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All Journal Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) Jurnal PORKES JSSF : Journal of Sport Science and Fitness
Achmad Syakur Fahri
Universitas Pendidikan Indonesia
Education Other

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STUDI DESKRIPTIF LITERASI FISIK SISWA FASE A PADA PEMBELAJARAN PJOK DI SEKOLAH DASAR Vanny Ramadani Ilhania; Lukmannul Haqim Lubay; Wulandari Putri; Achmad Syakur Fahri
Jurnal Porkes Vol 9 No 2 (2026): PORKES
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/porkes.v9i2.34590

Abstract

The low level of physical fitness among Indonesian children with 77.12% falling into the “inadequate” category calls for strengthening physical literacy from an early age, particularly among early-grade students (Phase A) in rural areas, which have been understudied. This study aims to describe the physical literacy profiles of Phase A students in elementary school, analyze differences in achievement by gender, and identify achievement levels in each domain. Using a quantitative approach with a descriptive design, the study involved the entire population of first- and second-grade students at SDN 2 Sukakarya and SDN 2 Sukalaksana, Samarang Subdistrict, Garut Regency, with a total sample of 206 students selected through total sampling. Data were collected using the adapted Physical Literacy in Children Questionnaire (PL-C Quest) and analyzed using descriptive statistics (percentages). The results showed that the majority of students (54%) fell into the moderate category, 43% into the high category, and 3% into the low category, with no significant difference between boys and girls (t=0.847; p>0.05). Achievement by domain showed that the social domain was the highest (88%), followed by the psychological (80.1%), cognitive (78.4%), and physical (67%), which was the lowest. The study concluded that Phase A students already possess a basic foundation in physical literacy; however, the development of the physical domain still needs to be encouraged through a fun, child-centered learning approach.
Pengaruh Model Teaching Games For Understanding (TGFU): Terhadap Pemahaman Bermain Resti Puspita Ardiani; Lukmannul Haqim Lubay; Achmad Syakur Fahri
Jurnal Porkes Vol 9 No 2 (2026): PORKES
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/porkes.v9i2.35188

Abstract

This study was motivated by students’ limited understanding of the basic concepts of futsal, such as passing, kicking, positioning, teamwork, and sportsmanship. This situation highlights the need to implement a more appropriate and effective learning model in physical education. This study aims to determine the effect and level of effectiveness of the Teaching Games for Understanding (TGfU) learning model on students’ understanding of futsal. The research method used was quantitative with a one-group pretest-posttest design. The sample consisted of 17 third- and fourth-grade students in the futsal extracurricular program, selected using purposive sampling. The instrument used was the GPAI (Game Performance Assessment Instrument), which measures seven components of game understanding, while data analysis included the Shapiro-Wilk normality test, Levene’s homogeneity test, paired-sample t-test, N-Gain Score, and Cohen’s d effect size. The results showed an increase in the average score from 15.18 on the pretest to 24.71 on the posttest, a difference of 9.53 points. The paired-sample t-test yielded a p-value of 0.000 (< 0.05), an average N-Gain Score of 0.58 (moderate category), and a Cohen’s d effect size of 2.37 (large category). The conclusion of this study is that the TGfU learning model has a significant effect and is highly effective in improving students’ understanding of futsal gameplay.
Pengaruh Model Pembelajaran TPSR Terintegrasi Fitness Education terhadap Peningkatan Keterampilan Bermain Sepak Bola dan Keterampilan Sosial pada Anak Sekolah Dasar Rivaldi Mahendra Wuliyanto; Agus Mahendra; Achmad Syakur Fahri
Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) Vol. 9 No. 5 (2026): Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/16nafj53

Abstract

This study aims to determine the effect of the Teaching Personal and Social Responsibility (TPSR) learning model integrated with Fitness Education on the soccer playing skills and social skills of elementary school students compared to conventional learning. The study used a quantitative approach with a quasi-experimental method and a nonequivalent pretest-posttest control group design. The study sample consisted of 40 fifth-grade students at SDN 062 Ciujung, Bandung City, divided into an experimental group and a control group. The instruments used were the Game Performance Assessment Instrument (GPAI) to measure soccer playing skills and the Social Skills Improvement System (SSIS) to measure social skills. Data were analyzed using a normality test, followed by the Wilcoxon Signed-Rank Test and the Mann-Whitney U test due to non-normal distribution. The results showed a significant difference between the pretest and posttest scores in both groups (p = 0.01 < 0.05). Furthermore, the Mann-Whitney U test showed significant differences between the experimental and control groups in soccer skills (p = 0.01) and social skills (p = 0.03). These findings indicate that the TPSR learning model integrated with Fitness Education has a greater impact than conventional learning in improving soccer skills and social skills in elementary school students. Therefore, the TPSR learning model integrated with Fitness Education can be used as an alternative educational learning method to develop both motor skills and social skills in students. Keywords: Elementary School, Fitness Education, Soccer Skills, Social Skills, Teaching Personal And Social Responsibility (TPSR).
Physical Literacy Profile of Indonesian Children Aged 6-8 Years: Preliminary Normative Data and Interpretive Guidelines Using the Physical Literacy in Children Questionnaire (PL-C Quest) Didin Budiman; Agus Mahendra; Achmad Syakur Fahri; Messa Rahmi; Ricky Wibowo; Mukhlisin Mukhlisin; Dian Budiana; Suherman Slamet; Anira Anira
Journal of Sport Science and Fitness Vol. 12 No. 1 (2026): Journal of Sport Science and Fitness
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jssf.v12i1.36268

Abstract

Background: Physical literacy (PL) is recognized as a fundamental concept for encouraging children to engage in lifelong physical activity and achieve healthy outcomes. However, in Indonesia, normative data and interpretive criteria for assessing children’s physical literacy are lacking. The Physical Literacy in Children Questionnaire (PL-C Quest) is a validated pictorial self-report tool, but no interpretation guidelines exist for its use in Indonesian contexts. Objectives: This study aimed to establish baseline normative data and preliminary interpretive guidelines for the PL-C Quest in Indonesian children aged 6–8 years. Method: A cross-sectional descriptive study was conducted with 50 children (19 boys, 31 girls) aged 6–8 years, recruited from Indonesian elementary schools. Each child completed the 30-item PL-C Quest, which uses cartoon illustrations to assess perceived physical literacy across four domains (Physical, Psychological, Social, Cognitive). Descriptive statistics (means, standard deviations, ranges, percentiles) were calculated for total and domain scores. Preliminary percentile-based categories were developed to interpret individual scores. Result: The mean overall PL-C Quest score was 90.22 ± 11.74 (out of 120; ~75.2% of the maximum), with a median of 92 and range of 59–112. Domain scores (as percentages of their maximums) were highest in the social domain (79.3%), followed by Physical (77.0%), Psychological (72.4%), and Cognitive (71.6%). Five interpretive categories were defined: Very High, ≥102 points, High, 97–102, Moderate, 80–97, Low, 71–80, and Very Low, ≤71. Boys scored marginally higher on average than girls (91.53 vs. 89.42), and scores showed a slight decline with increasing age (mean for 6-year-olds 98.67; 7-year-olds 90.84; 8-year-olds 87.20). Conclusion: This study provides the first normative data on physical literacy for Indonesian children, revealing generally high perceived physical literacy with strengths in social interaction and physical competence. Areas for improvement include the cognitive and psychological domains. The new percentile-based categories offer educators and practitioners practical benchmarks for interpreting PL-C Quest scores and identifying children who may benefit from targeted interventions. These findings supply a crucial baseline for developing physical literacy programs and future research in Indonesia.
Komparasi Tingkat Literasi Fisik Berdasarkan Kegiatan Ekstrakurikuler dan Jenis Kelamin Muhammad Alif Andika; Lukmannul Haqim Lubay; Wulandari Putri; Achmad Syakur Fahri
Jurnal Porkes Vol 9 No 3 (2026): September: Article in Progress
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/porkes.v9i3.35864

Abstract

This research was motivated by the importance of physical literacy as a foundation for lifelong active lifestyles, yet its implementation in Indonesia still faces various challenges, particularly in terms of conceptual understanding and measurement. This study aims to analyze differences in physical literacy levels based on extracurricular activities and gender among elementary school students in Cileunyi District, Bandung Regency. The research employed a quantitative approach with a causal-comparative design. A sample of 357 fifth-grade students was selected through proportional random sampling. The instrument used was the Physical Literacy Questionnaire for Children (PL-C Quest) which had been tested for validity and reliability in the Indonesian context. Data analysis used Mann-Whitney U and Kruskal-Wallis tests. The results showed no significant difference in physical literacy levels based on gender (p = 0.172), indicating equal learning opportunities between male and female students. In contrast, there was a significant difference based on the type of extracurricular activity (p < 0.001), where non-sports activities such as Coding, E-Sport, and Islamic activities showed higher scores in social and cognitive dimensions. This study concludes that extracurricular activities play a more dominant role in influencing physical literacy levels than gender. Schools are advised to optimize diverse and balanced extracurricular programs to support the holistic development of students' physical literacy.
Perbandingan Tingkat Literasi Fisik Siswa Sekolah Dasar di Daerah Perkotaan dan Pedesaan Nadia Amelia Putri; Lukmannul Haqim Lubay; Wulandari Putri; Achmad Syakur Fahri
Jurnal Porkes Vol 9 No 3 (2026): September: Article in Progress
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/porkes.v9i3.35888

Abstract

Physical literacy is a key construct in physical education, encompassing movement competence, motivation, confidence, knowledge, and sustained engagement in physical activity. The living environment may influence children’s physical literacy development, particularly across urban and rural contexts. This study examined differences in the physical literacy levels of elementary school students in urban and rural areas of Bandung Regency, Indonesia. A quantitative comparative design was employed involving 591 students from Soreang District (urban) and Cangkuang District (rural). Data were collected using the Physical Literacy in Children Questionnaire (PL-C Quest) and analyzed through descriptive statistics, normality and homogeneity tests, and the Mann–Whitney test. The findings revealed a significant difference in physical literacy between students from urban and rural areas (p = 0.001), with urban students demonstrating higher mean scores. These results suggest that living environment may be associated with children’s physical literacy development, potentially through disparities in access to facilities, physical activity experiences, and supportive learning environments. The study underscores the need to promote equitable physical activity opportunities and strengthen physical education provision across regions.
Co-Authors Anira Budiana, Dian Didin Budiman, Didin Lukmannul Haqim Lubay Mahendra, Agus Messa Rahmi Muhammad Alif Andika Mukhlisin Mukhlisin Nadia Amelia Putri Resti Puspita Ardiani Ricky Wibowo Rivaldi Mahendra Wuliyanto Suherman Slamet Vanny Ramadani Ilhania Wulandari Putri