Author:
Ginanjar Shela,Samsudin ,Resmana Dadan,Anugrah Sendy Mohamad
Abstract
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.
Reference92 articles.
1. Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu0000293
2. Alamri, M. M. (2021). Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050207
3. Albar, S. B., & Southcott, J. E. (2021). Problem and Project-Based Learning Through an Investigation Lesson: Significant Gains in Creative Thinking Behaviour within the Australian Foundation (Preparatory) Classroom. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100853
4. Aliriad, H. (2021). The Influence of Project-Based Learning Learning Model and Educability Motor Level of Fundamental Motor Skill Students in Class III Elementary School Students. In International Conference on Science, Education, and Technology, 7(1), 766–770.
5. Aliriad, H., Soegiyanto, S., Setijono, H., & Sulaiman, S. (2023). The Effect of Project-Based Learning, Age and Motor Educability Learning Models on Fundamental Motor Skills to Enhance Early Children. Health Educ Health Promot, 11(1), 125-131. https://doi.org/10.58209/hehp.11.1.125