Development of a Game-Based Physical Activity Learning Model for Children with Intellectual Disabilities at SD Negeri 30 Palembang

Abstract

Objectives. This study aims to describe the implementation process of a physical activity-based learning model through games for children with special needs (intellectual disabilities). It focuses on the learning materials, game-based activities, and instructional media used to enhance their motor skills. The objective is to improve students’ physical activity competencies and engagement through adaptive and inclusive teaching strategies.

Materials and Methods. The research employed a development method using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The learning activities were implemented at SD Negeri 30 Palembang, involving students with special needs. Data collection was conducted through observation, expert validation, and student response documentation. The effectiveness of the program was assessed based on observed improvements in motivation, motor skills, and social interaction.

Results. The results indicate that the use of simple ball games significantly enhanced students’ interest and participation in physical education activities. The model successfully supported cognitive, emotional, and social development. Instructional media and adapted game formats proved effective in promoting engagement and learning outcomes for students with intellectual disabilities.

Conclusions. The implementation of game-based physical activity learning models in inclusive education settings can optimally improve motivation and motor skill development in children with special needs. Structured and playful approaches enhance the quality of physical education and support the holistic growth of students with intellectual disabilities.