Competency Curriculum Research Articles

An evaluation of the relationship between clinical requirements and tests of competence in a competency-based curriculum in dentistry

BackgroundThe development of competencies in dentistry is a complicated process that calls for the development of not just cognitive and psychomotor abilities but also behaviors and attitudes that change as technical proficiency increases and meaningful patient encounters occur. This study examined the relationship between the number of clinical requirements completed by dental students and subsequent performance on tests of competence. The null hypothesis stated there would be no significant linear relationship different from zero between absolute clinical requirements and grades attained in various tests of clinical competence.MethodsRetrospective assessment data for 81 students were used in this analysis. Data included the amounts of clinical requirements completed for operative dentistry, endodontics, periodontics, and fixed prosthodontics together with data on the respective performance in tests of competence. Correlation was ascertained between grades for tests of competence and the corresponding clinical requirements using a non-parametric Spearman’s Rho test at an alpha level of 0.05.ResultsFixed prosthodontics and posterior endodontics were the least common procedures completed by dental students. Statistically significant weak correlations were found between the amounts of clinical requirements performed for posterior endodontic(p = 0.005) and operative procedures (p = 0.006) and associated performance in tests of competence. A moderate correlation was found between the number of fixed prosthodontic procedures completed and associated performance in tests of competence. This latter correlation, however, was not statistically significant (p = 0.654). A significant weak correlation was found between requirements completed for periodontics and the associated test of competence (p = 0.04). A highly statistically significant moderate correlation was found between clinical requirements for anterior endodontics and the associated performance in the tests of competence (p < 0.001).ConclusionThe null hypothesis was rejected since a positive correlation was found between the absolute clinical requirements completed and grades in tests of competence. However, only a weak to moderate degree of correlation was found between the completion of clinical requirements and performance in tests of competence for common clinical procedures that new dental graduates should be able to perform.

Exploring ideological-ware as a resource in the use of Moodle in higher education – analyzing Covid-19 publications

Across the globe, the advent of the coronavirus disease (Covid-19) has propelled most sectors to do their business online. Higher education institutions (HEIs) in particular have had to move their teaching and learning online, with Moodle reported to be one of the most used platforms internationally. In the context of Covid-19, educational researchers and publications have discussed various ways in which this platform has influenced the three types of curricula, namely: competence curriculum; pragmatic curriculum and performance curriculum. However, there is less emphasis on ideological-ware in the use of Moodle as a teaching and learning resource, which presents a serious challenge and requires systemic debate and reflection. This study uses critical discourse analysis and community of inquiry through purposive and convenience sampling to identify the published documents on the use of Moodle in the context of Covid-19. Findings indicate that most scholars are advocating that the successful use of Moodle in higher education institutions relies on ensuring that hardware and software resources are available for both lecturers and students. This suggests that HEIs are focusing on the performance and competence-based curriculum, yet limited mention is given to ideological-ware as an important aspect when using Moodle.

Analysis of Competency Curriculum Alignment in Web-Based Application Development on the Study Program of PTIK UNS with the Industrial World

&lt;p class="western" style="orphans: 0; widows: 0; margin-top: 0.21cm; margin-bottom: 0cm;" align="justify"&gt;&lt;span style="color: #000000;"&gt;&lt;span style="font-size: small;"&gt;&lt;span lang="en-US"&gt;This study aims to: determine the application of the competency field curriculum in web-based application development on the UNS PTIK study program, determine the needs in web-based application development competencies on the industrial world, and determine the alignment between the application of the web-based application development competency curriculum on the UNS PTIK study program and the need for competence in the field of web-based application development on the industrial world.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;&lt;p class="western" style="orphans: 0; widows: 0; margin-top: 0.21cm; margin-bottom: 0cm;" align="justify"&gt;&lt;span style="color: #000000;"&gt;&lt;span style="font-size: small;"&gt;&lt;span lang="en-US"&gt;The form of this research is qualitative research with 6 research subjects, 3 lecturers and 3 alumnus. Data collection techniques used are document analysis, interviews, and questionnaires. The validity test technique used is source triangulation. The analysis technique used is a comparative descriptive technique.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;&lt;p class="western" style="orphans: 0; widows: 0; margin-top: 0.21cm; margin-bottom: 0cm;" align="justify"&gt;&lt;span style="color: #000000;"&gt;&lt;span style="font-size: small;"&gt;&lt;span lang="en-US"&gt;The results of this study indicate that the alignment of the curriculum in the competency field in web-based application development on the PTIK UNS study program with the industrial world as a whole is appropriate, but there needs to be development in several courses and collaborations by involving industry directly in the preparation of the curriculum in the future and there are still several stages in the process of developing web-based applications in practice in lectures have not been carried out.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

Towards a Better Understanding of Social Acculturation: International Students in British EAP Universities

This study explores the role of social acculturation (social and cultural adaptation to university life in and outside the classroom) in a British EAP (English for Academic Purposes) classroom setting and to situate this within broader debates about the complex relationship between the concepts of language and culture. It argues that, with its overall focus on academic language and disciplinary acculturation, EAP pedagogic practices can overlook the dimension of social acculturation, which is also an equally important skill for students’ learning. For its theoretical framework, this paper presents a review of the literature that considers the significance of social acculturation and intercultural competence in the EAP curriculum. Drawing on this body of literature review as a methodology, this study proposes pedagogic practices such as Intercultural Approach and Sheltered Instruction that can be implemented in EAP seminar classes to develop international students' social acculturation. The seminar genre is suggested for students to practice the social acculturation process and hence improve their intercultural competence. This is because seminars provide an effective setting to prepare students for their new environment, allow them to interact with each other and practice their intercultural - as well as linguistic and disciplinary - skills.

Emotional competence in the school curriculum of Spanish as an additional language in Australia and the United Kingdom

The development of students' emotional intelligence has become a priority in integral education since the beginning of this century. Existing mental health issues in young learners brought about by the pressures and challenges of a globalized capitalist society have been put in the spotlight and exacerbated by the ongoing Covid-19 pandemic, which explains the need to promote this type of intelligence in education. We will focus on Australia and the UK, two contexts where social and emotional learning (SEL) has been promoted via government directives and policy documents across the curriculum. However, since both educational contexts have monolingual policies, our objective is to analyse whether emotional competence is integrated and developed throughout the Languages curriculum, specifically, in the case of Spanish as an additional language in Primary education. Drawing from SEL´s theoretical framework, and using qualitative content analysis, we will examine the above-mentioned curriculum implemented both in New South Wales and England.

Mathematics Teaching in Youth and Adult Education in Manaus

Background: Youth and Adult Education (YAE) is a teaching modality aimed at young people, adults and older adults who need to complete their studies so that their specificities are respected within this teaching and learning process. Objectives: Analyse aspects related to mathematics teaching in the 3rd phase of Youth and Adult Education (YAE) through the continuing education of teachers who work in the segment, proposing new methodologies based on the results of the ADE (Student Performance Assessment). Design: The research carried out was of a qualitative exploratory nature, using psychometric theories as aids in the composition of the research, these being the classical test theory (CTT) and the item response theory (IRT). Setting and participants: From the universe of schools that compose the Semed - Manaus, a group of schools from the East Zone of Manaus was chosen; this choice was motivated by the fact that the area has the highest number of teachers (nine) who work in the 3rd phase of the YAE of Manaus. Data collection and analysis: The CTT/IRT was applied to the ADE, and the most difficult-level items were selected. For data collection, interviews, observation and application of forms on the Google Forms platform were used. Results: The research showed that teachers have many doubts regarding the curricular competencies that involve specific mathematics topics, mainly algebra. In the investigated group, none of the teachers had training in mathematics. Also, the textbook is not contextualised for the segment and does not include these new National Base skills. Schools also do not have digital resources to teach mathematics more playfully. Conclusions: Research shows that more mathematics training is needed for teachers in the segment. The Semed qualification sector needs to create a format aimed at YAE. Research is needed to assess the segment after the 3rd phase to verify the impact of mathematics teaching by teachers with no qualification in the area.

Construcción de un ecosistema digital como apoyo en la implementación del nuevo plan de estudios de la Facultad de Medicina

This article describes the process of constructing a digital ecosystem to support the implementation of the EPPENS 2022 curriculum plan, which allows for monitoring the curriculum competencies of students and teaching competencies of professors during the medical training process at the Facultad de Medicina of the Universidad Autonoma de Mexico (UNAM), with the purpose of generating and substantiating actions that are in favor of teaching, learning, evaluation, and school management processes. The platform was designed using the PHP programming language and the MySQL database management system. Keywords: TICs; digital tool; competences; students; teachers; teaching

Structural competency curriculum in health sciences education: a scoping review.

The objective of this review was to explore what is known about implementing and evaluating the structural competency framework in undergraduate and graduate health science programs. This review also sought to identify outcomes that were reported as a result of adding this training to various curricula. The structural competency framework was introduced in 2014 to train pre-health and health professionals to understand broader structures that influence health inequities and outcomes of health. Across the globe, programs are incorporating structural competency in the curricula to address structural issues that impact interactions in the clinical setting. The implementation and evaluation of structural competency training across multiple health science programs are poorly understood and deserve further examination. This scoping review considered papers that described the implementation, evaluation, and outcomes of structural competency training for undergraduate or graduate students and postgraduate trainees in health science programs. Papers addressing the implementation and evaluation of structural competency frameworks in undergraduate and graduate health science programs that were published in English were included. No date restrictions were imposed. The databases searched included MEDLINE (PubMed), CINAHL (EBSCO), Scopus, Embase, EuropePubMed Central (European Bioinformation Institute), PsycINFO (EBSCO), and Education Resources Information Center (ERIC). Sources of unpublished studies and gray literature searched included ProQuest Dissertations and Theses (ProQuest), PapersFirst (WorldCat), and OpenGrey. Retrieval of full-text papers and data extraction were performed independently by 2 reviewers. Thirty-four papers were included in this review. Implementation of structural competency training was described in 33 papers, evaluation of training was described in 30 papers, and outcomes were reported in 30 of the papers. Throughout the included papers, the methods/pedagogical approaches to implementing structural competency in curricula varied. Evaluations focused on knowledge, skills, abilities, attitudes of students, quality, perceptions, and effectiveness of training. This review revealed that health educators have successfully implemented structural competency training in medical, pharmacy, nursing, residency, social work, and pre-health programs. There are multiple methods of teaching structural competency, and trainers can adapt delivery methods for different educational contexts. Neighborhood exploration; photovoice, including community-based organizations in clinical rotations; incorporating team-building exercises; case-based scenarios; and peer-teaching are among the innovative approaches that can be used to deliver the training. Training can be provided in short intervals or incorporated throughout an entire study plan to enhance students' structural competency skills. Methods of evaluating structural competency training vary and include qualitative, quantitative, and mixed methods.

Teaching and Learning Interventions Designed to Improve Cultural Competence in Health Profession Students: A Systematic Review

Purpose: Developing healthcare profession students’ cultural competency knowledge, skills and attributes is critical to meet the needs of culturally and linguistically diverse healthcare service consumers. The purpose of this systematic review was to identify effective cultural competence interventions for healthcare profession students. Methods: A systematic review of peer reviewed articles published from 2010-2021 using PRISMA guidelines was conducted by searching CINAHL, EMBASE, ERIC, PubMed, and Psych INFO databases. Article quality was assessed using the Evaluation Tool for Quantitative Research and Mixed Method Appraisal Tool. Results: The initial search identified 2,261 potentially relevant studies, 41 studies met the inclusion criteria in which intervention effectiveness was evaluated using a validated outcome measure pre- and post- intervention. Only one study used a non-self-report outcome measure. Out of the 41 studies, only eight studies employed randomisation in the method. Conclusion/Recommendations: This review evaluated effectiveness of cultural competence interventions and evaluation of the intervention using either self-report or non-self-report validated outcome measures at pre- and post-intervention exposure. Combining cultural competence teaching methods such as lectures with simulations, role-playing and community engagement with diverse populations enhanced cultural competence. Further studies are required to compare effective cultural competence teaching models and identify reliable non-self-report outcome measures to assess the effectiveness of interventions post-exposure. Comparing effective cultural competence teaching models that utilise reliable non-self-report outcome measures will be valuable for guiding the design of teaching and learning interventions directed towards cultural competence. Further research is also required to examine the duration of intervention efficacy and how to maintain efficacy post-intervention exposure. Findings from this review are important for designing and structuring of cultural competence curriculum for healthcare profession students and informing future research on cultural competence teaching. This review has identified that most evaluation tools and studies have been designed for the nursing discipline. There is need to design more cultural competence evaluation tools and studies for other healthcare disciplines such as pharmacy and physical therapy.

Implementation of Inclusive Education: An Exploration of Determinants, Challenges and Opportunities

One of the main goals of contemporary educational paradigms is inclusive education, which seeks to give all students equal access to learning opportunities. Inclusive education, where all students learn together regardless of background or ability is a cornerstone of a just and equitable education system. This paper examines the successive implementation of inclusive education, exploring the factors that determine its success, the challenges that may arise, and the opportunities it presents. Key determinants like leadership, teachers’ competence, mindset and attitude of stakeholders, accessible curriculum, research and innovation, cultural competence, supportive policies, are crucial for building a foundation for inclusion. However, challenges such as lack of teacher training, resource and infrastructure accessibility, require careful consideration and strategic solutions. Beyond overcoming these challenges lie the significant opportunities of inclusive education. By fostering a sense of belonging, collaboration, and respect for diversity, inclusive classrooms benefit all students, leading to improved academic outcomes, stronger social skills, and a more positive learning experience. This exploration of factors, challenges, and opportunities highlights the importance of a successive approach to achieving inclusive education. It is a continuous journey requiring ongoing efforts to create schools where every student feels empowered to thrive.

PENINGKATAN KOMPETENSI PEDAGOGIK GURU DENGAN PEMAHAMAN KONSEP DAN STRATEGI KURIKULUM MERDEKA

This workshop aims to help increase teacher competence in understanding concepts and strategies related to the independent curriculum. The activity involved 30 (thirty) teachers at SMPN 10 Bantimurung, Maros Regency and was held on 21-24 February 2022. There are topics that can be discussed in activities to increase teacher competence in the independent curriculum including: 1) The concept of the Independent Curriculum, 2) Learning Design, 3) Understanding of 21st Century Skills, 4) Project-Based Learning, 5) Use of Technology in Learning, 6) Evaluation of Learning

Performance assessment of physical education teachers in schools

This study aims to reveal the performance of physical education teachers in terms of pedagogic, professional, personality and social competence and their impact on the physical fitness of junior high school students in Pekanbaru City, Riau. This research is a survey type with a questionnaire (Likert scale) as the instrument with a total sample of 33 physical education teachers at 10 junior high schools in Pekanbaru City who were taken by random sampling. Assessment of teacher pedagogical competence was given by the school principal, professional competence by the vice principal for curriculum, and personality and social competence by the vice principal for public relations analyzed quantitatively. The results showed that the performance of junior high school physical education teachers in Pekanbaru City, measured by referring to the four competencies, is very good. Personal competence indicates the highest score with a percentage of 93.5%, followed by social competence at 91.01%, professional competence at 89.56%, and pedagogical competence at 89.3%. Thus, the performance of junior high school physical education teachers in Pekanbaru City is expected to maintain and be able to improve performance professionally consistently. Keywords: Teachers Performance, Competencies of Teachers, Pekanbaru City.

Professional skills development: foundational curriculum skills and competencies of UK construction management programmes

PurposeThis research presents a profile of the current skills and competencies that underpin construction management programmes' (CMP) curricula within United Kingdom (UK) higher education institutes (HEIs). In doing so, the work: synthesises disparate taught provisions across a range of HEIs; conducts a cross-comparative analysis between these provisions and engenders wider discourse and new insight into the consistency of current higher education practice.Design/methodology/approachBoth interpretivism and pragmatism are adopted to analyse secondary data sourced from construction management undergraduate programmes in the UK inductive reasoning and inferential analysis (i.e. quantitative rank correlation, text/data mining and qualitative inquiry) are utilised to help underscore the current technical and interpersonal skills and competencies noted within the programmes and develop new theories on curriculum shortfalls and inadequacies.FindingsResearch findings demonstrate that the specific content of CMP are bespoke and tailored by the programme teaching team at each individual HEI; albeit, all programmes reviewed are in congruence regards the importance of broad technical and interpersonal themes. However, the degree to which these themes are publicly presented differ from the curricular and institutional documentation; specifically, a more “technical-based skill” image is being portrayed publicly whilst “interpersonal skills” are doing the heavy curriculum lifting. Hence, the foundational curriculum skills and competencies are firmly rooted in a sense of employability and career preparedness; a balance of technical and interpersonal skills. Identification of these skills and competencies provides a springboard for supplementary research to augment curriculum development.Originality/valueThis research constitutes the first attempt to conduct a cross-comparative analysis of descriptive metadata contained with curriculum development documents sourced from various UK HEIs. Emergent findings unearth the key skills and competencies that serve as the curriculum's foundation but also question whether a more consistent approach to construction management education should be sought.

Gerakan Sadar Pajak Melalui Kegiatan Sosialisasi Pengisian SPT Tahunan Wajib Pajak Perseorangan Bagi Guru SMKN 9 Kota Semarang

The Community Service Team conducted a survey at State Vocational High School(SMKN) 9 Semarang City which later found problems related to the tax awarenessmovement which is the government's goal to disseminate taxation to all people,especially in the world of education. On Thursday November 17th 2022 The PKMTeam from the Faculty of Economics has carried out community service activitiesusing the approach method through counseling and implementation workshopsregarding socialization and training in filling out and calculating Annual TaxReturns for Individual Taxpayers for teachers and students where this also supportsthe existing curriculum and expertise competence majors at SMKN 9 SemarangCity The output of this PKM activity is in the form of mass media publicationssocialization-movement-sadar-pajak-kepada-guru-smkn-9 semarang), publicationof devotional journals and HKI in the form of videos

고등학교 기하 수업의 교수⋅학습 자료 개발

Objectives The purpose of this study is to develop and apply teaching and learning materials for geometry class using process-centered assessment and to explore ways to implement process-centered assessment in high school classes. Methods Teaching and learning materials for geometry class using process-centered assessment were designed based on previous research on process-centered assessment and analysis of curriculum competencies according to the steps of the ADDIE model. In addition, the materials were developed for the entire scope of geometry so that they can be continuously assessed in all class periods, not as a one-time assessment after class. It was applied to 96 students in the third grade of E High School in Seoul, Korea, and the developed materials were evaluated through student evaluations, surveys, and interviews. Results The teaching and learning materials for the geometry class were designed considering the three conditions (task, interaction, and feedback) for implementing process-centered assessment, and a total of 30 process-centered assessments were developed. A total of 30 process-oriented assessments were developed, and a method for feedback on the results of process-oriented assessments was presented. Conclusions Through the process-centered assessment designed considering achievement standards and problem-solving capabilities, teachers were able to observe students' learning process and status, and students responded positively to problem-solving. In addition, interaction and feedback were actively carried out, which was effective in improving classroom atmosphere.

Influence of Teacher’s Self-Worth on Secondary School Learners’ Academic Performance in Kakamega County, Kenya

Teachers are charged with the responsibilities of leadership management in schools in Kenya. Teachers, as decision-makers, are continually faced with problems managing school resources and funds. Since principals have a lot of responsibilities, it is necessary that they be well informed on aspects of good leadership. Despite the government's efforts to ensure that there is effective management of schools, several cases of uninformed decision-making, poor leadership approaches, and dishonesty have been reported in several learning institutions, which may influence the final academic performance of the learners. Some of the substandard academic students’ performance has been linked to the lack of self-efficacy of teachers in their profession. Self-efficacy is one of the eight core competencies in the Competency-Based Curriculum (CBC). Other studies have addressed the issue of teacher leadership approaches in schools, however. The purpose of this study was to ascertain the level to which teachers' self-efficacy affects learners' academic performance. The study adapted the non-experimental research design, which is the ex-post-facto survey research design and correlation research design. Data was collected through questionnaires, interview schedules, document analysis, and focus group discussion. Qualitative data was received in verbative, transcribed, and reported in themes and sub-themes. Quantitative data was analysed using descriptive statistics such as frequencies and percentages, while inferential statistics involved Pearson correlation. The study revealed a statistically significant result between components of teachers’ self-worth and secondary school learners’ academic performance (r=.68, p&lt;.05). The study recommends that school leaders, especially principals, should cooperate with teachers to create and reform the school environment so that it can foster students' interest in learning and improve their academic performance. In addition, school heads need to adopt a transformational leadership style—a kind of leadership that inspires people to attain greater or amazing outcomes.

INTEGRATION OF IBNU SINA'S ISLAMIC EDUCATION THOUGHT IN MUHAMMADIYAH ELEMENTARY SCHOOL

Ibn Sina's Islamic educational thinking consists of objectives, curriculum, teaching methods, and teaching competence. According to Ibn Sina, a good pen or teacher is someone who is smart, wise, and exemplary. Ibnu Sina also believes that the output of teaching is for students to become perfect human beings (al-insan kamil) and become people of quality according to their field abilities or the talents of each student. The fact in the field is that there are still teachers who only carry out teaching duties but do not understand the importance of the character of a teacher and the output of the teaching itself. This means that the teacher has not been integrated from the concept of thinking of Ibn Sina's Islamic Education. The purpose of this study was to describe the integration of Ibn Sina's educational thinking at SD Muhammadiyah 1 Wonopeti, so that the scope of this research is: the planning and implementation of learning the integration of Ibn Sina's educational thinking. The research method is field research (fild research) with a descriptive qualitative approach, namely researchers trying to make observations about a phenomenon in a natural state. Data was collected using interviews, observation, and documentation. The results of the study show that the teachers of SD Muhammadiyah 1 Wonopeti have integrated the thinking concept of Ibn Sina's Islamic Education with learning planning which includes objectives, curriculum, methods and concepts of good educators. The implications of this integration are realized by creative and interesting learning through regular and extracurricular and co-curricular teaching and learning activities.

Towards an integrative philosophy of education: The contemplative case of economic education

Acquiring a basic knowledge of philosophy is usually a deprioritised choice for students in undergraduate programmes. Even a basic philosophy course is seldom mandatory in the hard sciences, although it may be an option in the social sciences. While many undergraduate teacher education programmes have stand-alone courses in the philosophy of education in general educational studies courses, philosophical inspiration is largely drawn from continental philosophy. The extent to which preservice teachers see the wider relevance and application of philosophy of education to the school subjects they teach is uncertain. Also, contemporary philosophy of education courses in the (South) African context may still be paying homage to Western, Eurocentric philosophical canons, despite calls by the student collective in South Africa for African contextual relevance. I present an account of a curriculum initiative in a teacher education course that attempts a disruption of traditional western canons that underpin economics and economic education. I argue that disciplines such as economics are fertile spaces for engaging teacher trainees in a philosophical exposé, with a view to contesting the universality of the philosophies of (economic) sciences to explain contemporary societal crises. I present insights into how the philosophy of education might be conceptualised as an across curriculum competence as opposed to an insular, stand-alone offering.

The Use Of ICT By Teachers In Implementing A Competency-Based Curriculum At Elementary School

Implementation of the curriculum in elementary school based on the use of ICT by educators. Nowadays, ICT has developed from time to time, this requires all educators to be able to use ICT. As educators, of course, they must be able to master technology, especially for the learning process for students. This ICT learning does not only exist in public schools, but also in elementary school By learning to use ICT, and educators who use it can also master it, learning will be easier for both educators themselves and students. The purpose of this research itself refers to how the use of ICT by educators in elementary school in order to implement the competency curriculum in elementary school. The research was conducted using in-depth interviews with educators at elementary school through the WhatsApp application with a qualitative method. The results of the research are that the use of ICT for educators is quite developed, even ICT is very helpful for educators in providing material that is easily understood by students. The use of ICT in elementary school is very beneficial for educators and for students, with ICT in learning it makes it very easy for students to understand the material provided, moreover students are very happy with things that attract their attention so that the material provided will be easier to understand. The limitations of this research are that the researcher did not make a report on what percentage of educators can use ICT, as well as the extent to which educators and researchers have only studied one elementary school. Therefore, it is hoped that future researchers can conduct better and more complete research

Development of Basic Motion Learning Model to Develop Creative Thinking Ability Through Approach to Play in Elementary School

Purpose: The purpose of research and development of basic motion learning models to develop creative thinking skills through a play approach in elementary school is expected to develop creative thinking of elementary school students. Theoretical framework: Hendriana Sri Rejeki and Gunawan (2021: 218) state that there are four games for the learning model for basic locomotor jumping, namely: (a) rope jumping game (b) carpet jumping game (c) hurdles game (d) obstacle jumping game, basic motion learning model Locomotor jump with this simple game is effective in supporting the learning process of physical education, sports and health in third grade elementary schools. Design/methodology/approach: The research method used is Borg and Gall research and development. The subjects of this study were fifth grade elementary school students and four teachers at UPT Percut Sei Tuan. The research instrument uses a rating scale so that the basic movement learning model through a play approach is suitable for developing creative thinking skills of elementary school students. Findings: Teachers' lack of innovation and creativity in developing basic movement skills and creative thinking skills with basic movement learning models through a play approach playing is made in game forms that meet the needs of students is one of the fundamental flaws. Teachers of physical education frequently make use of established sports like soccer, baseball, volleyball, futsal, basketball, and futsal, despite the fact that these sports generally do not correspond to the characteristics of elementary school children's growth and development. This brought about the learning gave was unimportant to the abilities to be accomplished and brought about the getting the hang of becoming dreary and less intriguing. Researchers are interested in developing a model of basic movement learning to develop creative thinking skills through a play approach for fifth grade elementary school students in light of the issues discussed above with physical education instruction. Research, Practical &amp; Social implications: The learning model is a strategy that the teacher uses to carry out teaching and learning activities that involve students as recipients of learning activities' knowledge in order to accomplish a goal. Originality/value: There are a number of inputs in the form of comments and suggestions for products developed as a result of the experts' validation (basic motion learning model to develop creative thinking skills through a play approach in elementary school). The following are expert recommendations and comments: (1) A basic movement learning model that can accommodate the needs of students and teachers in carrying out the physical education learning process based on the curriculum objectives is required, (2) The focus on the objectives of developing basic movement learning models is on the cognitive aspects seen in students' understanding of the game's rules, the ability of children to think creatively in understanding forms of movement activity, such as increasing the power of creativity on the basis of skills, (3) The rules of the game are simplified so that participants in elementary school can easily understand them, (4) games are adapted to basic competencies in learning materials in class, (5) games are adapted to children's character, (6) equipment is adapted to the characteristics of children in class and equipment made by yourself needs to be considered for safety not only considering learning media but The equipment used should be cheap and practical. The basic movement learning model for developing creative thinking skills through the play approach in elementary schools can be revised as follows on the basis of the experts' suggestions and comments above: 1) the basic movement learning model focuses on the goals of learning physical education based on the curriculum; 2) it focuses on developing basic motion learning models that focus on creative thinking skills from a cognitive, affective, and psychomotor perspective; 3) it uses games that are adapted to core curriculum themes and competencies so that physical education teachers in elementary schools can use them.