SUMMARY
Motion learning needs to be interpreted so that motion becomes effective and efficient. Teachers must develop material adapted to a structured curriculum using specific standards in the learning process that students must achieve. The purpose of this research was to analyze the effectiveness of using the Model Levelling System (LS) to increase physical literacy (PL) in the physical education (PE) of elementary school students. This study used an experimental method with a pretest-posttest one-group design. The samples used in this research were 105 people consisting of male and female students, using the cluster random sampling technique. The instruments used were the Canadian Assessment of Physical Literacy, Second Edition (CAPL-2) to measure students' motivation and self-confidence, the Canadian Agility and Movement Skill Assessment (CAMSA) to measure physical competence, the Physical Literacy Knowledge Questionnaire (PLKQ) to measure knowledge and students' understanding, and Pedometer, Google Fit to measure daily behavior. Statistical data analysis was conducted using SPSS for Windows 20 series with the first step testing validity and reliability, reducing data using the method of successive interval (MSI), testing data normality using Kolmogorov Smirnov, and testing significance using the paired sample t-test. This study concluded that the LS model has proven to be effective in increasing the PL of elementary school students. This is supported by the results of the t-test obtained by the value of sig. (2-tailed) of 0.000 < 0.05. Therefore, it can be stated that there is a difference in PL scores between the pre-test and post-test in this study. This research can contribute significantly to the world of physical education so that for the perfection of further research, large samples are needed at every level of education.https://doi.org/10.26803/ijlter.21.11.19