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The rapid growth of the digital era significantly reduces children's physical activity, thus having an impact on decreasing gross and fine motor development in elementary school-age children. The habit of excessive use of gadgets causes children to tend to be passive and less involved in structured movement activities. Fundamental Movement Skills (FMS), as the basis of motor competence which includes locomotor, non-locomotor, and manipulative skills, shows increasingly less than optimal development in early childhood and school age. This study examines the contribution of FMS to children's motor development and evaluates the effectiveness of FMS-based learning media, especially modified snake and ladder games, in improving students' basic movement skills. The study used a descriptive-correlational quantitative design involving 40 students aged 6–9 years who were selected through purposive sampling techniques. Data collection was carried out using the Test of Gross Motor Development-2 (TGMD-2) instrument, structured observation rubrics, and supporting documentation. Data analysis used descriptive statistics and Pearson correlation tests to see the relationships between variables. The findings of this research are expected to be the basis for the development of more innovative, adaptive, and fun physical education programs to support children's motor development in the midst of the challenges of the digital era.

This community service activity was motivated by the need to create Physical Education, Sports, and Health (PJOK) learning that is more engaging, interactive, and suited to the characteristics of elementary school students in the digital era. The service team identified a significant potential to integrate print-based learning media with interactive websites as an innovative solution to address monotonous and less visual learning processes. This activity was carried out at SD Tahfidz Al-Jamiel, involving second-grade students as the primary subjects, while teachers acted as facilitators and observers of the learning process. The service method adopted the ABCD (Asset-Based Community Development) approach by utilizing local assets such as students' enthusiasm as digital natives, adequate school facilities, and the school's openness to educational innovation. The activity was implemented through several stages: initial observation, program planning, implementation of learning using interactive media, and a simple evaluation of the activity’s impact.The results of this activity indicated that integrating printed books and interactive websites could enhance students' interest and participation in PJOK learning. Students appeared more active, enthusiastic, and found it easier to understand locomotor movement material being taught. Teachers also responded positively to the media used. This activity demonstrates that digital-based learning transformation can be conducted in a simple and practical manner within the elementary school context and holds great potential for replication in other schools.