ABSTRACT

This study developed and tested a Labanotation-based movement literacy game designed to foster analytical, creative, and reflective thinking skills among junior high school students. The research employed a Research and Development (R&D) approach guided by the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework, involving expert validation, a small-scale pilot with university students, and a larger implementation with 79 junior high school students in Jakarta and Banten, but 45 students were able to complete the exercises up to practice chart level 6. Data were collected through gameplay scores, motion detection records, classroom observations, and interviews and analyzed using descriptive statistics, regression methods, and thematic coding. Findings indicated that students were actively engaged in interpreting symbols and performing embodied tasks, though technical limitations and cultural considerations influenced their experiences. Symbolic knowledge alone did not automatically translate into embodied reflection, highlighting the importance of motivation, context, and bodily involvement. This study contributes to the discourse on embodied cognition and game-based pedagogy by presenting a culturally adapted model of movement literacy. Future research should refine motion detection algorithms, expand trials across schools, and further explore how body, symbol, and culture interact to shape higher-order thinking.