Project-Based Learning in Physical Education - Can Improve Creativity Students and Which One Better Than Conventional Approach?

Ginanjar, Shela; Tarigan, Beltasar

doi:10.5220/0007067306470651

Cited by 3 publications

(5 citation statements)

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“…The result of this study confirmed a similar previous study conducted by Ginanjar & Tarigan (2018), which shows that project-based learning is effective and significantly In addition, the finding of this study was interrelated with the assistance of flashcards as a learning media. The result of this study supported the previous study conducted by Vai et al (2019), which investigated the effect of using flashcards in teaching volleyball during sports class.…”

Section: Discussionsupporting

confidence: 89%

The Effect of Project Based Learning Assisted with Flashcards towards Students’ Learning Outcomes in Learning Pencak Silat

Suwiwa,

Astra,

Yoda

et al. 2023

Phys. Educ. Sport. Stud. Res.

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Background: Motion-based learning, especially Pencak Silat material taught at the Senior High School level always presents challenges for Physical Education (PE) Teachers. Objectives: This study aimed to investigate the effect of project-based learning assisted with flashcards on students’ learning outcomes in learning Pencak Silat. Methods: Quasi-experimental was used as a research design by conducting pretest and posttest. There were 312 eleventh-grade students in this study, which was conducted at Senior High School of Laboratorium Universitas Pendidikan Ganesha (Undiksha) and Senior High School 1 Sukasada. A simple random sampling technique was performed to select the sample of this study. One hundred twenty students were chosen as a research sample and divided into experimental and control groups. The data were collected by conducting pre-tests and post-tests. The instrument used in this study was the basic attitudes test of Pencak Silat. The collected data were analyzed quantitatively through inferential statistics (independent sample t-test) with the assistance of SPSS 22. Results: The results showed a significant difference between the post-test gained by the experimental group treated by project-based learning assisted with flashcards and the control group treated by conventional education. Sig proved it. (2-tailed) the post-test data was 0.01, indicating that the significant value was less than 0.05 as consideration. The effect size found through the calculation of Eta Squared proposed by Cohen was 0.08, categorized as a high level. Conclusion: It could be concluded that there was an effect of project-based learning assisted with flashcards towards students’ learning outcomes in learning Pencak Silat since this study is focused on learning.

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Section: Discussionsupporting

confidence: 89%

The Effect of Project Based Learning Assisted with Flashcards towards Students’ Learning Outcomes in Learning Pencak Silat

Suwiwa,

Astra,

Yoda

et al. 2023

Phys. Educ. Sport. Stud. Res.

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“…Repetition of basic basketball techniques in conventional learning, such as the 1-minute check pass against the wall and zigzag dribbling of the ball, indirectly eliminates students' enjoyment of learning. This repetition makes students learn in a state of anxiety and reduces students' creative thinking abilities (Aulawy et al, 2022;Ginanjar et al, 2020Ginanjar et al, , 2022Ginanjar & Tarigan, 2018). This makes students less active in learning (Aelterman et al, 2019) because students just follow the teacher's instructions without any challenges to learning.…”

Section: The Conventional Models Decreased the Enjoyment Of Student L...mentioning

confidence: 99%

“…Teachers are too dominating in their activities, so students' activities are centred on the teacher and seem monotonous. A fact that teachers need to realise is that students' passive attitudes occur because learning is right on target (Dervic et al, 2018;Enriquez & Oliver, 2021;Ginanjar et al, 2020Ginanjar et al, , 2022Ginanjar & Tarigan, 2018;Murphy et al, 2021). In fact, good physical education occurs through good communication and discussion.…”

Section: Introductionmentioning

confidence: 99%

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Ginanjar,

Samsudin,

Resmana

et al. 2024

Edu Sportivo: Indonesian j. of Physical Education

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Background Problems: The proliferation of diverse teaching methodologies underscores the evolving nature of pedagogical practices. Despite this trend, conventional instructional models persist in physical education and health curricula, with many educators continuing to employ traditional approaches. These conventional models limit student engagement and foster a sense of monotony within the learning environment. Conversely, effective physical education hinges on interactive communication, wherein student involvement and enjoyment serve as catalysts for positive motivation and enhanced learning outcomes. Research Objectives: The research aims to determine the enjoyment of students learning physical education using the project-based learning model. Methods: The experimental method was applied with a randomised control-group pretest-posttest design. The population consisted of 600 students from a junior school in Bandung City. The sample was selected using the simple random sampling technique. The enjoyment of student learning questionnaire, which has a reliability value of 0.942. Data were analysed for normality using the Kolmogorov-Smirnov test and homogeneity using the Levene test; after that, the paired test and independent sample t test were carried out. Findings/Results: The result shows that the project-based learning model provides a better influence than conventional learning, especially in the enjoyment of learning aspect, with t = 17.622 and sig = 0.000. Conclusion: The conclusions of this study indicate that employing a project-based learning paradigm centered on fostering enjoyment in the learning process represents a novel advancement in physical education curricula. Emphasising the role of enjoyment in learning, the project-based learning framework offers a fresh perspective on physical education programmes, enabling educators to facilitate more impactful instructional experiences compared to conventional methodologies.

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“…Additionally, research was carried out in the subject's grade level on the primary and secondary education levels. However, the majority focused on primary school [12][13][14][15]21,23,24], followed by secondary school [11,[16][17][18][19]22]. Lastly, the biggest sample (285 participants) was assessed by Engels and Freund [16], and the lowest (14 participants) was by Jani et al [19].…”

Section: Sample Descriptionmentioning

confidence: 99%

“…In this study, several data collection and analyses methods were used: quantitative (8) [11,12,[14][15][16][17]22,24], qualitative (5) [13,[18][19][20]23], and mixed methods (1) [21] . Physical fitness tests and questionnaires were used in the quantitative studies, while observations, reports, and interviews were used in qualitative studies.…”

Section: Data Resources and Analysismentioning

confidence: 99%

Can Model-Based Approach in Physical Education Improve Physical Fitness, Academic Performance, and Enjoyment among Pupils? A Systematic Literature Review

Elumalai¹,

Chinanapan²,

Choeibuakaew³

et al. 2022

saj

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The aim of this study is to determine existing teaching and learning process information published over the past five years (2016 -2020) on how the different approaches in Physical Education (PE) improve physical fitness, academic performance, and enjoyment among pupils. A mixed systematic review was conducted, and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were referred to. The articles included were selected based on the requirements: studies published in the international journal; studies published from 2016 to 2020; studies conducted within primary (7 to 12 years old) and secondary (13 to 18 years old) school context; studies that involved qualitative or quantitative methods; an article that focused on the effectiveness of multiple approaches in PE towards physical fitness, academic performance and enjoyment among pupils. A total of 14 articles were identified. Results showed that model-based approaches in PE such as Teaching Games for Understanding (TGfU), Project-based Learning (PBL), and Collaborative Learning (CL) gradually improve physical fitness, academic performance, and enjoyment among pupils compared to traditional approaches. Finally, alternative teaching approaches abundantly differ from the traditional method in PE, which potentially improves overall performance among pupils. Therefore, this review can help teachers and researchers to deliver their teaching and learning activities using different approaches in primary Physical Education lessons.

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Project-Based Learning in Physical Education - Can Improve Creativity Students and Which One Better Than Conventional Approach?

Cited by 3 publications

References 0 publications

The Effect of Project Based Learning Assisted with Flashcards towards Students’ Learning Outcomes in Learning Pencak Silat

The Effect of Project Based Learning Assisted with Flashcards towards Students’ Learning Outcomes in Learning Pencak Silat

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Can Model-Based Approach in Physical Education Improve Physical Fitness, Academic Performance, and Enjoyment among Pupils? A Systematic Literature Review

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