AL TAHDZIB
Jurnal Pendidikan Islam Anak Usia Dini Volume 3 .
59-72 e-ISSN 2962-4630 https://jurnal.
id/index.
php/altahdzib/article/view/614 DOI: https://doi.
org/10.
54150/altahdzib.
ANALYSIS OF GROSS MOTOR SKILLS IN EARLY CHILDHOOD THROUGH
EDUCATIONAL LEARNING
Nida Adilah1.
Merri Natalia Situmorang2.
Elis Louisa Ay3.
Pince Lensi Nova Situmorang4 Sekolah Tinggi Agama Islam Kh.
Abdul Kabier.
Banten.
Indonesia Sekolah Tinggi Global Glow.
Indonesia Sekolah Tinggi Teologi Providensia.
Indonesia Sekolah Tinggi Teologi I-3 Batu Malang.
Indonesia nidaadilah22@gmail.
comA, 2merrinatalias@gmail.
comA, 3elis.
louisa@gmail.
pincelensi@gmail.
ABSTRACT
Gross motor skills are essential to develop from an early age as they support childrenAos coordination, health, and overall development.
Proper stimulation through play and educational learning effectively enhances motor abilities and prevents developmental delays.
This study aims to analyze and explain the effectiveness of educational learning in optimally developing gross motor skills in early childhood.
The research used a qualitative case study method with data collection techniques including interviews, observations, and documentation, while data validity was ensured through The results show that the AuSenam Sehat Anak IndonesiaAy activity trains the ability to lift hands and feet, move the head flexibly, and stretch the body.
Prayer (Shola.
develops hand, head, and body movements, as well as muscle strength to support body weight.
Ablution (WudhuA.
strengthens the back and hands through the act of opening taps and washing the body.
Activities like beading, letter sequencing, and coloring improve balance, hand endurance, and finger-wrist flexibility through coordinated movements.
Conclusion: Educational learning can stimulate various forms of gross motor skills in early childhood.
Keywords: Gross Motor Skills.
Early Childhood.
Learning.
Educational Copyright A 2024 Nida Adilah.
Merri Natalia Situmorang.
Elis Louisa Ay.
Pince Lensi Nova Situmorang
INTRODUCTION
Gross motor movement refers to the ability that involves overall body coordination and requires more energy due to the use of large muscles in its execution (Desiana & Khan, 2.
Gross motor skills are important to develop in early childhood education because they are equally essential as other developmental aspects and require the active role of educators in training and supporting them within early childhood education institutions (Ningrum et al.
ChildrenAos gross motor aspects need attention due to the increasing rates of obesity in early childhood, caused by a lack of physical activity, thus requiring activities that optimally stimulate childrenAos movements (Multahada et al.
, 2.
59 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
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Analysis of Gross Motor Skills in Early Childhood A.
Children must receive appropriate stimulation in every developmental aspect, particularly gross motor skills such as walking, running, and throwing, as disruptions in these areas can affect other developmental domains and the achievement of developmental tasks (Mahmud, 2.
Gross motor stimulation influences physical education, with research showing the importance of targeted and quality stimulation through physical education or other activities to enhance childrenAos motor development (Zulnadila et al.
, 2.
The development of childrenAos gross motor skills aims to train body movement, improve coordination and control, and support physical abilities and the formation of healthy lifestyle habits (Dianti & Nursafitri, 2.
Play activities involving physical movement are crucial for early childhood as they support motor development, promote health, and serve as a foundation for more complex physical activities in the future (Agustina et al.
, 2.
Since birth, gross motor delays can be caused by accidents, limited play opportunities, being carried too often, overindulgence, or lack of focus during foot-dominant activities (Awaliyah, 2.
The socio-ecological correlation of fundamental motor skills (FMS) in early childhood is multidimensional and complex, varying based on skill type and factors related to the child, family, and environment.
longitudinal studies are needed to better understand the direction of these relationships (Zeng et al.
ChildrenAos gross motor skills in shuttle run and ball bounce games have in the first cycle, the average achievement was only 41%, which did not meet the success indicator of 75%, but in the second cycle, it increased to 87% and met the success criteria (Atiq et al.
, 2.
Game-based learning models are suitable for early childhood education institutions as they can stimulate gross motor skills through jump training while providing meaningful learning experiences (Widayati et al.
, 2.
Gross motor skills in early childhood can also be enhanced through rubber rope jumping games, with indicators such as balance, body strength, and agility during play (Suirah et al.
, 2.
Research by Farida and Yanti .
shows that the use of educational play tools such as stringing beads is effective in improving childrenAos coordination and fine motor skills, as structured physical activities have been proven to support optimal motor development in early childhood (Farida & Yanti, 2.
Furthermore, research by Candra and colleagues .
indicates that physical education plays a vital role in developing gross motor skills in early childhood and also significantly impacts cognitive, social, and emotional development in a holistic and balanced manner (Candra et al.
, 2.
Additionally, research by Septiani and colleagues .
reveals that art creativity effectively enhances gross motor development in children aged 5Ae6 years, shown by a 21.
94% increase from the initial score of 61.
15% after interventions (Septiani et al.
, 2.
Based on the aforementioned studies, this research aims to fill the gap by specifically analyzing various forms of gross motor skills in educational learning 60 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
0 International License.
Fauziah4Nida Adilah1.
Merri Natalia Situmorang2.
Elis Louisa Ay3.
Pince Lensi Nova Situmorang4 and broadening the approach to be more holistic and integrated, thereby providing useful insights for proper learning planning in early childhood education.
The purpose of this research is to analyze forms of gross motor skills in early childhood educational learning and to explain the effectiveness of educational approaches in optimally developing gross motor abilities.
This research is expected to provide practical contributions for early childhood educators in understanding the various forms of gross motor development through educational learning.
As a result, teachers can design more targeted, enjoyable, and developmentally appropriate learning activities.
This study also encourages the use of educational approaches to enhance childrenAos physical development.
The research outcomes will be in the form of a descriptive overview and mapping of relevant gross motor skill forms as a practical guide for planning learning activities within early childhood education settings.
RESEARCH METHOD
This study, titled Analysis of Gross Motor Skills in Early Childhood through Educational Learning at Kelompok Bermain Nur Masithah, employs a qualitative method using a case study approach to analyze gross motor forms in-depth.
The research was conducted at Kelompok Bermain Nur Masithah through observation, interviews, and documentation, as outlined in the table below:
Table 1.
Research Grid Educational Documentatio Interview Observation Learning What kinds of exercise Observing Photos and Indonesian movements do the foot, videos of ChildrenAos usually movements during Health perform? Are they exercise.
Exercise enthusiastic during the How do the children Observing bowing, respond when invited to prostration.
Prayer pray? Can they follow standing, and sitting (Shola.
movements movements.
Can children Observing children ablution washing their hands.
Ablution independently? How do feet, (Wudh.
they open the tap and turning taps on/off.
wash themselves? Do the children find it Observing string children hold the Bead beads? How do teachers string, insert beads.
Stringing guide them during this and maintain body (Meronc.
posture while sitting 61 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
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Analysis of Gross Motor Skills in Early Childhood A.
How teachers Observing introduce letters to the movements Letter children? Are they arranging letters and Sequencing actively engaged in the their between stations.
Can the children hold Observing crayons or colored pressure.
Coloring pencils properly? How posture, and hand long can they focus movements during while coloring? Data analysis was conducted in three stages: Data Condensation, this involves summarizing, selecting, focusing, and simplifying data collected from interviews, observations, and documentation.
In this study, data from various educational activities such as healthy exercises, prayer, ablution, bead stringing, letter sequencing, and coloring were gathered and simplified to focus on aspects of childrenAos gross motor skills.
Data Display, data were presented systematically, such as in a table .
Table 2 in the research finding.
, which organizes the forms of educational activities, interview questions, observation focus, and supporting documentation.
This format helps researchers identify patterns in the development of children's gross motor skills more clearly.
Conclusion Drawing, conclusions were drawn based on the findings obtained.
These conclusions describe the types of gross motor skills displayed by early childhood children during educational activities and how these activities support their development.
To ensure data validity, triangulation techniques were applied: Source Triangulation, this involved interviewing three different teacher informants to obtain varied yet complementary perspectives on childrenAos behaviors and gross motor abilities.
Technique Triangulation, this combined data from interviews, observations, and documentation.
For instance, if a child appeared enthusiastic and active during exercise, this was confirmed not only through the teacher's statement .
, but also by direct observation of their movements .
, and further supported by photographic or video evidence .
RESULTS AND DISCUSSION
Table 2.
Research Findings Educational Activities Indonesian Children's Healthy Gymnastics Prayer (Shola.
Ablution (Wudh.
Stringing Beads Gross Motor Skills Developed Ability to move/lift arms and legs, move the head flexibly, and move the body Ability to move arms, body, head.
arm endurance to support body weight.
leg endurance when bearing body weight.
and finger movement Back strength to support the body.
movement to touch the head and feet.
strength in turning on a water faucet Hand endurance and balance .
olding string 62 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
0 International License.
Fauziah4Nida Adilah1.
Merri Natalia Situmorang2.
Elis Louisa Ay3.
Pince Lensi Nova Situmorang4 Arranging Letters Coloring weigh.
, body balance .
itting uprigh.
, and finger movements Smooth hand movement Hand and finger endurance .
encil pressur.
Based on Table 2, the research findings on the Analysis of Gross Motor Skill Development in Early Childhood through Educational Activities at Nur Masithah Playgroup are described as follows:
Indonesian ChildrenAos Healthy Gymnastics Figure 1.
Gymnastics Movements Source: Documentation of KB Nur Ae Masithah Through gymnastics movements, children learn to lift their arms and legs, move their heads in a coordinated manner, and move their bodies with balance.
This activity trains large muscle strength, enhances agility, balance, and physical endurance.
Gymnastics also helps children become more active, healthier, and better able to control their body movements.
The indicator of successful gross motor development includes children being able to raise their hands, swing their legs, rotate their bodies and heads, and jump enthusiastically to the rhythm of the music.
The AuSmart BasketAy game, combining physical activity and number recognition, has been proven effective in enhancing gross motor development based on documentation, interviews, and observations (Rohfirsta & Zulfahmi, 2.
Simple outbound activities have also shown significant effectiveness in improving gross motor skills and confidence in children aged 5Ae6 years (Pangestu et al.
, 2.
Similarly, children's outbound games have significantly improved gross motor skills before and after intervention (Lita et al.
, 2.
63 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
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Analysis of Gross Motor Skills in Early Childhood A.
Prayer Figure 2.
Prayer Movements Source: Documentation of KB Nur Ae Masithah Prayer movements train large muscles through standing, bowing, prostrating, and sitting positions.
Children get used to supporting body weight with their hands and feet, and moving the body in a structured way that builds balance, flexibility, and physical strength, especially in the hands, legs, back, and neck.
An indicator of successful gross motor development is the childAos ability to move their body, arms, and legs well, although some may still struggle with balance during bowing or prostrating due to insufficient arm Improvements in gross motor competence from childhood to early adulthood are positively associated with physical fitness, particularly body strength and balance ability (Utesch et al.
, 2.
Structured educational curricula, ongoing teacher training, and school-family collaboration are essential for effective learning, with long-term impacts and technological integration needing further exploration (Hasanah & Aziz, 2.
Educational models using outdoor play-based approaches are innovative tools to enhance gross motor skills (Waffak et al.
, 2.
Ablution 64 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
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Fauziah4Nida Adilah1.
Merri Natalia Situmorang2.
Elis Louisa Ay3.
Pince Lensi Nova Situmorang4 Figure 3.
Ablution Movements Source: Documentation of KB Nur Ae Masithah During ablution, children perform movements such as bending over, lifting their arms, washing their faces and feet, and turning on the faucet.
These actions train back strength, hand coordination, and upper body flexibility.
Children also learn to execute sequential movements while maintaining stable Success indicators include the ability to raise and move hands effectively for washing, from hands and face to head and feet.
Additionally, children are able to use their hand muscles optimally to open a stiff faucet.
Ablution movements bending, raising hands, washing can improve motor competence, including hand-eye coordination and body flexibility, which positively relate to children's self-esteem (Lopes et al.
, 2.
Repetitive activities like ablution contribute to improved coordination and upper body flexibility, supporting overall motor development (Menescardi et al.
, 2.
The sequential motions in ablution also train children's motor skills and physical activity, which support the development of executive functions through structured movement and posture control from an early age (Gamagitta et al.
, 2.
Stringing Beads Figure 4.
Beading Movements Source: Documentation of KB Nur Ae Masithah Although categorized as fine motor skills, beading also involves hand endurance and body balance.
Children maintain a stable seated posture, grip strings firmly with fingers and hands, and sustain concentration while moving.
This activity indirectly strengthens arm muscles and sitting posture.
Indicators 65 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
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Analysis of Gross Motor Skills in Early Childhood A.
of successful gross motor development include the childAos ability to move their hands and fingers well enough to hold beads without dropping them.
Additionally, they can maintain their seated posture fairly well.
Well-designed intervention programs significantly improve fundamental motor skills in typically developing children, including gross motor development in early childhood (Zhang et al.
, 2.
The relationship between physical activity and motor skills positively correlates with the development of childrenAos gross motor abilities (Jones et al.
, 2.
Arranging Letters Figure 5.
Arranging Letters Movements Source: Documentation of KB Nur Ae Masithah Arranging letters primarily involves fine motor skills, but when done while standing or moving, it helps children practice flexible hand movements.
They also improve hand-eye coordination when transferring letters.
These light movements may minimally engage arm and shoulder muscles.
Success indicators include children being able to move their hands quickly and accurately when arranging letters.
Executive function and gross motor skills in children aged 8Ae10 are essential for cognitive development support (Fathirezaie et al.
, 2.
Multiple factors influence gross motor development from birth to independent walking, including physical activity (Boonzaaijer et al.
, 2.
Activities like play, sports, and gym programs are designed to enhance coordination, muscle strength, and other gross motor skills (Faizah et al.
, 2.
66 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
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Fauziah4Nida Adilah1.
Merri Natalia Situmorang2.
Elis Louisa Ay3.
Pince Lensi Nova Situmorang4 Coloring Figure 6.
Coloring Movements Source: Documentation of KB Nur Ae Masithah Coloring trains hand muscles to press and control pencil movement.
Although focusing on fine motor skills, this activity can strengthen the arms when performed for extended periods.
Indicators of successful gross motor development include the childAos ability to move their hand following the image outline, using arm muscles to press the pencil and fingers to hold it properly.
This indicates that the childAos hand muscles function well and align with their developmental stage.
Pen grip kinetics during writing tasks in school-aged children significantly correlate with fine motor performance, especially manual dexterity (Lin et al.
, 2.
Coloring activities significantly improve childrenAos motor skills, including gripping and controlling writing tools (Fitrianingsih & Sari, 2.
Through coloring, children learn to control small muscles in their hands, which are crucial for skills such as writing and drawing (Jannah, 2.
CONCLUSION
Educational learning effectively enhances the overall development of gross motor skills in accordance with early childhood developmental stages.
Key points in motor skill development during childhood are reflected in parameters such as gait patterns, where specific physical activities can influence gross motor development in children (Wang et al.
, 2.
The contribution of motor skill development and physical activity to the development of executive functions in early childhood can improve both gross motor skills and childrenAos cognitive functions (Willoughby & Hudson, 2.
The analysis of gross motor skill forms in early childhood at the Nur Masithah Playgroup shows that various educational activities can train large muscle strength and movement coordination.
Healthy gymnastics exercises train balance, agility, and physical strength through coordinated hand, foot, and head movements.
Prayer movements, such as standing, bowing, and prostrating, help strengthen leg, hand, and back muscles, although some children still struggle with balance.
During ablution, children develop back strength and hand coordination through actions such as turning the faucet and washing body parts.
Although classified as fine motor skills, activities such as beading, arranging letters, and coloring also support gross motor skills by 67 | A L T a h d z i b This work is licensed under a Creative Commons Attribution 4.
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Analysis of Gross Motor Skills in Early Childhood A.
improving seated posture stability, finger and arm strength, and hand-eye Indicators of success in each activity are reflected in the childrenAos ability to move body parts accurately and enthusiastically.
ACKNOWLEDGMENT