Fundamental skills are obtained through physical education learning. Students can master one particular sport that is useful in everyday life. Elementary school students aged 6-12 years like to play or have fun in activities. Teachers are expected to design structured games that provide benefits for children's kinesthetic development. The purpose of this study was to determine the difference between TG and Drill that affects the fundamental skills (run, jump, overhand throw and catch) in elementary school. The method used in this research is experimental treatment by level 2 x 2 with a sample of 40 students. Data on the results of fundamental skills were obtained from TGMD-2. The data analysis technique was a two-way analysis of variance (ANOVA) and then continued with the t- Dunnet test at a significance level of α = 0.05. The results of this study indicate that students who learn with the TG model (A1) are higher than the drill model (A2) with a t₀ value of 2.243> t_tab 1.684. There is an interaction effect between physical education learning methods and motor ability tests on students' fundamental skills (running, jump, overhand throw and catch) with a value of F₀ 12.835> F_tab 4.08. The fundamental skills of students taught by the TG model (A1B1) were higher than practice (A1B2) for high motor ability tests with a t₀ value of 5.448 > t_tab 1.684. The fundamental skills of students taught by the TG model (A1B2) are lower than a drill (A2B2) for low motor ability tests with a t₀ value of 1.886 > t_tab 1.684. The study concludes that TG has effects on improving students' fundamental skills for high motor skills. Meanwhile, drill has effects on improving students' fundamental skills for low motor skills. The findings of this study also state that traditional games can be used as a physical education learning model because there are elements of physical movement and building cooperation between students.

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