ANWARUL

Integrating traditional Bugis-Makassar games into physical education has the potential to support the development of elementary school students’ fundamental movement skills and physical fitness. However, its effectiveness requires empirical testing. This article presents a simulated analysis to illustrate the evaluation of physical education instruction based on traditional Bugis-Makassar games. The research scenario follows a quasi-experimental design involving two groups of fifth-grade students, with 30 students each in the experimental and control groups. The simulated data represent fundamental movement skills and physical fitness test scores before and after the intervention. The analysis includes descriptive statistics, normality tests, homogeneity of variance tests, independent-samples t tests, and normalized gain (N-gain) calculations. The simulated results show that the experimental group’s mean fundamental movement skills score increased from 58.40 to 82.30, while the control group’s mean score increased from 59.10 to 69.20. The between-group difference in the simulated data was significant (t = 5.842; p < .001). For physical fitness, the experimental group’s mean score increased from 61.20 to 79.40, while the control group’s mean score increased from 60.80 to 68.50, with a significant between-group difference (t = 4.763; p < .001). The experimental group’s N-gain values were 0.57 for fundamental movement skills and 0.47 for physical fitness, both classified as moderate. These simulated patterns may inform hypothesis formulation and the design of evaluations for Physical Education, Sports, and Health (PJOK) instruction based on local wisdom. Conceptually, this approach connects the development of students’ motor skills with the use of traditional games in instruction. Its effectiveness requires verification through field research using appropriate instruments and documented data collection procedures.