The Influence of the Perceptual-motor Activities Learning Models to

Improve the Concentration and Working Memory

of Kindergarten Pupils

Bernadeta Suhartini

, Sumaryanti

, Dapan

Faculty of Sports Science, Universitas Negeri Yogyakarta, Kolombo Street, Yogyakarta, Indonesia

Keywords: Concentration, Kindergarten Pupils, Learning Model of Perceptual-Motor Activities, Working Memory.

Abstract: This study is aimed to find out the influence of perceptual-motor activities (PMA) learning models towards

the improvement of concentration and working memory of kindergarten pupils. Motor perception is motor

development which prominently happened during the age of 4 up to 7 years in which a stimulus is needed in

order that pupils can enhance their motor perception skills. One of the PMA models is by giving the pupils a

set of six movements, namely walking on a balance beam, walking and stopping on the pictures of body

parts while mentioning the name, jumping and leaping, walking and running (zigzag, forward-backward,

right cross-left cross). The methods employed in this study was pseudo experiment. This experiment design

was used to measure the influence variable of PMA model that involved several components in motor

perception movements and affected the improvement of kindergarten pupils’ concentration and working

memory. The research data were gathered using test and measurement. The subject of the study was 30

pupils of Class B in Madukismo Kindergarten. Purposive random sampling was used to take the sample. To

analyze the data, descriptive percentage was applied. Based on the results of the research and the elaborated

discussion in Chapter IV, several conclusions could be drawn. The influence of PMA learning model was

developed involving six core movements, specifically: (1) walking on a balance beam, (2) walking and

stopping on the pictures of body parts while mentioning the name, (3) jumping and leaping on a half hula

hoop, (4) running, walking, jumping, leaping, and tiptoeing (to the left and right, as well as forward and

backward in the middle of 10 hula hoops arranged in parallel on the floor, (5) crawling while dribbling a

ball with chest or knees in a tunnel made from hula hoop, (6) throwing balloon/ ball in pairs in the middle of

hula hoops. It could be concluded that these activities influenced the improvement of concentration and

working memory of kindergarten pupils.

1 INTRODUCTION

Concentration is something that cannot be

overlooked during the learning process in or outside

the classroom, for instance physical exercise.

Without concentration, the learning process will not

be optimally conducted. It is common during a

lesson that some pupils are not concentrating to their

teacher. Some of them disturb their friends, are busy

with themselves, joke around, and talk to their

friends without actually listening and paying

attention to the lesson. The low concentration level

is caused by many factors such learning method,

media, strategy, type of physical activity, and

teacher readiness to conduct the learning process

(Towse & Cheshire, 2007). Teachers often prepare

the materials and make the media to be used during

the early learning stages of the pupils and the

previous teachers as the administration staffs (Jurnal

Pesona PAUD Vol. 1 No. 1). Early age is a group of

pupils aged between 0 to 8 years old. They are

unique individuals which have growth and

development pattern in their physical, cognitive,

socio-emotional, creativity, language and special

communication according to the stage that the pupils

are going through.

Suyanto (2005) states that early childhood

learning is based on the essence of playing. It is

characterized by happy feeling, democratic, active,

not being forced, and free. The childhood learning

uses the principle of learning, playing and singing

(Best, 2010). Hence, the learning process is a

process of two-way communication between teacher

366

Suhartini, B., , S. and , D.

The Inﬂuence of the Perceptual-motor Activities Learning Models to Improve the Concentration and Working Memory of Kindergarten Pupils.

DOI: 10.5220/0009786603660371

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 366-371

ISBN: 978-989-758-457-2

and pupils to reach a transformation that will

produce a result if people interact by using

information, materials, activities and experiences.

Learning process is a change of behavior which can

be observed and measured. How the brain can

achieve, process, and use the information to think is

done through the interaction with other people or

inner self by integrating with what the pupils have

learned. In the learning process, there are some

factors influencing those learning activities. Syafitri

(2009) differentiates two factors that influence the

learning activities, namely internal and external

factor. Both factors are influencing the learning

process of the pupils that can alter the quality of the

learning results. Internal factor, including

physiology and psychology, comes from the inner

self and can really affect the learning results of any

individual. Physiology is some factors related to the

physical condition such as physical tone and state of

physical/ physiological function. Meanwhile,

psychology is related to the state of someone’s inner

motives that can affect the learning process. Some

factors influencing the learning process are pupils’

intelligence, motivation, interest, attitude and talent.

2 RESEARCH METHOD

This research was a pseudo experiment, employing

observation, test and measurement to figure the

influence of PMA learning model towards the

improvement of concentration and working memory

of kindergarten pupils. The subject of the research

was 30 pupils of Class B in Madukismo

Kindergarten. The sampling technique used was

purpose random sampling. To analyze the research

data, descriptive percentage was implemented. The

experiment model was in the form of one group pre-

test and post-test where the research subjects were

given a preliminary test before the treatment.

3 RESULTS AND DISCUSSIONS

3.1 The Results of Play 1 and 2 of the

PMA Learning Model’s Influence

towards the Concentration and

Working Memory of Kindergarten

Pupils

In this play, the first repetition resulted in 72.50% of

pupils’ concentration aspect. There was

improvement in the second and third repetition with

80.0% and 85.0%. The improvement from the first

to the second repetition was 7.50% and from second

to third was 5.00%. In addition, the improvement

from the first to the third repetition was 12.50%.

Therefore, it was concluded that there was

improvement on the pupils’ concentration.

Meanwhile, the working memory aspect also

showed similar results. The first, second and third

repetition showed an improvement with the

percentage of 70.83%, 77.50% and 83.33%

respectively.

With the results of the repetition improvement, it

could be concluded that there was an influence of

Play 1 and 2 of PMA learning model towards

concentration and working memory of kindergarten

pupils. These results were in accordance with

kindergarten pupils’ characteristics and basic

competences in terms of the safe, easy, fun and

beneficial implementation.

3.2 The results of Play 3 of the PMA

Learning Model’s Influence

towards the Concentration and

Working Memory of Kindergarten

Pupils

In this play, the first repetition resulted in 72.50% of

concentration aspect. It increased 79.17% in the

second repetition and 85.00% in the third repetition.

The improvement from the first to the second

repetition was 6.67% and from the second to the

third repetition was 5.83%. It meant that from the

first to the third repetition, there was 12.50%

improvement. Thus, from the first until the last

repetition, there was always an improvement.

Related to working memory aspect, there was an

improvement as well. The first repetition resulted in

70.00%, improved to 78.33% in the second

repetition, and improved steadily to 85.00% in the

third repetition. There was around 8.33%

improvement from the first to the second repetition

and 6.67% improvement from the second to the third

repetition. Accordingly, there was always an

improvement between the repetitions.

The results in Play 3 proved that there was an

influence of Play 3 used in the PMA learning model

towards concentration and working memory of

kindergarten pupils which fitted the pupils’

characteristics and basic competences.

The Inﬂuence of the Perceptual-motor Activities Learning Models to Improve the Concentration and Working Memory of Kindergarten

Pupils

367

3.3 The Results of Play 4 of the PMA

Learning Model’s Influence

towards the Concentration and

Working Memory of Kindergarten

Pupils

Based on the calculation result, Play 4 resulted in

72.50% of concentration on the first repetition. It

improved steadily on 77.50% in the second

repetition and 84.17% in the third repetition. From

the first to the second repetition, there was 5.00%

improvement, and from the second to the third

repetition the improvement was 6.67%. The

improvement from the first until the third repetition

was 11.67%. It could be concluded that the pupils’

concentration level always increased from one

repetition to another.

Meanwhile, the pupils’ working memory aspect

also improved. The results were 70.83% in the first

repetition, increased to 75.83% in the second one,

and increased again to 84.17% in the last repetition.

The improvement from the first to the second

repetition was 5.00% and from second to third

repetition was 8.33%. It was 13.33% improvement

from the first to the third repetition. It could be

concluded that there was always an improvement

from one repetition to another.

3.4 The Results of Play 5 of the PMA

Learning Model’s Influence

towards the Concentration and

Working Memory of Kindergarten

Pupils

The concentration aspect during Play 5 showed

improvement. The first repetition resulted in 26.67%

of pupils’ concentration. It improved drastically to

63.33% in the second repetition and 83.33% during

the third repetition. The improvement from the first

to the second repetition was 36.67% and from the

second to the third repetition was 20.00%. Totally,

there was 6.67% improvement from the first to the

third repetition. It was safe to say that there was

always an improvement from one repetition to

another repetition.

Meanwhile, the improvement also occurred in

working memory aspect. From 28.33% in the first

repetition, it improved drastically to 62.50% in the

second repetition and 85.00% in the last repetition.

The improvement from the first to the second

repetition was 34.17% and from the second to the

third repetition was 22.50%. The improvement from

the first until the third repetition was 56.67%. To

sum up, there was always an improvement from one

repetition to another in Play 5.

The results showed that Play 5 of PMA learning

model which was considered from the aspects of

concentration, creativity, self-control and thinking

logic was suitable with the characteristics and the

basic competences of kindergarten pupils. The

learning process was also conducted with the

thought of safe, easy, fun and beneficial

implementation.

3.5 The Results of Play 6 of the PMA

Learning Model’s Influence

towards the Concentration and

Working Memory of Kindergarten

Pupils

In Play 6, the PMA learning model resulted in

53.33% of concentration aspect in the first

repetition. It improved to 74.17% in the second one

and 85.00% in the third repetition. The improvement

from the first to the second repetition was 20.83%

and from the second to the third repetition was

10.83%. Altogether, there was a 31.67%

improvement from the first to the third repetition. It

could be concluded that there was always

improvement from each repetition.

Working memory aspect also showed the similar

improvement. The first repetition resulted in 60.83%

which improved to 73.33% in the second repetition

and 83.33% in the last repetition. The improvement

was 12.50% from the first to the second repetition

and 10.00% from the second to the third repetition.

The combined improvement from the first until the

third repetition was 22.50%. The results also showed

improvement from one repetition to another.

Play 6 of PMA learning models influence the

improvement of pupils’ concentration and working

memory. Furthermore, the results were in

accordance with the characteristics and basic

competences of kindergarten pupils, based on the

safe, easy, fun and beneficial implementation.

4 CONCLUSIONS

Based on the results of the research, the researchers

took a conclusion as follows. The PMA learning

model, which was consisted of six core movements

namely (1) walking on a balance beam, (2) walking

and stopping on the pictures of body parts while

mentioning the name, (3) jumping and leaping on a

half hula hoop, (4) running, walking, jumping,

leaping, and tiptoeing (to the left and right, as well

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

368

as forward and backward in the middle of 10 hula

hoops arranged in parallel on the floor, (5) crawling

while dribbling a ball with chest or knees in a tunnel

made from hula hoop, (6) throwing balloon/ball in

pairs in the middle of hula hoops, influenced the

improvement of concentration and working memory

of kindergarten pupils.

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