Validity and reliability of simple games to improve learning motivation and understanding of elementary school students aged 10–12 years

In reality, in the classroom, students are often tired of the learning methods used by teachers. Ideally, teachers should provide physical activities so that students are not bored and enjoy participating in the learning process, thereby achieving their learning goals. Field observations show that elementary school students lack interest in participating in learning. It is recommended that teachers provide physical activities to make students more enthusiastic about learning. The participants involved in this study were 2 senior PJOK teachers and 5 elementary school physical education lecturers. Several documents were also used in this study. The approach used combines qualitative and quantitative methods. This research is divided into four stages: (1) qualitatively analyzing e-books, textbooks, and related articles, (2) evaluating the program using the Delphi technique, which involves experts rating questionnaires on a scale of 1 to 5 until consensus is reached, (3) testing content validity using Aiken’s validity, and (4) testing reliability using Cronbach’s alpha. Based on the findings of the content validity and Cronbach’s alpha tests, it can be stated that the game has excellent validity and reliability and is suitable for use with upper-grade elementary school students. These results show that simple games designed to improve learning motivation and understanding among upper elementary students aged 10–12 years are effective and can be implemented during learning.