Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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All Journal Lentera Negeri Journal of Educational and Learning Studies
Gemi Candra
SD Negeri 047/XI Koto Baru
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Teaching games for understanding and student learning outcomes in school physical education: a systematic review of experimental and quasi-experimental studies (2020–2025) Gemi Candra; Jeki Haryanto
Lentera Negeri Vol. 6 No. 2 (2025): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/992410

Abstract

Models-based practice has repositioned Teaching Games for Understanding (TGfU) as a leading game-centred alternative to technique-led instruction in school physical education (PE); however, evidence on the learning outcomes it produces remains dispersed and methodologically uneven. This systematic review synthesises experimental and quasi-experimental studies to determine which learning outcomes TGfU has been used to influence and how effective it appears to be in school settings. The review followed the PRISMA 2020 framework. A structured Boolean search of the Scopus database identified 168 records, screened against predefined inclusion and exclusion criteria covering language, document type, publication period (2020–2025), population, study design and topical relevance. Eligibility was restricted to experimental and quasi-experimental interventions measuring student learning outcomes in K–12 school PE. After duplicate removal, title and abstract screening, and full-text assessment, 23 studies were retained for synthesis. Methodological quality was appraised with the FICO framework (Focus, Information, Context, Outcome), and because the included studies used heterogeneous outcomes and instruments, the evidence was combined through thematic synthesis rather than meta-analysis. Two principal findings emerged: first, TGfU and its hybrid configurations consistently improved motivational and psychosocial outcomes, including enjoyment, perceived competence and self-determined motivation; second, effects on physical fitness, motor competence, tactical knowledge and technical skills were generally positive but more variable and dependent on intervention duration and design. The evidence base is geographically concentrated and dominated by short quasi-experimental designs. The review consolidates intervention evidence, informs teacher education and curriculum design, and calls for longitudinal, adequately powered and fidelity-controlled trials.
Project-based learning in physical education and sport (2020-2025): a systematic review of teaching approaches and student learning outcomes Gemi Candra; Jeki Haryanto
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02452

Abstract

Project-Based Learning (PjBL) as a student-centred, inquiry-driven pedagogy has been widely accepted. However, its implications in physical education (PE) and sport have not been fully explored and vary across different contexts. This systematic literature review consolidates findings from different studies that have looked into PjBL in PE and sport-related educational settings and the effect it has on learning outcomes. The review adhered to the PRISMA 2020 framework and a structured Scopus search was performed which initially identified 682 records. Subsequently, duplicates and records ineligible due to document-type, language, and subject-area limiters were removed. Title and abstract screening was followed by full-text eligibility assessment against pre- defined criteria resulted in 14 studies published between 2020 and 2025. Empirical studies employing PjBL in physical education, sport, or coaching settings (2020–2025) were eligible; the 14 retained studies resulted from criterion-based screening rather than a predetermined target. Methodological quality was appraised with the FICO framework (threshold 3.0/4.0), and screening decisions were checked for reviewer agreement. Synthesis was thematic (interpretive) rather than meta-analytic. The thematic synthesis yielded three main findings: PjBL is executed through a variety of ways such as classroom projects, teacher-training tasks, and work- based coach development; it leads to improvements in cognitive, psychomotor, and affective outcomes, including collaboration and self-confidence; however, implementation is limited by remaining barriers such as inadequate facilities, time, and teacher readiness. This review of literature contributes to sport pedagogy by revealing PjBL practice and outcomes, gives a guide to the practitioners, offers practical help to the teachers and coaches, and encourages larger, longitudinal, and methodologically rigorous studies
Problem-based learning in physical education and sport: a systematic review of implementation approaches, learning outcomes, and contextual determinants Gemi Candra; Jeki Haryanto
Journal of Educational and Learning Studies Vol 8, No 2 (2025): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02472

Abstract

Problem-Based Learning (PBL) is a student-centred strategy with the potential to foster higher-order thinking and active engagement, yet its use in physical education (PE) and sport remains limited and fragmented across contexts. This systematic review of literature comprehensively analyzes primary research works to establish how PBL has been implemented in PE and sport-related educational settings, what learning results it yields, and which environmental factors influence its use. PRISMA 2020 was the review guideline, and it was based on a formal Scopus search which initially identified 214 records. After the exclusion of news, reviews and non-English documents, screening for title and abstract, assessment of full texts against the set criteria, a total of 12 studies published from 2021 to 2025 were included in the review. The thematic analysis showed that PBL is being implemented through various modes, some of which include technology-backed tactical simulations and teacher-training projects. The principal results of PBL are the enhancement of motor skills, tactical decision-making, critical thinking, teamwork, and engagement. However, the realization of PBL results was found to be dependent on readiness of teachers, time, and curriculum support. The article develops sport pedagogy by charting PBL implementation and outcomes, giving practical orientation for teachers and coaches, and urging for larger, longer-term and rigorously designed studies.
Co-Authors Jeki Haryanto