Effectiveness Analysis of Phase A Basic Movement Learning in Primary Schools

Abstract

Proficiency in fundamental movement abilities within physical education significantly contributes to the motor development of primary school-aged children. This period is critical, marked by the maturation of the neuromuscular system and bodily coordination, whereby the acquisition of fundamental motions influences not only physical capabilities but also cognitive, social, and emotional development in children. The Merdeka curriculum, particularly in phase A, aims to enhance fundamental movement skills through a holistic, learner-centered methodology that promotes active engagement via physical activity. Nonetheless, the application of this education in practice frequently encounters challenges, including tedious instructional techniques, inadequate infrastructure, and minimal student engagement. This study seeks to assess the efficacy of fundamental movement learning in phase A within primary schools by identifying facilitating and obstructive elements in meeting learning objectives. The employed methodology is descriptive analytic, utilizing a survey technique and case studies across several elementary schools that have adopted the Merdeka Curriculum. Data collecting methodologies encompass observation, interviews, questionnaires, and documentation. The data were evaluated numerically using descriptive statistics and qualitatively through a thematic approach. The findings of this study are anticipated to provide an empirical contribution to the advancement of physical education science and serve as a foundation for devising more adaptable, contextual, and inclusive learning strategies tailored to the needs and characteristics of early learners.