Peningkatan Kemampuan Fisik dan Motorik Anak Usia Dini melalui Aktivitas Edukatif di TK PKK Gondowido
Keywords:
aktivitas fisik, motorik anak, anak usia dini, pembelajaran aktifAbstract
Abstrak−Perkembangan fisik dan motorik anak usia dini merupakan dasar penting bagi kesiapan akademik dan sosial di masa sekolah dasar. Minimnya stimulasi motorik dapat menyebabkan keterlambatan perkembangan koordinasi dan kebugaran anak. Program pengabdian ini dilaksanakan oleh mahasiswa Kuliah Kerja Nyata (KKN) Universitas Muhammadiyah Ponorogo di TK PKK Gondowido, Kecamatan Ngebel, Kabupaten Ponorogo, yang hanya memiliki satu kelas dengan peserta didik berusia 6 tahun ke atas. Tujuannya adalah meningkatkan keterampilan motorik kasar dan halus siswa melalui aktivitas edukatif yang sederhana, terstruktur, dan menyenangkan. Metode kegiatan meliputi senam pagi, lomba estafet, permainan koordinasi, dan aktivitas motorik halus seperti menyusun balok. Hasil kegiatan menunjukkan adanya peningkatan koordinasi gerak, keseimbangan, serta keterampilan motorik halus siswa. Program ini efektif sebagai alternatif pembelajaran aktif di taman kanak-kanak pedesaan dengan keterbatasan sarana, dan dapat direplikasi di sekolah lain dengan dukungan guru serta orang tua.
Kata Kunci: Aktivitas fisik; Motorik anak; Anak usia dini; Pembelajaran aktif
Abstract−Early childhood physical and motor development is a crucial foundation for academic and social readiness in elementary school. Lack of motor stimulation can lead to delays in children's coordination and fitness development. This community service program was implemented by students from the Muhammadiyah University of Ponorogo (KKN) at the Gondowido PKK Kindergarten in Ngebel District, Ponorogo Regency, which has only one class with students aged 6 and above. The goal was to improve students' gross and fine motor skills through simple, structured, and fun educational activities. The activities included morning exercises, relay races, coordination games, and fine motor activities such as building blocks. Results showed improvements in students' coordination, balance, and fine motor skills. This program is effective as an alternative to active learning in rural kindergartens with limited facilities and can be replicated in other schools with teacher and parent support.
Keywords: Physical activity; Children's motor skills; Early childhood; Active learning
References
Gallahue, D., & Ozmun, J. (2019). Understanding Motor Development: Infants, Children, Adolescents,
Adults. McGraw-Hill.
Gabbard, C. (2018). Lifelong Motor Development. Wolters Kluwer.
Handayani, N. (2020). Pendidikan Anak Usia Dini dalam Konteks Holistik-Integratif. Jurnal Obsesi, 4(2),
765–776.
Kemenkes RI. (2022). Profil Kesehatan Indonesia 2022. Jakarta: Kementerian Kesehatan RI.
Piek, J. P., Hands, B., & Licari, M. K. (2016). Assessment of Motor Functioning in the Preschool Period.
Developmental Medicine & Child Neurology, 54(1), 57–60.
Siregar, D. (2021). Aktivitas Fisik dan Perkembangan Motorik Anak Usia Dini. Jurnal Olahraga dan
Pendidikan, 12(1), 45–55.
Stodden, D., Goodway, J., Langendorfer, S., et al. (2021). Fundamental Motor Skills as the Foundation for Lifelong Physical Activity. Research Quarterly for Exercise and Sport, 92(1), 1–12.
Utami, R., & Raharjo, S. (2022). Stimulasi Motorik terhadap Kesiapan Akademik Anak. Jurnal Pendidikan
Anak Usia Dini, 11(3), 210–225.
WHO. (2020). Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children under 5 Years of
Age. Geneva: World Health Organization.
