Development and validation of a quantum learning model based on traditional games to improve physical literacy in primary school students

Introduction: Physical literacy is fundamental to the holistic development of students. However, in Indonesia, its implementation at the primary school level remains limited due to teacher misconceptions, a lack of innovative pedagogical models, and low student engagement in physical activities. Objective: This study aimed to design and evaluate the feasibility, practicality, and effectiveness of a Quantum Learning model incorporating traditional games to enhance physical literacy among primary school students. Methodology: A Research and Development (R&D) approach was employed, following the ADDIE model. Participants included fifth-grade students from six primary schools in the Paseh District, Bandung Regency. Two instructional design experts and two subject matter experts conducted the validation process. The effectiveness of the model was tested on 34 students from two schools. Data analysis involved Aiken’s V, Cronbach’s Alpha, paired sample t-tests, N-Gain scores, and the Mann–Whitney U test. Results: The validation results demonstrated a high level of validity (V ≥ 0.894) and good instrument reliability (α > 0.80). The model’s practicality achieved an average score of 94%. Effectiveness testing showed a significant improvement in physical literacy in the experimental group (p < 0.05) with an N-Gain of 0.53 (moderate category), exceeding that of the control group (0.30). Discussion: The integration of the Quantum Learning framework with culturally rooted traditional games fostered active, enjoyable, and contextually relevant Physical Education (PE) learning experiences aligned with students’ developmental needs and the Merdeka Belajar (Freedom to Learn) policy. Conclusions: The developed model proved feasible, practical, and effective in improving physical literacy and holds promise for broader adoption in culturally responsive physical education programs.