Abstract
Physical literacy is important for children in relation to their growth and development. Physical literacy also affects children's physical health, but the use of gadgets has contributed to a decline in physical activity among primary school students over the past decade, resulting in low physical literacy and increased sedentary behaviour. This situation calls for learning innovations that integrate physical activity and character building in the context of primary schools. This study aims to develop a physical literacy-based game design to improve the motor skills and character of responsibility of primary school students. The study uses a mixture of research and development (R&D) methods with ADDIE (Analysis, Design, Development, Implementation, Evaluation) design to develop physical activity products, and quantitative methods to measure the effectiveness of the products on student learning outcomes. The test subjects involved 49 students in two primary schools. Data were collected through teacher interviews, needs questionnaires, validation questionnaires, response questionnaires, learning observations, and learning outcome tests. The research successfully developed four game designs, namely Quiz Box, Friendly Sandals, Defence Fortress, and Stick Dance for students in grades 2 and 3. The resulting game designs showed a product validity level of 93% (very feasible) and an average material validity of 77% (feasible). User response reached 86% (very practical), and the average learning outcome score of 78.24 exceeded the Minimum Completion Criteria of 65. These findings indicate that physical literacy-based game designs are effective in increasing engagement, material comprehension, and the internalisation of responsible character traits. The implications of this study support the strengthening of active learning based on physical literacy as a strategy for improving the quality of basic education that not only affects cognitive abilities but also affective and psychomotor abilities.