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Gelora: Jurnal Pendidikan Olahraga dan Kesehatan IKIP Mataram
Published by Universitas Pendidikan Mandalika
ISSN : 23554355     EISSN : 28072227     DOI : 10.33394/gjpok
Core Subject : Health, Education, Social,
Education Public Health Social Sciences Other
Journal of Sports and Health Education IKIP Mataram published by the Sports and Health Education Study Program and managed by the Faculty of Sports and Public Health (FIKKM) Mandalika University of Education (UNDIKMA), contains scientific articles in the form of research results and literature studies in Indonesian and English . Published twice a year in March and September, covering the study of science and teaching in the field of sports and health.
Arjuna Subject : Umum - Umum
Articles 234 Documents
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Application of Game Based Learning Model to Improve Volleyball Learning Outcomes for Students at State Islamic High School Pinkan Setya Dhita Pinkan Dhita; Agung Wahyudi
Gelora : Jurnal Pendidikan Olahraga dan Kesehatan IKIP Mataram Vol. 13 No. 2 (2026): September 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/gjpok.v13i2.20681

Abstract

This study aims to analyze the influence of the Game-Based Learning model on improving volleyball learning outcomes of students in class X MAN 2 Banyumas, especially in upper service materials. The main premise of this study is that volleyball learning packaged through play can create a more active, contextual, fun, and meaningful learning experience than learning that is centered solely on the repetition of techniques. The research hypothesis states that there is an increase in student learning outcomes after the application of the Game-Based Learning model in the affective, cognitive, and psychomotor domains. This study uses a quantitative approach with a one-group pretest-posttest design experiment. The study participants totaled 38 students, consisting of 13 male students and 25 female students. The research instruments include knowledge tests, attitude assessment sheets, upper service skills rubrics, and learning observation sheets. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, paired sample t-test, Wilcoxon test, and Cohen's effect measure d. The results of the study showed an increase in the average score in all areas of learning outcomes. The affective score increased from 51.26 to 57.92; cognitive score increased from 83.16 to 91.05; and psychomotor scores increased from 62.13 to 69.08. The difference test showed a significant increase in the affective, cognitive, and psychomotor domains with a p value of < 0.05. The effect size showed a large influence on the affective domain and a moderate influence on the cognitive and psychomotor domains. Thus, the research hypothesis is accepted. The Game-Based Learning model has proven to be effective in improving students' overall volleyball learning outcomes. Keywords: Game-Based Learning; learning outcomes; ball; top serve; physical education.
Implementation of the Cooperative Learning Model to Improve Forearm Passing Ability in Volleyball Among Students at SMP N 2 Purwanegara Valen Septiyani Septiyani; Agung Wahyudi
Gelora : Jurnal Pendidikan Olahraga dan Kesehatan IKIP Mataram Vol. 13 No. 2 (2026): September 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/gjpok.v13i2.20771

Abstract

This research aims to analyze the implementation of the Cooperative Learning Model in improving the mastery of forearm passing techniques in volleyball among eighth-grade students at SMP Negeri 2 Purwanegara. The main premise of the research is based on the need for physical education learning that not only emphasizes skill repetition but also involves interaction, cooperation, observation, peer feedback, and learning responsibility. The research uses an action research design implemented in two cycles through the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 32 eighth-grade students. Data were collected through attitude observations, knowledge tests, and forearm passing performance assessments. Data analysis included descriptive statistics, classical mastery percentage, percentage improvement, N-Gain, Shapiro–Wilk normality tests, and paired-samples t-test. The results showed that the mean knowledge score increased from 67.81 in Cycle I to 82.81 in Cycle II, while classical mastery increased from 31.25% to 84.38%. In the skill domain, the mean score increased from 56.45 to 86.52, representing a 53.29% improvement, accompanied by a positive shift in skill categories and the absence of students in the Poor category in Cycle II. The mean attitude score increased from 78.32 to 83.98, while the proportion of students in the Very Good category increased from 9.4% to 28.1%. Paired-samples t-tests showed significant differences between Cycle I and Cycle II in the knowledge, attitude, and skill domains (p < .000). N-Gain analysis indicated moderate improvement in knowledge (0.51) and high improvement in skills (0.71). Thus, the action hypothesis was accepted, indicating that the implementation of the Cooperative Learning Model was associated with meaningful improvements in volleyball forearm passing and supported positive development across cognitive, affective, and psychomotor learning outcomes. Keywords: cooperative learning, forearm passing, volleyball, learning outcomes, action research.
Psychological Profiles of Student Volleyball Athletes: Competitive Anxiety and Task–Ego Goal Orientation Alifaih Aulia Nisa; Agung Wahyudi
Gelora : Jurnal Pendidikan Olahraga dan Kesehatan IKIP Mataram Vol. 13 No. 2 (2026): September 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/gjpok.v13i2.20423

Abstract

This study showed that competitive anxiety did not have a significant relationship with task orientation or ego orientation in student volleyball athletes, so the two research hypotheses did not receive empirical support. The study aimed to describe the level of competitive anxiety and goal orientation and analyze the relationship between competitive anxiety and both dimensions of goal orientation in junior high school boys’ volleyball athletes 22 Semarang. The study used a quantitative approach with a cross-sectional descriptive-correlational design involving 12 athletes. Competitive anxiety was measured using the Sport Competition Anxiety Test (SCAT), while goal orientation was measured using the Task and Ego Orientation in Sport Questionnaire (TEOSQ). The data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Spearman correlation as the main analysis, and the Pearson correlation as the sensitivity analysis. The results showed that 75.0% of the athletes were in the moderate anxiety category and 25.0% in the low category. Descriptively, task orientation (M = 3.90; SD = 0.37) was higher than ego orientation (M = 2.22; SD = 0.70). Spearman's analysis showed that competitive anxiety was almost unrelated to task orientation (ρ = 0.024; p = 0.942) and had a very weak and insignificant negative association with ego orientation (ρ = − 0.113; p = 0.727). Sensitivity analysis using Pearson provided a consistent pattern for the relationship between anxiety and task orientation (r = 0.128; p = 0.691) and ego orientation (r = − 0.203; p = 0.527). These findings suggest that competitive anxiety levels are not directly related to how athletes define success based on either task orientation or ego. The results need to be interpreted carefully because the sample size is limited and the internal consistency of some subscales is not optimal.  Keywords: competitive anxiety; goal orientation; task orientation; ego orientation; student volleyball.
From Field to Life: Conditional Value Transfer and Ecological Constraint in Elementary Physical Education Nina Jermaina; Eko Purnomo; Baiq Satrianingsih; Ali Md Nadzalan
Gelora : Jurnal Pendidikan Olahraga dan Kesehatan IKIP Mataram Vol. 12 No. 2 (2025): September 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/gjpok.v12i2.22523

Abstract

The claim that sport builds character is asserted more often than it is examined. This study investigated what changes elementary physical education teachers actually observe in students after values-based instruction, how far those values travel beyond lesson time, and which constraints shape the work. A descriptive qualitative design was applied with nine physical education teachers from five public elementary schools in Padang, Indonesia, whose teaching experience ranged from five to twenty years. Semi-structured interviews were transcribed verbatim and analyzed through open, axial, and selective coding with cross-case matrix comparison, and reported constraints were subsequently classified by ecological system level. Teachers observed change in four domains, namely habit and self-regulation, social relations, emotional regulation, and fitness with achievement. Transfer beyond the lesson was visible in classrooms, informal school spaces, and relationships with former students, but participants stated that their observation ends at the school gate. Change was described as incremental and fragile, sustained only by continuous reminding, and every success claim rested on unaided observation without any assessment instrument. Constraints formed four layers running from student development to teacher competence, most of them outside teacher control.

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