Integration of the brain jogging program in physical education on the cognitive abilities of elementary school students

Background. Developing children's cognitive since childhood is very important for parents so that children can develop optimally. There are many benefits if children have good cognitive abilities or skills, such as reasoning and solving problems they face better. Cognitive abilities are very important for children because they are a provision in living everyday life and working as adults. Purpose. Therefore, this study aimed to look into how brain jogging affected elementary school school students' cognitive capacities. Material and methods. An experimental methodology with a pretest-posttest-one-group design was employed in this investigation. The research instrument used was the Intelligenz Structure Test (IST) which was used as a memory test; the Digit Symbol Substitution Test (DSST) was used to test attention; and the Grid Concentration Test (GCT) was used to test concentration. The sample in this study were elementary school students with an average age of 10-11 years who joined six elementary schools in Sumedang Regency, Indonesia, totaling 75 people, consisting of 40 boys and 35 girls. Non-probability sampling with the purposive sampling method, or purposive sampling only, was used. That is, the location of the sample is close to the research location. Results. Based on the calculation of the hypothesis test using the Paired Sample t-test, the difference in the average pre-test and post-test data from the child's cognitive ability through the IST test obtained a P-value of 0.000. Then the DSST test obtained a P-value of 0.000, and the GCT test obtained a P-value of 0.000. Thus, there is a difference between the average pre-test and post-test scores indicated by a P-value less than 0.05. Conclusions. The results of this study prove that the brain jogging program significantly affects the cognitive abilities of elementary school children. The significant effect is because the brain jogging program focuses on several coordination activities that lead to mental processes related to abilities in the form of general recognition, which is mental and is marked by the representation of an object in a person's mental picture, whether in the form of symbols, responses, ideas or ideas, and values ​​or considerations.