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Jurnal Maenpo
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Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi
Published by Universitas Suryakancana
ISSN : 20892314     EISSN : 27217175     DOI : https://doi.org/10.35194/jm.v9i2
Core Subject : Humanities, Health, Science, Education,
Humanities Education Library & Information Science Public Health Other
Maenpo Journal is a Journal of Physical Education in Health and Recreation which is published online and this Journal is published 2 times / year in the period January-June and July-December p-ISSN (2089-2341). e-ISSN (2721-7175)is published by the Physical Education and Health Study Program, FKIP Suryakancana University Cianjur.
Arjuna Subject : Umum - Umum
Articles 142 Documents
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HOTS Through cooperative and inquiry-based learning in PE under the Merdeka curriculum Dinda Erviani; Mela Suhariyanti; Yopi Hutomo Bhakti; Nurhikmah Bhakti; Dian Daru Cahyo Gumilang
Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi Vol. 16 No. 1 (2026): VOLUME 16 NOMOR 1 TAHUN 2026
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jm.v16i1.6317

Abstract

Physical Education (PE) in the Indonesian Merdeka Curriculum demands learning approaches that extend beyond motor skill acquisition to encompass Higher Order Thinking Skills (HOTS)—specifically the cognitive abilities of analyzing, evaluating, and creating as conceptualized in the revised Bloom's Taxonomy. This study aimed to empirically examine the effectiveness of integrating HOTS through two sequential learning models—Cooperative Learning (Jigsaw type) in Cycle I and Inquiry-Based Learning (IBL) in Cycle II—within a PE setting at the senior secondary school level. A Classroom Action Research (CAR) design based on the Kemmis and McTaggart model was employed across two cycles, each comprising planning, acting, observing, and reflecting phases. Participants were 68 Grade X students (34 per class) from [School Name], [City], selected via purposive sampling based on curricular and academic homogeneity. Data were collected through a validated written HOTS test (20 items; Cronbach's α = 0.82), a structured student activity observation sheet, and an 18-item student perception questionnaire (Likert 5-point scale). Quantitative data were analyzed using descriptive statistics and normalized N-Gain scores; qualitative data from observations and open-ended items were analyzed thematically. Results demonstrated a progressive and significant increase in mean HOTS scores from a baseline of 43.2 to 58.3 at the end of Cycle I and 74.7 at the end of Cycle II (N-Gain Cycle I→II = 0.39, Moderate category). The proportion of students meeting the minimum competency criterion (MCC = 70) rose from 17.6% (baseline) to 76.5% (Cycle II). Active student engagement increased from 61% (Cycle I) to 83% (Cycle II), and 87% of students reported positive perceptions of the integrated learning approach by the end of Cycle II. The study concludes that the sequential integration of Cooperative Learning and IBL constitutes an effective and mutually reinforcing pedagogical strategy for developing HOTS in PE, and is strongly aligned with the Pancasila Student Profile competency dimensions mandated by the Merdeka Curriculum.
Physical literacy profiles of elementary school students by gender Teten Hidayat; Lutfi Nur; Rafdlal Saeful Bakhri
Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi Vol. 16 No. 1 (2026): VOLUME 16 NOMOR 1 TAHUN 2026
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jm.v16i1.6343

Abstract

Physical literacy is an essential outcome of physical education and plays an important role in promoting lifelong engagement in physical activity. This study aimed to describe the physical literacy profiles of elementary school students based on gender. A descriptive quantitative survey was conducted involving 82 students from SDN Cimahi Mandiri 5, consisting of 45 boys and 37 girls. Data were collected using the Physical Literacy in Children Questionnaire (PL-C Quest), which assesses four domains: physical, psychological, social, and cognitive. Data were analyzed using descriptive statistics, including mean, standard deviation, minimum and maximum scores, percentages, and norm-referenced categorization. The results showed that boys demonstrated a higher overall physical literacy score (M = 91.16) than girls (M = 84.95). Overall, most students were categorized at the medium level (41.5%). Across all participants, the social domain obtained the highest mean score (3.02), followed by the physical (3.01), psychological (2.92), and cognitive (2.82) domains. Boys showed higher mean scores in the physical, social, and cognitive domains, whereas girls demonstrated slightly higher scores in the psychological domain. These findings indicate that differences in physical literacy profiles were observed between boys and girls across several domains. The results provide baseline information for designing more adaptive and inclusive physical education programs that accommodate students' characteristics and support the development of physical literacy in elementary schools.

Page 15 of 15 | Total Record : 142

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