Effectiveness of a Problem-Based Learning Module in Improving Sports Injury Management Skills among Prospective Elementary School Teachers
DOI:
https://doi.org/10.37251/jee.v7i1.2318Keywords:
Educational Evaluation, Instructional Module, Pre-Service Teacher Education, Problem-Based Learning, Sports Injury ManagementAbstract
Purpose of the study: This study aims to evaluate the validity, practicality, and effectiveness of a Problem-Based Learning (PBL) module designed to strengthen sports injury management competence among prospective elementary school teachers.
Methodology: The research employed a Research and Development design using the ADDIE model, with data collected through expert validation sheets, lecturer and student practicality questionnaires, and pretest–posttest learning outcome tests. Data analysis was conducted using descriptive statistics, paired sample t-tests, and N-Gain analysis with SPSS software.
Main Findings: The results showed that the module achieved high expert validity (92%) and strong curriculum alignment (96%). Practicality evaluation indicated very good acceptance from students (88.2%) and lecturers (91.6%). Learning outcomes improved significantly from a pretest mean score of 63.5 to a posttest mean score of 84.2 (p < 0.05), supported by a moderate N-Gain value of 0.567.
Novelty/Originality of this study: The novelty of this study lies in the development of a PBL-based module specifically focused on sports injury management and first aid training for prospective teachers, supported by a multi-party evaluation approach involving experts, lecturers, and students, which provides a comprehensive assessment of the module’s feasibility and contributes to strengthening safety literacy in physical education contexts.
References
Purwanto, S., & Susanto, E. (2020, February). Development of Physical Education Model Based on Character for Improving Affective, Cognitive, and Psychomotoric Values in Elementary School. In International Conference on Educational Research and Innovation (ICERI 2019) (pp. 319-323). Atlantis Press. DOI: https://doi.org/10.2991/assehr.k.200204.061
Costa, H. J. T., Barcala-Furelos, R., Abelairas-Gomez, C., & Arufe-Giraldez, V. (2015). The influence of a structured physical education plan on preschool children's psychomotor development profiles. Australasian Journal of Early Childhood, 40(2), 68-77. DOI: https://doi.org/10.1177/183693911504000209
Hasan, H. A., Adi, S., Hariyanto, E., Kongrungchok, A., Oktaviani, H. I., & Fajarianto, O. (2023). Physical Activity with Play and Game Model to Improve The Cognitive of Elementary School Students. Edcomtech: Jurnal Kajian Teknologi Pendidikan, 8(1), 49-57. DOI: https://doi.org/10.17977/um039v8i12023p49
Goossens, L., Cardon, G., Witvrouw, E., Verhagen, E., & De Clercq, D. (2024). An injury prevention programme in physical education teacher education students: Process evaluation using the RE-AIM sports setting matrix. Translational Sports Medicine. https://doi.org/10.1155/2024/5717748 DOI: https://doi.org/10.1155/2024/5717748
Vercruysse, S., Haerens, L., Verhagen, E., Goossens, L., & De Clercq, D. (2016). Effects of a multifactorial injury prevention intervention in physical education teachers: A randomized controlled trial. European journal of sport science, 16(7), 868-876. DOI: https://doi.org/10.1080/17461391.2016.1140812
Nirmalasari, N., Nofiyanto, M., & Hidayati, R. W. (2020). Studi demografi: Riwayat kejadian cedera dan penanganan pertama cedera olahraga di Unit Kegiatan Mahasiswa. Journal of Health Studies, 4(2), 38–44. https://doi.org/10.31101/jhes.1018 DOI: https://doi.org/10.31101/jhes.1018
Bradley, E., Isaac, P., & King, J. (2020). Assessment of pre-service teacher dispositions. Excelsior Leadership in Teaching and Learning, 13(1). https://doi.org/10.14305/jn.19440413.2020.13.1.03 DOI: https://doi.org/10.14305/jn.19440413.2020.13.1.03
Karan, E., & Brown, L. (2022). Enhancing Student's Problem-Solving Skills through Project-Based Learning. Journal of Problem Based Learning in Higher Education, 10(1), 74-87. DOI: https://doi.org/10.54337/ojs.jpblhe.v10i1.6887
Nurkhin, A., & Pramusinto, H. (2020). Problem-Based Learning Strategy: Its Impact on Students' Critical and Creative Thinking Skills. European Journal of Educational Research, 9(3), 1141-1150. DOI: https://doi.org/10.12973/eu-jer.9.3.1141
Amerstorfer, C., & Münster-Kistner, C. (2021). Student perceptions of academic engagement and student–teacher relationships in problem-based learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.713057 DOI: https://doi.org/10.3389/fpsyg.2021.713057
Viswambaran, V. K., & Shafeek, S. (2019, March). Project based learning (PBL) approach for improving the student engagement in vocational education: an investigation on students ‘learning experiences & achievements. In 2019 Advances in Science and Engineering Technology International Conferences (ASET) (pp. 1-8). IEEE. DOI: https://doi.org/10.1109/ICASET.2019.8714463
Tirado-Morueta, R., Ceada-Garrido, Y., Barragán, A. J., Enrique, J. M., & Andujar, J. M. (2024). The association of self-determination with student engagement moderated by teacher scaffolding in a Project-Based Learning (PBL) case. Educational Studies, 50(5), 806-827. DOI: https://doi.org/10.1080/03055698.2021.2003185
Kırkgöz, Y., & Turhan, B. (2021). Views of Turkish EFL teacher trainees toward technology-integrated PBL practices. English Language Teaching Educational Journal, 4(1), 74–86. https://doi.org/10.12928/eltej.v4i1.3748 DOI: https://doi.org/10.12928/eltej.v4i1.3748
Rahmawati, A., Suryani, N., Akhyar, M., & Sukarmin. (2020). Technology-integrated Project-Based Learning for pre-service teacher education: A systematic literature review. Open Engineering, 10(1), 620-629. DOI: https://doi.org/10.1515/eng-2020-0069
Liu, M., Shi, Y., Pan, Z., Li, C., Pan, X., & Lopez, F. (2021). Examining middle school teachers’ implementation of a technology-enriched problem-based learning program: Motivational factors, challenges, and strategies. Journal of Research on Technology in Education, 53(3), 279-295. DOI: https://doi.org/10.1080/15391523.2020.1768183
Iskandar, A. A. (2020). Pengembangan LKPD berbasis Problem-Based Learning pada materi cedera dan cara penanganannya. Jurnal Pendidikan Tematik Dikdas, 5(1), 1–10. https://online-journal.unja.ac.id/JPTD/article/view/12986
Winara, W., Syahrial, S., & Hanniyah, U. (2024). Pengembangan buku saku berbasis masalah untuk pengenalan pertolongan dan pengobatan cedera olahraga pada mahasiswa PGSD. JGK (Jurnal Guru Kita), 8(3), 449–453. https://doi.org/10.24114/jgk.v8i3.54031 DOI: https://doi.org/10.24114/jgk.v8i3.54031
Kim, C., & Kwak, E. (2022). An exploration of a reflective evaluation tool for the teaching competency of pre-service physical education teachers in Korea. Sustainability, 14(13), 8195. https://doi.org/10.3390/su14138195 DOI: https://doi.org/10.3390/su14138195
Lohmann, J., Breithecker, J., Ohl, U., Gieß-Stüber, P., & Brandl-Bredenbeck, H. P. (2021). Teachers’ professional action competence in education for sustainable development: A systematic review from the perspective of physical education. Sustainability, 13(23), 13343. DOI: https://doi.org/10.3390/su132313343
Sugiyono, S. (2015). Metode penelitian & pengembangan research and development. Bandung: Alfabeta.
Abdullah, A., & Ratna, A. P. (2024). Knowledge Level of Futsal Extracurricular Students about Ankle Injuries. Journal Coaching Education Sports, 5(2), 181-196. DOI: https://doi.org/10.31599/pjk0cc35
He, B., Li, Q., Zhao, J., Liu, R., Li, Y., & Xu, Y. (2021). The innovation and practice of “Hand as Foot teaching method” in the teaching of motion system injury course. BMC medical education, 21(1), 553. DOI: https://doi.org/10.1186/s12909-021-02944-w
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International journal of education and learning, 1(1), 19-26. DOI: https://doi.org/10.31763/ijele.v1i1.26
Melovitz-Vasan, C., Gentile, M., Huff, S., & Vasan, N. (2018). Student perception of active learning group in a problem-based learning curricular environment. Medical science educator, 28(1), 195-201. DOI: https://doi.org/10.1007/s40670-018-0541-6
Eitel, A. (2016). How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands. Learning and Instruction, 41, 70-84. DOI: https://doi.org/10.1016/j.learninstruc.2015.10.003
Ngereja, B., Hussein, B., & Andersen, B. (2020). Does project-based learning (PBL) promote student learning? a performance evaluation. Education Sciences, 10(11), 330. DOI: https://doi.org/10.3390/educsci10110330
Sukackė, V., Guerra, A. O. P. D. C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., ... & Brose, A. (2022). Towards active evidence-based learning in engineering education: A systematic literature review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. DOI: https://doi.org/10.3390/su142113955
Cahyadi, R. A. H. (2019). Pengembangan bahan ajar berbasis ADDIE model. Halaqa: Islamic Education Journal, 3(1), 35-42. DOI: https://doi.org/10.21070/halaqa.v3i1.2124
Shivaraju, P. T., Manu, G., Vinaya, M., & Savkar, M. K. (2017). Evaluating the effectiveness of pre-and post-test model of learning in a medical school. National Journal of Physiology, Pharmacy and Pharmacology, 7(9), 947. DOI: https://doi.org/10.5455/njppp.2017.7.0412802052017
Masek, A. (2016). An appropriate technique of facilitation using students’ participation level measurement in the PBL environment. International Journal of Engineering Education, 32(1), 402-408.
Nuraini, N., Subroto, T., & Rahmat, A. (2022). Implementasi PBL terhadap peningkatan critical thinking dalam pendidikan jasmani. Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga, 7(1), 45–52. https://doi.org/10.31539/jpjo.v7i1.8060 DOI: https://doi.org/10.31539/jpjo.v7i1.8060
Galaresa, A. V., & Fitriami, E. (2022). Pengaruh Practice Based Simulation Model Terhadap Peningkatan Psikomotor dan Self Efficacy. Citra Delima Scientific journal of Citra Internasional Institute, 5(2), 67-71. DOI: https://doi.org/10.33862/citradelima.v5i2.259
Sirojjuddin, S., et al. (2025). Integration of ethnzoology and technology in e-module development for animal structure courses. JESTEC – Journal of Engineering Science and Technology (Special Issue ISCoE 2024), 4(19).
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
