Innovative Recreational Game Development: Sport Monopoly Game for Enhancing Physical-Fitness Learning in Elementary Students

Indonesian Journal of Kinanthropology (IJOK) Volume 6 Number 1, January 2026 https://doi.org/10.26740/ijok.v6n1.p1-10 E-ISSN: 2775-2178 Indonesian Journal of Kinanthropology (IJOK) Open Access Innovative Recreational Game Development: Sport Monopoly Game for Enhancing Physical-Fitness Learning in Elementary Students Miftahul Jannah1, Yoso Wiyarno1, Suharti1 1 Universitas PGRI Adibuana Surabaya, Surabaya, Indonesia, 60234 Correspondence: (Received: 13 November 2025 | Revised: 11 December 2025 | Accepted: 29 December 2025) ABSTRACT Background: This study developed and evaluated an innovative recreational sport-based board game, the Sport Monopoly Game Physical Fitness, as a learning medium to enhance Grade V elementary students’ engagement and understanding of physical-fitness material during Physical Education (PJOK) lessons.. Methods: research and development (R&D) design adapted from the Borg & Gall model included needs analysis, data collection, product design, expert validation, small-group trials, iterative revisions, large-group field testing, and dissemination. Participants were Grade V students (classes VA/VB) at SDN Balongsari I/500, Surabaya (small group n = 14; large group n = 60). Data were collected through observation, needs-analysis questionnaires, student-response questionnaires, and documentation. Descriptive statistics (means and feasibility percentages) were calculated using Microsoft Excel, and qualitative comments were summarized. . Results: Small-group testing produced a total score of 893, a mean of 4.30 (“good”), and 86.9% feasibility. Large-group testing produced a total score of 1,595, a mean of 4.55 (“good”), and 91.15% feasibility. Prior expert validations showed feasibility values of 82.7% (material expert) and 83.6% (media expert). Conclusions: The Sport Monopoly Game Physical Fitness as an innovative recreational game, along with its guidebook, is feasible and suitable as supplementary media for Grade V PJOK physical-fitness lessons, and can enhance students’ enthusiasm for recreational sport-based learning and physical activity. Keywords: recreational games; sport monopoly; learning media; physical fitness; elementary students 1. Background Physical Education, Sports, and Health (PJOK) is an integral part of holistic education (Hasana et al., 2021). It develops motor skills, emotional balance, social competence, physical fitness, and healthy habits through structured movement experiences and age-appropriate games (Ali Wahyudi et al., 2024). In the 21st century, PJOK teachers are expected to be creative instructional designers who can blend practical activities with clear concepts so learning supports growth and development, not just “doing exercise (Hamzah et al., 2023). A preliminary classroom observation at SDN Balongsari I/500 (Grade V) revealed that learning media were used infrequently and lacked variety (Anggraini & Kristin, 2022) 2. As a result, many students were not enthusiastic during PJOK lessons (Yusfi & Sriwijaya, 2023). Time constraints for preparing media and the perceived cost of materials were common reasons for underuse (Adawiyah et al., 2022). Yet, well-designed media help deliver content more clearly and make activities easier for students to understand (Yanti et al., 2022). A simple needs analysis confirmed this gap. Most students (97.7%) reported liking PJOK, but only 47.7% felt lessons offered interesting variation; 52.3% did not (Baharuddin, 2020). An overwhelming 93.2% wanted more creative and varied activities (Fauziyah & Anugraheni, 2020). While 68.2% disagreed with using drill-type fitness (e.g., pushups, sit-ups) as the core of fitness lessons, 100% agreed that integrating games into fitness lessons would be appealing (Putra et al., 2020). These findings align with developmental theory for primary school children: play Indonesian Journal of Kinanthropology (IJOK) | Volume 6 | Number 1 | 2026 | 1-10 1 Miftahul Jannah, Yoso Wiyarno, Suharti Innovative Recreational Game Development: Sport Monopoly Game for Enhancing Physical-Fitness Learning in Elementary Students is central to motivation, social interaction, imagination, and creativity, and it can meaningfully support physical, cognitive, and affective growth (Hamzah et al., 2023). To address this gap, we propose a game-based learning medium Sport Monopoly Game: Physical Fitness for the Grade V “Physical Fitness Activities” unit. The concept adapts the familiar Monopoly board into a large, classroom-friendly format (banner board) and replaces money transactions with fitness movements and points (Setyaningrum, 2019). Teams (4–6 students) take turns moving around the board, “buying” countries with points and prescribed movements, paying “taxes” with points or brief exercises, and drawing Chance and Community cards that include short questions on fitness concepts (Utomo, 2023). The winner is the team with the highest total points from purchases and correctly answered questions (Purwanto, 2023). This design differs from common Monopoly-style media in two important ways (Fernanda et al., 2023). First, the transaction currency is movement, which keeps children active and turns fitness components into short, safe bouts integrated within play (Wiratama, 2022). Second, beyond psychomotor participation, the game deliberately embeds cognitive (concept questions) and affective (fair play, honesty, cooperation) elements, so learning is not limited to “just moving (Fikri et al., 2024). To foster teamwork and healthy competition, the activity is organized with a cooperative Teams-Games-Tournament (TGT) flow: brief teacher explanation, team formation, guided gameplay/mini-tournaments, and recognition for teams that demonstrate both performance and fair play (Costarica, 2022). The scope of this initial product targets Grade V and focuses on two fitness components flexibility and strength to keep activities safe, time-efficient, and manageable in typical school spaces (Prabowo, 2022). Other components (e.g., endurance, agility, balance) can be added in future iterations once feasibility and classroom management are established (Gholy et al., 2022). In summary, the problem is low enthusiasm linked to limited, drill-like fitness instruction and underused media; the opportunity is game-based PJOK that is developmentally appropriate and engaging; and the solution is a Monopoly-inspired game that integrates short fitness movements with concept checks and team play (Almada et al., 2020). The purpose of this study is to develop and evaluate the feasibility of the Sport Monopoly Game: Physical Fitness and its teacher guidebook for Grade V PJOK, with the expectation that it will increase student enthusiasm and support more active, varied, and meaningful learning during the “Physical Fitness Activities” unit. 2. Methods Design This study used a Research & Development (R&D) approach following the Borg & Gall model. The goal was to develop a game-based learning medium (Sport (...truncated)