<![CDATA[Physical activity-based learning provides an opportunity to integrate physical development with students’ cognitive engagement during the learning process. This study aims to analyze the effect of a physical activity-based learning model on students’ physical fitness and learning concentration. A quantitative approach was employed using a quasi-experimental pretest-posttest control group design. The participants were eighth-grade students at SMP Negeri 2 Jayapura who were assigned to an experimental group receiving a physical activity-based learning model and a control group receiving conventional learning. Data were collected through physical fitness tests and learning concentration tests before and after the intervention. Data analysis involved normality and homogeneity tests, followed by t-tests and analysis of variance to examine differences between groups and the simultaneous effect of the intervention. The study is expected to demonstrate improvements in physical fitness and learning concentration among students participating in the physical activity-based learning model compared with the control group. The findings are expected to provide an evidence-based alternative for physical education teachers in designing learning activities that simultaneously support students’ physical fitness and cognitive engagement. The study also has implications for the development of more active, innovative, and integrative physical education practices in junior high schools.]]>
Copyrights © 2026
