Internalisiasi Nilai Permainan Tradional Terhadap Perkembangan Motorik Kasar Anak Usia 5–6 Tahun Melalui Permainan Engklek Di TK Negeri 02 Pringgasela

Abstract

This study describes the implementation of traditional hopscotch (engklek), observable changes in gross-motor behavior among children aged 5–6 years, and the constraints and teacher strategies emerging during classroom practice at TK Negeri 02 Pringgasela. A descriptive qualitative approach was employed using repeated observation, a semi-structured teacher interview, documentation, and field notes. Data were collected in four sessions on 7, 8, 9, and 12 September 2026. Analysis focused on balance, coordination, agility, and movement accuracy through data condensation, thematic display, cross-session comparison, and technique triangulation. The findings show that engklek creates a structured movement environment involving single-leg support, one-to-two-foot transitions, directional changes, landing control, and target foot placement. During the initial session, some children hesitated, lost balance, paused to organize body position, or stepped on boundary lines. Across subsequent sessions, movements became smoother, corrective responses improved, arm and visual coordination became more functional, and line-stepping errors decreased. Agility appeared to develop most rapidly, while balance and coordination continued to require repeated stimulation. Pedagogical effectiveness was supported by teacher demonstration, turn-taking routines, graduated assistance without taking over the child's movement, positive reinforcement, and adaptation to individual ability. The study indicates that engklek can function as a culturally grounded, low-cost, and contextually meaningful form of gross-motor stimulation in early childhood education; however, the findings are descriptive and should not be interpreted as causal evidence.