Development of a Project-Based Learning Model Based on Manipulative Fundamental Movement Skills for Physical Education in Elementary Schools

Purpose: This study aimed to develop a valid and practical Project-Based Learning (PBL) model for teaching fundamental manipulative movement skills in elementary school physical education. Materials and Methods: This study employed a Research and Development (R&D) approach using the ADDIE model: analysis, design, development, implementation, and evaluation. The study was conducted at State Elementary School 11 Bima City and involved two academics, two physical education teachers, 20 students in the initial trial, and 40 students in the final trial. Data were collected through observations, interviews, and questionnaires. The Test of Gross Motor Development–Third Edition (TGMD-3) framework was used to organize manipulative movement content and guide formative observation rather than for statistical comparison of motor scores. Analyses included model validation and descriptive analysis of student and teacher activities. Result: Student activity during final implementation achieved a mean score of 23.73 out of 25 (94.9%), categorized as “very good.” Communication and reflection each reached 100%. Teacher activity reached 96–100%, indicating consistent model implementation. Initial trial assessment scores ranged from 60% to 84%, with a mean of 75.8%, while final trial scores ranged from 88% to 100%, with a mean of 93.9%, after model revisions. These findings support the validity, feasibility, practicality, and implementation quality of the developed PBL model without claims regarding statistically significant improvement in students’ motor skills. Conclusion: The developed PBL model provides a valid, feasible, and highly practical framework for teaching fundamental manipulative movement skills in elementary school physical education. The model supports active participation, collaboration, communication, problem solving, reflection, and systematic teacher implementation.