Implementation of Evidence-Based Practice (EBP) in Athletic Learning: Efforts to Improve Gross Motor Skills of Students at SDIT Rabani Majalengka

Abstract

Evidence-Based Practice (EBP) is increasingly recognized as an important approach in education, including physical education at the elementary school level. However, a research gap remains regarding its contextual application in athletic learning within Islamic-based elementary schools, particularly in improving students’ gross motor skills. This study aims to examine the implementation of EBP in athletic learning at SDIT Rabani Majalengka and its impact on students’ gross motor development. This study employed a qualitative case study approach. Data were collected from relevant scientific sources and observations of instructional strategies used by teachers. The findings indicate that EBP-based strategies-such as play-based methods, structured exercises, and the use of standardized assessment tools like the Test of Gross Motor Development-3 (TGMD-3), positively influence students’ gross motor skills, including running, jumping, kicking, and throwing. Teachers act as facilitators who integrate scientific evidence, professional experience, and students’ individual needs into the learning process. Additionally, support from the school environment and parental involvement enhances the effectiveness of EBP implementation. This study contributes by providing a practical model for implementing EBP in athletic learning, particularly in integrated Islamic elementary schools. The findings also highlight the importance of teacher training and cross-sector collaboration to address resource limitations, ensuring that learning becomes more effective, measurable, and impactful on students’ motor development.