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All Journal Journal of Education and Learning (EduLearn) Prosiding University Research Colloquium
Yudhi Arifani
Rajamangala University of Technology Krungthep
Humanities Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Social Sciences Other

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Effects of Physical Education Frequency, Activity Intensity and Activity Type on Middle School Students' Cognitive Performance Xiao Li; Yudhi Arifani
Prosiding University Research Colloquium Proceeding of The 20th University Research Colloquium 2025: Bidang Pendidikan, Humaniora dan Agama
Publisher : Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

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Abstract

This study aimed to examine how the frequency of physical education (PE) classes, the intensity of physical activity, and different types of exercises influence middle school students' cognitive performance. Understanding these relationships can help optimize PE programs to enhance students' attention, memory, and executive function. A quasi-experimental design was employed, involving 300 middle school students aged 11 to 14 years, who were divided into groups based on PE class frequency (one, two, or three sessions per week), activity intensity (low, moderate, high), and activity type (aerobic, skill-based, mind-body). Cognitive performance was assessed using the standardized test after a 12-week intervention. Physical activity intensity was measured using wearable fitness trackers, and engagement levels were monitored through teacher observations and student self-reports. The findings revealed that students attending PE classes more frequently and engaging in moderate to high-intensity activities showed significantly improved cognitive performance. Aerobic exercises were linked to enhanced attention and memory, while skill-based activities improved executive function. Mind-body exercises provided moderate benefits, particularly in stress reduction and focus. The study highlights the positive impact of structured and frequent PE sessions on cognitive development. Schools should incorporate various physical activities with sufficient intensity to maximize students' cognitive and academic performance.
Investigating ‘Xindi Piano Teaching Method’ for music education in schools Lanqing Ye; Yaoping Liu; Wannaporn Siripala; Tassanee Laknapichonchat; Yudhi Arifani
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22631

Abstract

This study examines the “Xindi Applied Piano Pedagogy” and its effects on the career growth of music teachers at the elementary and secondary school levels. It highlights the need to further study the integration of culture into music teaching through technology-enabled instructional design. The research is conducted with 12 students from three participating schools selected for the “Xindi Applied Piano Pedagogy” program through in-depth interviews. It is grounded in theory with a three-level coding system. The study suggests a three-step model for training music teachers: first, establishing a comprehensive educational framework; second, increasing subject scope and implementing concentrated instructional strategies; and third, evaluating students in a meaningful way that necessitates systematic changes to the curriculum. The study points out the synergistic interaction between higher educational institutions, elementary schools, and research institutions in “Xindi Applied Piano Pedagogy” that form a unified process of teacher training. It applies the deschooling theory in the pedagogy to encourage creative development as “Xindi Applied Piano Pedagogy” illustrates. This model brings together universities, research centers, and industries to create inventive ecosystems and utilizes plan, do, check, act (PDCA) cycles for continuous quality improvement. Further analysis of this approach in classroom settings is recommended by the study.
Co-Authors Lanqing Ye Tassanee Laknapichonchat Wannaporn Siripala Xiao Li Yaoping Liu