People with Intellectual Disability (ID) can and do learn new skills, but they learn them more slowly. Children and adults who were consistently retarded were found to be significantly lower than non-retarded people in measures of physical development, gross motor skills, and fine motor skills. The purpose of this study was to determine the effect of games toward gross motor skills on ID students. This study uses a quantitative method with a quasi-experimental design. Subjects were 28 moderate mental retardation students institutionalized at the Gelora Karya Special Needs School Majalengka, West Java, Indonesia. The Sig value obtained was 0.001 and the T-score was 3.774. The value of 0.025 is a significant level obtained from 0.05: 2 = 0.025 and 20 is the degree of freedom (df), namely n-k-1 = 22-1-1 = 20. These results indicate that games have an influence on students' motor skills. Games can develop themselves optimally in physical, motor, social, emotional and cognitive aspects. Moderate mentally retarded students have difficulty doing physical activities or basic movements. They can participate in playing activities but with simple directions, therefore they need practices that can develop their physical motor skills.
Locomotor skill has an important role in the implementation of Physical Education learning, especially sports that require moving places or stresses, such as sprinting, long jump, high jump, and other sports. This study aimed to determine the differences in the student locomotor skills before and after the students played the Ular Tangga game. In a quasi-experimental study design, thirty-two (n=32) grade 3 elementary school students (age: mean ± SD) participated in this study. Findings showed that the t-count value was greater than the t-table value in the initial and final test results (12.155> 2.042). The results showed that the post-test mean score was higher, 8.28, with a higher standard deviation, 9.71. It means that there was a difference in the average score of the student locomotor movement skills before and after playing the Ular Tangga game. The average value and the t-count value was 12.15. It was due to an increase in student's locomotor movement skills. The application of the Ular Tangga game caused students to move places. Thus, the student movement increased. It concludes that children who play Ular Tangga games will experience better motor skill development and improvement than their peers.
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