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All Journal JURNAL PENDIDIKAN JASMANI DAN OLAHRAGA Kinestetik : Jurnal Ilmiah Pendidikan Jasmani Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) JOURNAL SPORT AREA Jurnal Pedagogik Olahraga Journal of SPORT (Sport, Physical Education, Organization, Recreation, and Training) Jurnal Ilmiah STOK Bina Guna Medan Jurnal Pengabdian Olahraga Masyarakat Jurnal Olahraga dan Kesehatan Indonesia (JOKI) Journal of Physical Education for Secondary Schools (JPESS) ACTIVE: Journal of Physical Education, Sport, Health and Recreation Journal of Physical Education Health and Sport
Asep Sumpena
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Humanities Education Health Professions Public Health Social Sciences Other

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The Effect of Augmented Reality (AR) on Students' Motor Educability in Football Learning Aulia Azzahra; Asep Sumpena; Sufyar Mudjianto
Journal of Physical Education Health and Sport Vol. 12 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpehs.v12i2.37889

Abstract

Physical education in schools requires strategies that can improve not only motor skills (motor ability) but also motor educability, namely the ability of students to understand, imitate, and adapt to new movements efficiently. However, conventional learning in soccer games is often hampered by limited visualization of techniques and low student motivation. Augmented Reality (AR) technology offers a solution through interactive visualization and real-time feedback that can enrich the sensorimotor processing process. This study aims to analyze the effect of AR-based learning using Active Arcade on improving students’ motor educability compared to conventional learning. The study used a quasi-experimental design with a pretest–posttest control group model on 134 students of Junior High School 14 Bandung (n = 67 experimental; n = 67 control). Motor educability was measured using the Iowa Brace Test (21 items ; validity 0.92; reliability 0.96). The intervention lasted for five learning sessions. Data analysis used normality, homogeneity, paired sample t-test , and ANOVA to test the treatment effect by controlling for pretest scores ( α = 0.05). The results showed that both groups experienced significant improvement between pretest and posttest (p < 0.001). However, the AR group showed a higher and more stable average improvement than the control group. ANOVA test indicated a significant difference in posttest scores after controlling for the pretest (F(1,132) = 4.996, p = 0.027), indicating that AR-based learning resulted in better motor educability than conventional learning. These findings confirm that AR is effective in enhancing visual processing, motor attention, and student engagement, thus optimally enhancing movement learning abilities. Therefore, AR is recommended as an innovative approach in physical education, particularly for materials requiring precise and interactive understanding of movement techniques.
Effect of Implementation Technological Enchanced Learning in Physical Fitness Material on Student Learning Motivation Wili Rafiandi; Asep Sumpena; Burhan Hambali
ACTIVE: Journal of Physical Education, Sport, Health and Recreation Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/active.v14i2.28830

Abstract

This study presents an analysis of the effect of the application of Technological Enhanced Learning (TEL) in physical fitness material on student learning motivation at Junior High School 3 Cileunyi. The research design used was a one-shot case study with a control group, involving 40 students who were divided into experimental and control groups. The instrument used was a questionnaire to measure students' learning motivation, including aspects of interest, involvement, and drive to learn. The results showed a significant increase in the learning motivation of students who participated in technology-based learning compared to the control group, who used conventional methods. Statistical analysis using the independent T-test indicated that the application of TEL can positively influence students' learning motivation. The findings support the theory that interactive learning experiences can increase student motivation, as well as making an important contribution to the development of pedagogy in physical education. This study recommends the use of technology as an innovative solution to improve student engagement and learning quality in physical fitness materials. Future research is recommended to expand the research sample to provide a clearer picture of the effectiveness of TEL. 
The Effect of Music-Based Warm-Up Exercises on Student Active Participation in Physical Education at Public Senior High School 16 Bandung Elvira Nulhakim; Asep Sumpena; Agus Gumilar
ACTIVE: Journal of Physical Education, Sport, Health and Recreation Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/active.v14i3.34051

Abstract

This study aims to determine the effect of music-based warm-up modifications on students' active participation in Physical Education learning at Public Senior High School 16 Bandung. Music-based warm-up was chosen because music has been proven to improve mood, foster enthusiasm, and reduce student boredom. The background of the study stems from the problem of low student participation in Physical Education learning due to monotonous and less varied teaching methods. This study used an experimental method with a one-group pretest-posttest design. The research sample was 204 grade XII students selected using a simple random sampling technique. The research instrument was a student active participation questionnaire compiled based on Keith Davis's theory, supplemented by observation and documentation sheets. Data were analyzed using the Wilcoxon Signed Rank Test through SPSS 16.0 for Windows. The results showed a significant difference between the pretest and posttest scores, where the majority of students experienced an increase in active participation after being given music-based warm-up treatment. These findings indicate that music-based warm-up can create a pleasant learning atmosphere, meet students' psychological needs, and increase their intrinsic motivation. Thus, this innovative learning strategy can be an effective alternative to improve the quality of PE learning in secondary schools and encourage more optimal student involvement.
The Impact of Digital-Based Learning on Learning Concentration and Fundamental Motor Skills in Physical Education at The Junior High School Level Nadia Izati Natasya; Asep Sumpena; Sufyar Mudjianto
ACTIVE: Journal of Physical Education, Sport, Health and Recreation Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/active.v14i3.35598

Abstract

This study examines how Digital Based learning (DBL) influences learning concentration and fundamental motorskills (FMS) among Junior High School students in physical education. This study was designed using a one-group pre-experimental model with pre-tests and post-tests, consisting of 46 eighth-grade students at Junior High School 1 Ciparay. The intruments used in study were a fundamental motorskills assessment and a learning concentration test. The results of this single-group pre-experimental (pre-test-post-test) study, involving 46 eighth-grade boys and girls junior high school students, showed different findings between the variables of learning concentration and Fundamental Motor Skills (FMS). Data analysis, including the Wilcoxon Signed-Rank Test, showed that the Digital-Based Learning (DBL) intervention significantly improved students' learning concentration, with a p < 0.001 value and a Z value of –5.8572. The ranking results showed that almost all students (45 out of 46) experienced an increase in their learning concentration3. Conversely, for the FMS variable, the DBL intervention did not show a significant difference between the pre-test and post-test, resulting in a p = 0.240 (> 0.05) and a Z value of –1.1744. This condition is reinforced by the fact that the number of students who experienced a decrease in FMS scores (23 students) was greater than those who experienced an increase (21 students), indicating that the DBL treatment did not have a significant positive effect on basic motor skills. This sugests that DBL can effectively support cognitive learning aspects. However, DBL alone cannot substitute direct physical activity in develoving fundamental motorskills.
Co-Authors Agus Gumilar Agus, Herdiansyah Alam, Ikbal Gentar Alviyan Dinda Kartika Aulia Azzahra Bambang Abduljabar Burhan Hambali Burhan Hambali BURHAN HAMBALI carsiwan, carsiwan Charisma Azizah Ibrahim Derifa Siti Muthia Dr. Tite Juliantine,M.Pd Elvira Nulhakim Fajrah Ilsya, Marisa Noviyanti Gumilar, Agus Hambali, Burhan Hardiani, Putri Dian Ibrahim, Charisma Azizah Jajat Darajat KN Jajat Drajat Kusumah Negara ma'mun, Amung Marisa Noviyanti Fajrah Ilsya Mudjihartono Mudjihartono Mudjihartono Muhammad Ali Mufti Wicaksono Nabilah, Alivia Nadia Izati Natasya Nugraha, Reshandi Nuryadi Perbawanti, Wanda Puspita Sari, Fitria Rahmat, Alit Rapika Riansyah, Riansyah Septian, Regi Dwi Setiyani, Riska Sidik, Dikdik Zafar Sucipto Sucipto Sufyar Mudjianto Sufyar Mudjianto TETEN HIDAYAT Triana Putri Nurharisa Triani Gilang Maharani Widianti, Ninit Wili Rafiandi Yudy Hendrayana, Yudy Yunyun Yudiana Yusuf Hidayat YUSUF HIDAYAT Zaitun Fatimatuz Zahra