The Study of the Influence Physical Education Learning Outcome: Students' Views, Attitudes, and Curiosity Characters on Middle School Students
Keywords:
Attitude, Curiosity character, Learning outcomes, Motivation, Physical education
Abstract
Purpose of the study: This study aims to see how perception, attitude, and curiosity character instruments influence learning outcomes in junior high school students in Tebo in the subject of Physical Education.
Methodology: This research used quantitative analytical descriptive methods. The research sample consisted of junior high school students in Tebo involved in physical education learning.
Main Findings: Data was collected through students' perceptions, attitudes, and curiosity towards student learning outcomes in this subject at Junior high school 2 Tebo, with 40% in the sufficient category. In addition, students' perceptions, attitudes, and curiosity towards student learning outcomes in this subject at Junior high school 16 Tebo tend to be positive, with 36% in the sufficient category, which can positively impact student activity in learning and physical activities.
Novelty/Originality of this Study: This study's novelty lies in its exploration of the relationship between students' perspectives, attitudes, and curiosity about Physical Education (PJOK) learning and their learning outcomes at the junior high school level.
References
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[3] F. B. Hosseini, S. Ghorbani, and R. Rezaeeshirazi, “Effects of Perceived Autonomy Support in the Physical Education on Basic Psychological Needs Satisfaction, Intrinsic Motivation and Intention to Perform Physical Activity in High School Students,” Int. J. Sch. Heal., vol. 7, no. 4, pp. 39–46, 2020, doi: 10.30476/intjsh.2020.88171.1106.
[4] I. Demchenko, B. Maksymchuk, V. Bilan, I. Maksymchuk, and I. Kalynovska, “Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education,” Brain. Broad Res. Artif. Intell. Neurosci., vol. 12, no. 3, pp. 191–213, 2021, doi: 10.18662/brain/12.3/227.
[5] A. R. Samadov, “Problems of forming and developing person’s aesthetic ideal,” Int. J. Integr. Educ., vol. 2, no. 6, pp. 132–137, 2019, doi: 10.31149/ijie.v2i6.222.
[6] S. Parent et al., “Development and initial factor validation of the Violence Toward Athletes Questionnaire (VTAQ) in a sample of young athletes,” Loisir Soc., vol. 42, no. 3, pp. 471–486, 2019, doi: 10.1080/07053436.2019.1682262.
[7] P. Lavega, Q. Prat, U. S. De Ocáriz, J. Serna, and V. Muñoz-Arroyave, “Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada,” Cult. y Educ., vol. 30, no. 1, pp. 142–176, 2018, doi: 10.1080/11356405.2017.1421302.
[8] L. Darling-Hammond, “Defining teaching quality around the world,” Eur. J. Teach. Educ., vol. 44, no. 3, pp. 295–308, 2021, doi: 10.1080/02619768.2021.1919080.
[9] R. Chinta, M. Kebritchi, and J. Ellias, “A conceptual framework for evaluating higher education institutions,” Int. J. Educ. Manag., vol. 30, no. 6, pp. 989–1002, 2016, doi: 10.1108/IJEM-09-2015-0120.
[10] D. Akgunduz, “A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014,” Eurasia J. Math. Sci. Technol. Educ., vol. 12, no. 5, pp. 1365–1377, 2016, doi: 10.12973/eurasia.2016.1518a.
[11] S. L. Craig, T. Gardiner, A. D. Eaton, N. Pang, and T. Kourgiantakis, “Practicing alliance: an experiential model of teaching diversity and inclusion for social work practice and education,” Soc. Work Educ., vol. 00, no. 00, pp. 1–19, 2021, doi: 10.1080/02615479.2021.1892054.
[12] M. A. Seven, “Innovation in Language Learning and Teaching,” Innov. Lang. Learn. Teach., vol. 8, no. 8, pp. 62–71, 2019, doi: 10.1007/978-3-030-13413-6.
[13] C. F. Correia and C. Harrison, “Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice,” Res. Sci. Technol. Educ., vol. 38, no. 3, pp. 355–376, 2020, doi: 10.1080/02635143.2019.1634040.
[14] K. Kjeldsen, “A study-of-religion(S)-based religion education: Skills, knowledge, and aims,” Cent. Educ. Policy Stud. J., vol. 9, no. 4, pp. 11–29, 2019, doi: 10.26529/cepsj.678.
[15] J. Díez-Palomar, R. García-Carrión, L. Hargreaves, and M. Vieites, “Transforming students’ attitudes towards learning through the use of successful educational actions,” PLoS One, vol. 15, no. 10 October, pp. 1–20, 2020, doi: 10.1371/journal.pone.0240292.
[16] M. Astatke, C. Weng, and S. Chen, “A literature review of the effects of social networking sites on secondary school students’ academic achievement,” Interact. Learn. Environ., vol. 31, no. 4, pp. 2153–2169, 2023, doi: 10.1080/10494820.2021.1875002.
[17] L. Nahar, “The Effects of Standardized Tests on Incorporating 21st Century Skills in Science Classrooms,” Integr. Sci. Educ. J., vol. 4, no. 2, pp. 36–42, 2023, doi: 10.37251/isej.v4i2.324.
[18] Mailizar, A. Almanthari, S. Maulina, and S. Bruce, “Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia,” Eurasia J. Math. Sci. Technol. Educ., vol. 16, no. 7, 2020, doi: 10.29333/EJMSTE/8240.
[19] M. Khusniati, A. P. Heriyanti, N. P. Aryani, T. R. Fariz, and D. Harjunowibowo, “Indigenous science constructs based on Troso woven fabric local wisdom: a study in ethnoscience and ethnoecology,” J. Turkish Sci. Educ., vol. 20, no. 3, pp. 549–566, 2023, doi: 10.36681/tused.2023.031.
[20] C. S. Ugwuanyi, “Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A case of simple repeated measures,” Educ. Inf. Technol., vol. 27, no. 5, pp. 6353–6365, 2022, doi: 10.1007/s10639-021-10850-3.
[21] S. Motevalli, A. Perveen, and M. Tresa Anak Michael, “Motivating Students to Learn: An Overview of Literature in Educational Psychology,” Int. J. Acad. Res. Progress. Educ. Dev., vol. 9, no. 3, pp. 63–74, 2020, doi: 10.6007/ijarped/v9-i3/7779.
[22] Z. Fajri, H. Baharun, C. Muali, Shofiatun, L. Farida, and Y. Wahyuningtiyas, “Student’s Learning Motivation and Interest; the Effectiveness of Online Learning during COVID-19 Pandemic,” J. Phys. Conf. Ser., vol. 1899, no. 1, 2021, doi: 10.1088/1742-6596/1899/1/012178.
[23] S. Gultom, A. F. Hutauruk, and A. M. Ginting, “Teaching Skills of Teacher in Increasing Student Learning Interest,” Budapest Int. Res. Critics Inst. Humanit. Soc. Sci., vol. 3, no. 3, pp. 1564–1569, 2020, doi: 10.33258/birci.v3i3.1086.
[24] K. Shelley and L. McCuaig, “Close encounters with critical pedagogy in socio-critically informed health education teacher education,” Phys. Educ. Sport Pedagog., vol. 23, no. 5, pp. 510–523, 2018, doi: 10.1080/17408989.2018.1470615.
[25] A. Almonacid-Fierro, R. Vargas-Vitoria, R. S. De Carvalho, and M. A. Fierro, “Impact on teaching in times of COVID-19 pandemic: A qualitative study,” Int. J. Eval. Res. Educ., vol. 10, no. 2, pp. 432–440, 2021, doi: 10.11591/ijere.v10i2.21129.
[26] H. Hernandez, “Testing for normality: what is the best method,” ForsChem Res. Reports, vol. 6, no. 5, 2021.
[27] Z. Psaradakis and M. Vávra, “Normality tests for dependent data: large-sample and bootstrap approaches,” Commun. Stat. Simul. Comput., vol. 49, no. 2, pp. 283–304, 2020, doi: 10.1080/03610918.2018.1485941.
[28] A. K. Mbah and A. Paothong, “Shapiro–Francia test compared to other normality test using expected p-value,” J. Stat. Comput. Simul., vol. 85, no. 15, pp. 3002–3016, 2015, doi: 10.1080/00949655.2014.947986.
[29] M. Basri, J. Setiawan, M. Insani, M. R. Fadli, K. Amboro, and K. Kuswono, “The correlation of the understanding of Indonesian history, multiculturalism, and historical awareness to students’ nationalistic attitudes,” Int. J. Eval. Res. Educ., vol. 11, no. 1, pp. 369–376, 2022, doi: 10.11591/ijere.v11i1.22075.
[30] M. Kuhfeld and J. Soland, “The Learning Curve: Revisiting the Assumption of Linear Growth during the School Year,” J. Res. Educ. Eff., vol. 14, no. 1, pp. 143–171, 2021, doi: 10.1080/19345747.2020.1839990.
[31] Q. Li, X. Tan, and L. Wang, “Testing for error correlation in partially functional linear regression models,” Commun. Stat. - Theory Methods, vol. 50, no. 3, pp. 747–761, 2021, doi: 10.1080/03610926.2019.1642492.
Published
2024-12-10
How to Cite
[1]
U. Nugraha, R. Budiarti, and E. Yuliawan, “The Study of the Influence Physical Education Learning Outcome: Students’ Views, Attitudes, and Curiosity Characters on Middle School Students”, Jor. Eva. Edu, vol. 6, no. 1, Dec. 2024.
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Articles
Copyright (c) 2024 Ugi Nugraha, Retni Budiarti, Ely Yuliawan
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