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All Journal Cakrawala Pendidikan Jurnal Pendidikan Jasmani Indonesia
Virama, La Ode Adhi
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Education

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Perceptions of physical education teachers on obstacles and pedagogy competencies in online learning Purnomo, Eddy; Virama, La Ode Adhi; Ries, Francis; Naviri, Sinta; Fauzi, Fauzi
Jurnal Pendidikan Jasmani Indonesia Vol. 19 No. 2 (2023)
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpji.v19i2.64162

Abstract

This research aimed to determine the perception of junior high school physical education teachers on obstacles and pedagogical competencies during online learning. Quantitative method supported with a survey approach were used in this research. The research data were analyzed using average value and standard deviation. The data were then compared using MANOVA. The results showed that junior high school physical education teachers perceived all possible obstacles to online learning. Based on the analysis of the average value using the Likert scale on the Google Form questionnaire, it can be ascertained that the highest rank is based on the obstacle factor, namely Absence of Real Time Feedback (M= 2.66; SD= 0.76); Motivation and Commitment (M= 2.46; SD= 0.78); Engaging Student (M= 2.46; SD= 0.70); Flexibility and Delivery Mode (M= 2.37; SD= 0.69); Lack of Feedbacks (M= 2.34; SD= 0.59).  Meanwhile, the results of research on pedagogical competencies showed that in general, physical education teachers in junior high schools had good perceptions of all pedagogical competencies. The MANOVA results showed that there was no significant difference between gender, obstacles, and pedagogical competences of physical education teacher during online learning. The findings categorize the top three barriers perceived by physical education teachers: absence of real time feedback, motivation and commitment, and engaging student. The results of the demographic analysis on gender showed that there were no significant differences between technological factor, individual factor, pedagogical factor, and enabling conditions.
Teacher interaction enhances engagement and motivation in game-centered basketball learning Hidayah, Taufiq; Akhiruyanto, Andry; Yudhistira, Dewangga; Virama, La Ode Adhi
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.84299

Abstract

Teacher interaction is critical for improving student engagement and motivation in Game-Centered Approach (GCA)-based basketball learning.  The purpose of this study was to examine how teacher interaction affects student engagement and motivation within this pedagogical framework.  This study utilized a quasi-experimental design with junior high school students as participants.  The experimental group received improved teacher interaction strategies, such as providing feedback, asking reflective questions, and fostering discussions, whereas the control group used conventional learning methods. Data were collected using pre-and post-test questionnaires, classroom observations, and structured interviews.  The results revealed a significant increase in student engagement and motivation in the experimental group compared to the control group (p = 0.000).  Statistical analysis utilizing paired t-tests and independent t-tests confirmed that teacher interaction in GCA-based basketball learning improved students' learning outcomes.  This study underlines the relevance of teachers as facilitators for improving student participation and motivation.
Co-Authors Andry Akhiruyanto Eddy Purnomo Fauzi Fauzi Naviri, Sinta Ries, Francis Taufiq Hidayah Yudhistira, Dewangga