cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Akbar Husein Allsabah
Contact Email
akbarhusein@unpkediri.ac.id
Phone
-
Journal Mail Official
jurnal.sportif@unpkediri.ac.id.
Editorial Address
-
Location
Kota kediri,
Jawa timur
INDONESIA
Jurnal SPORTIF : Jurnal Penelitian Pembelajaran
Published by Universitas Nusantara PGRI Kediri
ISSN : 25487833     EISSN : 24773379     DOI : -
Core Subject : Education,
Education
Jurnal SPORTIF : Jurnal Penelitian Pembelajaran a national scientific journals are open to seeking innovation, creativity and novelty. Jurnal SPORTIF : Jurnal Penelitian Pembelajaran is a peer review journal published by Departement of Physical Education Health and Recreation. The aim of the Journal is to facilitate scientific publication of the results of researches in Indonesia and participate to boost the quality and quantity of research for academics and researchers. Journal of SPORTIF is published every May and November by publishing research results and critical analysis studies in the field of Sport Education, Sport Coaching, Sport Tourism, and Traditional Sport.
Arjuna Subject : -
Articles 405 Documents
 37   38   39   40   41 
Augmented reality for badminton education: Development and evaluation of a learning application Novri Gazali; Ahmad Rahmadani; Romi Cendra; M. Fransazeli Makorohim; Syed Kamaruzaman Syed Ali
Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 12 No 2 (2026): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/js_unpgri.v12i2.28826

Abstract

Badminton instruction continues to face challenges in facilitating students’ conceptual and visual-spatial understanding of court layout and game rules. Despite the widespread application of augmented reality (AR) in sports education, most studies have concentrated on motor skill development rather than conceptual learning. Therefore, this study developed and evaluated an augmented reality (AR) learning application to facilitate students’ understanding of badminton court configurations and game regulations. The application was developed using a Research and Development (R&D) framework guided by the Multimedia Development Life Cycle (MDLC) model and initially evaluated with 20 Physical Education students. The application was evaluated through expert validation, usability testing, and pretest/posttest measures of conceptual understanding. The application received validity and practicality ratings of 86.25% and 88.0%, respectively. Students’ mean scores improved from 69.20 to 83.75, with a statistically significant difference (p < .001), a large effect size (Cohen’s d = 0.85), and a moderate N-Gain (0.47). These findings suggest that AR-based learning can effectively support students’ conceptual and visual-spatial understanding of badminton court structures and game rules. This study contributes to the development of an AR-based learning application specifically designed to facilitate conceptual and visual-spatial learning in badminton education, while extending the pedagogical application of augmented reality beyond motor skill instruction toward concept-oriented learning. Nevertheless, the limited sample and lack of a control group may restrict the generalizability of the findings.
Motivation, self-efficacy, and coach support in sport commitment among adolescent athletes Khalil Junan Difa&#039;; Febriani Fajar Ekawati; Sugiyanto Sugiyanto
Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 12 No 2 (2026): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/js_unpgri.v12i2.29029

Abstract

Sport commitment is important for sustaining adolescents’ participation in organized sport, yet evidence concerning its psychological and interpersonal correlates remains limited in specialized sports-school settings. This study examined the relationships among sport motivation, exercise self-efficacy, perceived coach support, and sport commitment among adolescent student-athletes. A cross-sectional correlational design was conducted at SMP Khusus Olahraga Surakarta, Indonesia. All 189 registered student-athletes were invited through total population sampling; after 20 incomplete questionnaires were excluded, the final analytical sample comprised 169 participants. Sport motivation, exercise self-efficacy, perceived coach support, and sport commitment were assessed using the Sport Motivation Scale-II, Exercise Self-Efficacy Scale, Athletes’ Received Support Questionnaire, and Sport Commitment Questionnaire-2, respectively. Data were analyzed using Partial Least Squares Structural Equation Modeling with SmartPLS version 3. Sport motivation (β = .321), exercise self-efficacy (β = .239), and perceived coach support (β = .172) were positively associated with sport commitment. The relationships between sport motivation and perceived coach support (β = .171) and between exercise self-efficacy and perceived coach support (β = .123) were not statistically significant. A significant indirect association was found between sport motivation and sport commitment through perceived coach support (β = .029, 95% CI [.006, .058]); however, this finding does not establish causal mediation. Overall, the findings indicate that psychological resources and perceived interpersonal support are associated with sport commitment and provide context-specific evidence for understanding commitment among adolescent student-athletes in specialized sports schools.
Physical fitness and learning achievement among students with mild intellectual disabilities Nugroho Susanto; Ridho Bahtra; Farjana Akter Boby
Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 12 No 2 (2026): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/js_unpgri.v12i2.29081

Abstract

Evidence regarding the relationship between physical fitness and learning achievement among students with mild intellectual disabilities remains limited, particularly in Indonesian special education settings. This study examined the association between physical fitness and learning achievement among students with mild intellectual disabilities at SDLB Negeri 2 Padang, a public special elementary school in Indonesia. A quantitative cross-sectional correlational design was employed involving 21 second-grade students selected through saturated sampling. Physical fitness was assessed using the Level 2 Indonesian Student Fitness Test (TKSI), while learning achievement was measured using students’ official academic records. Data were analyzed using descriptive statistics and simple linear regression. The mean physical fitness score was 10.57 (SD = 3.37), while the mean learning achievement score was 77.07 (SD = 7.77). Regression analysis revealed a significant positive association between physical fitness and learning achievement (b = 2.228, SE = 0.135, β = 0.967, p < 0.001), with the model accounting for 93.5% of the variance in learning achievement (R² = 0.935). Students with higher physical fitness scores tended to demonstrate higher learning achievement within the observed sample. However, given the correlational design, small sample, and single-school setting, interpret the findings as preliminary evidence of association rather than causation. These findings provide context-specific evidence regarding the relevance of physical fitness assessment within adaptive physical education for students with mild intellectual disabilities.
Longitudinal changes in motor competence and social behavior during a progressive traditional-games program Zihan Novita Sari; Siti Nurrochmah; Lokananta Teguh Hari Wiguno
Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 12 No 2 (2026): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/js_unpgri.v12i2.29330

Abstract

This study examined longitudinal changes in motor competence and social behavior among elementary school students participating in a progressively structured traditional-games program based on Low Organized Games (LOG), Basic Lead-up Games (BLG), and Advanced Lead-up Games (ALG). A single-cohort longitudinal repeated-measures design was employed with 60 first-grade students aged 6–7 years (33 boys and 27 girls), all of whom completed seven measurement occasions (T0–T6), with no attrition in the analytical sample. Motor competence was assessed using the Test of Gross Motor Development–Third Edition (TGMD-3). In contrast, social behavior was assessed as a continuous, teacher-rated outcome using the School Social Behavior Scales (SSBS). Data were analyzed using descriptive statistics and repeated-measures ANOVA with Greenhouse–Geisser correction and Bonferroni-adjusted pairwise comparisons. Motor competence showed a consistent upward trajectory, with mean TGMD-3 total raw scores increasing from 42.73 at T0 to 91.18 at T6. The continuous social-behavior score also increased from 0.093 at T0 to 0.213 at T6. Significant changes over time were observed for motor competence, F(2.02, 119.11) = 53,371.75, p < .001, ηp² = .999, and social behaviour, F(2.51, 148.26) = 2,307.18, p < .001, ηp² = .975. All adjacent measurement comparisons were significant for both outcomes after Bonferroni adjustment. These findings show clear upward longitudinal trajectories in motor competence and social behavior during participation in the progressively structured traditional-games program. 
Effects of game-based swimming instruction on swimming skills and swimming-related self-confidence Ricardo Valentino Latuheru; Sahabuddin Sahabuddin; Ikadarny Ikadarny
Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 12 No 2 (2026): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/js_unpgri.v12i2.29390

Abstract

Swimming instruction in elementary physical education requires approaches that support both basic swimming skills and confidence in swimming-related activities. However, evidence regarding whether structured game-based swimming instruction provides additional benefits over conventional instruction for these outcomes remains limited. This study examined basic swimming skills and swimming-related self-confidence among elementary-school students receiving game-based or conventional swimming instruction. A quasi-experimental pretest–posttest control-group design involved 100 purposively selected students aged 10–12 years from intact classes at two elementary schools in Makassar City, comprising an experimental group (n = 50) and a control group (n = 50), without individual random assignment. The experimental group completed 16 game-based swimming sessions over eight weeks, whereas the control group received conventional instruction with equivalent duration and targeted skill content. Basic swimming skills were assessed using a researcher-developed 18-item performance rubric and swimming-related self-confidence using a researcher-developed 12-item questionnaire; both instruments underwent content validation. Data were analyzed using descriptive statistics, paired-samples t-tests, and independent-samples t-tests. Both groups showed significant pretest-to-posttest changes in both outcomes (p < .001). The experimental group showed larger descriptive mean gains in basic swimming skills (27.42 vs. 14.64 points) and swimming-related self-confidence (23.78 vs. 10.48 points), with significantly higher immediate posttest scores for both outcomes (p < .001). Within this eight-week quasi-experimental intervention, game-based swimming instruction was associated with higher immediate posttest scores than conventional instruction, providing context-specific evidence for its use in elementary-school swimming education.

Page 41 of 41 | Total Record : 405

 37   38   39   40   41 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol 12 No 2 (2026): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 12 No 1 (2026): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 10 No 4 (2025): SPORTIF Journal: Jurnal Penelitian Pembelajaran in Volume 11, Special Issue dedi Vol 11 No 3 (2025): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 11 No 2 (2025): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 11 No 1 (2025): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 10 No 3 (2024): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 10 No 2 (2024): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 10 No 1 (2024): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 9 No 3 (2023): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 9 No 2 (2023): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 9 No 1 (2023): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 8 No 4 (2022): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 8 No 3 (2022): Edisi khusus yang didedikasikan untuk Konferensi Internasional tentang Ilmu Olahr Vol 8 No 2 (2022): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 8 No 1 (2022): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 7 No 4 (2021): Special Issue 2021 Vol 7 No 3 (2021): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 7 No 2 (2021): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 7 No 1 (2021): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 6 No 4 (2020): Special issue dedicated to International Conference on Education and Sports Scien Vol 6 No 3 (2020): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 6 No 2 (2020): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 6 No 1 (2020): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 5 No 2 (2019): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran Vol 5 No 1 (2019): in Collaboration with APOPI Vol 4 No 2 (2018): Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 4 No 1 (2018): Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 3 No 2 (2017): Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 3 No 1 (2017): Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 2 No 2 (2016): Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 2 No 1 (2016): Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 1 No 1 (2015): Jurnal SPORTIF : Jurnal Penelitian Pembelajaran More Issue