The Effect of a Sociocultural-Based Manipulative Movement Game Model on Children’s Manipulative Skills: A Quasi-Experimental Study in Indonesian Kindergartens
DOI:
https://doi.org/10.24667/jcen.v1i1.27Keywords:
Sociocultural approach, Manipulative skills, Physical literacy, Early childhood, TGMD-3Abstract
This study examines the effect of a sociocultural-based manipulative movement game model on the manipulative skills of children aged 5–6 years in Indonesian kindergartens. A quasi-experimental design with a pretest–posttest control group approach was employed. A total of 24 participants were purposively selected with prior parental consent, consisting of an experimental group (n = 12) from TK Negeri 4 Yogyakarta and a control group (n = 12) from TK Negeri 11 Yogyakarta. The intervention was designed based on Vygotsky’s sociocultural theory, incorporating key elements of the Australian Physical Literacy Framework, including manipulative movement skills, confidence, collaboration, and rule comprehension. Children’s manipulative skills were assessed using the ball skills subdomain of the Test of Gross Motor Development–3 (TGMD-3). Data analysis was conducted using the Mann–Whitney U test and the Wilcoxon rank-sum test. The results indicated a significant improvement in manipulative skills within the experimental group between pretest and posttest (W = 56.949, p = 0.04384), as well as a significant difference between the experimental and control groups in the posttest (W = 44.807, p = 0.0004301). These findings demonstrate that the sociocultural-based manipulative movement game model is effective in enhancing children’s manipulative skills. The study highlights the importance of integrating mediated learning, scaffolding, and the zone of proximal development into early childhood physical-motor learning. Therefore, this model is recommended as an alternative approach to improving physical-motor learning in Indonesian kindergarten settings.
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