic perception, play intelligence, and the collaboration of elementary school children in the form of a learning model that contains learning steps consisting of four games. Each game contains cognitive, affective, and psychomotor elements that are integrated into the game with the overall criteria in learning being valid or very effective to be applied to students aged 7-8 in the lower grades of elementary school. The results of this study answered the problems in the research question, namely: 1) Kinesthetic perception-based game learning model can improve limb movement processing skills.
2) The game learning model based on kinesthetic perception can increase the cooperation of students which is characterized by an attitude of cooperation with one group friends and an attitude in participating in learning. 3) The kinesthetic perception based game learning model can improve playing intelligence.
4) The game learning model based on kinesthetic perception is in accordance with the characteristics of the development of elementary school students and makes it easier for students to make the right decisions in the game.

5)
The game learning model based on kinesthetic perception is able to make students easy to understand kinesthetic perception which is characterized by students being more active and happy to move because learning games based on kinesthetic perception can facilitate and explore students towards increasing kinesthetic perception, with the activities that exist in a game by showing the existence of physical activities regarding limb processing skills that apply a series of locomotor, manipulative, nonmanipulative movements.
Thus, the hypothesis formulated in this study regarding the effectiveness of the use of games based on kinestatic sensitivity for primary schoolchildren was fully confirmed. It should also be noted that this study obtained data that confirm the results of studies by other authors. So, in the work of Kozina et. al. [22] obtained results that testify to the effectiveness of the use of games that activate the imaginative perception of 6-7 years old children in combination with the Health, sport, rehabilitation Здоров'я, спорт, реабілітація Здоровье, спорт, реабилитация 6(4) development of kinestatic sensitivity during rock climbing. The use of special games for children of primary school age, which are aimed at developing imaginative thinking, is the most effective. Children think in images, and therefore the use of plot games that activate imaginative thinking is most effective for their motor development. However, the mentioned work [22] does not consider the influence of plot games on the kinesthetic sensitivity of primary school children. Therefore, from the point of view of revealing the influence of plot games on the proprioceptive and kinestatic sensitivity of primary school children, our study is new knowledge.
Kozina et. al. [23] showed the positive influence of the use of the Go game in combination with special game exercises (which are performed with verses) on the indicators of motor development and psychophysiological capabilities of children aged 6 years. From the point of view of the positive influence of plot games on the psychophysiological indicators of primary school children, our work is an extension of the data presented in the work of Kozina et. al. [23]. Psychophysiological capabilities are the basis for the development of intelligence and communication skills, therefore our work also confirms the data obtained by Kozina et. al. [23]. However, in terms of data influencing the development of proprioceptive sensitivity in story games, our work is new knowledge.

Conclusion
From the effectiveness test, the results of the kinesthetic perception-based game learning model are valid and very effective for improving kinesthetic perception, playing intelligence, and elementary school children's cooperation. The product of this development research is a kinesthetic perceptionbased game learning model packaged in the form of a practical guidebook for the kinesthetic perception learning model entitled "Kinesthetic Perception-Based Games for Lower Grade Children". The playbook for practitioners based on kinesthetic perception to improve kinesthetic perception, playing intelligence, collaboration between elementary school children, there are four games, namely: (1) Target Shooting Games, (2) Train Car Games, (3) My Flag Games, and (4) Games Rakartugu.