Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan
SPORTIKA adalah jurnal ilmiah yang memfokuskan diri pada pengembangan ilmu dan praktik di bidang pendidikan, kepelatihan, olahraga, dan kesehatan dengan pendekatan multidisiplin. Jurnal ini menerima naskah yang membahas penelitian empiris, kajian teoretis, dan inovasi yang relevan dengan peningkatan kualitas pendidikan jasmani, olahraga, dan kesehatan di berbagai tingkat pendidikan dan masyarakat. Cakupan jurnal meliputi, tetapi tidak terbatas pada: Pendidikan dan Pembelajaran: Strategi pengajaran, integrasi pendidikan karakter, pengembangan literasi fisik dan kesehatan. Kepelatihan dan Pengembangan Atlet: Teknik pelatihan, manajemen olahraga, pengembangan kompetensi pelatih, evaluasi performa. Kesehatan Multidisiplin: Kesehatan masyarakat, nutrisi, kebugaran, pencegahan cedera, rehabilitasi fisik, kesehatan mental, dan promosi gaya hidup sehat melalui olahraga. Psikologi dan Sosiologi Olahraga: Motivasi, partisipasi olahraga, pembentukan karakter, serta interaksi sosial dalam konteks olahraga dan pendidikan jasmani. Teknologi dan Inovasi: Penerapan teknologi digital, media pembelajaran interaktif, alat monitoring kebugaran, dan inovasi berbasis data. Evaluasi dan Penilaian: Asesmen hasil belajar, evaluasi kompetensi fisik, rubrik penilaian pendidikan jasmani dan olahraga. Kajian Interdisipliner: Integrasi olahraga, kesehatan, pendidikan, seni, lingkungan, kepemimpinan, dan pendidikan demokrasi untuk mendukung pembangunan kualitas individu dan masyarakat. Dengan pendekatan multidisiplin, SPORTIKA menjadi wadah ilmiah bagi peneliti, pendidik, pelatih, dan praktisi untuk berbagi ide, hasil riset, dan inovasi yang dapat meningkatkan kualitas pendidikan jasmani, olahraga, dan kesehatan secara holistik.
Articles
37 Documents
<![CDATA[Revitalisasi Pembelajaran Madrasah Diniyah sebagai Upaya Peningkatan Kualitas Pendidikan Islam ]]>
<![CDATA[Ni'matul Muawanah]]>;
<![CDATA[Muhammad Muslim Jauhari]]>;
<![CDATA[Siti Muzayanah]]>;
<![CDATA[M. Abdurrohim]]>
<![CDATA[ Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026 ]]>
Publisher : <![CDATA[FKIP UNSULTRA ]]>
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DOI: 10.64690/sportika.v2i1.749
<![CDATA[Madrasah Diniyah (Islamic Madrasah Diniyah) plays a strategic role in strengthening non-formal Islamic education in Indonesia, particularly in fostering morals, religious understanding, and students’ religious character. However, in its development, this institution faces various challenges such as limited curriculum development, low learning innovation, minimal teacher professionalism, and insufficient integration of educational technology in the teaching and learning process. These challenges indicate a gap between traditional learning practices and the demands of 21st-century Islamic education. This article aims to examine the revitalization of Madrasah Diniyah learning as an effort to improve the quality of Islamic education through a literature review of relevant scientific studies. The method used is a literature review by analyzing journals, books, and previous research. A narrative synthesis approach is employed to identify patterns and formulate key dimensions of revitalization. The results of the study indicate that Madrasah Diniyah revitalization is conceptually constructed through five integrated components, namely strengthening the competency-based curriculum, improving teacher professionalism through continuous development, integrating digital learning technology, implementing active learning strategies, and strengthening institutional management. These five components form an interrelated system that determines the effectiveness and sustainability of Madrasah Diniyah transformation. This revitalization not only improves learning effectiveness but also strengthens the institutional role of Madrasah Diniyah as an adaptive Islamic education system in responding to contemporary educational changes. The novelty of this study lies in the integrative framework that positions revitalization as a holistic and systemic transformation rather than partial improvement. Thus, Madrasah Diniyah can continue to exist as a vital pillar in developing a generation of knowledgeable, moral, and competitive Muslims. This study provides theoretical implications for developing more adaptive and contextual Islamic education policies in the digital era.]]>
<![CDATA[Analisis Kesadaran Lingkungan Mahasiswa Di Era Modern: Studi Kasus Sampah Di Asrama Putri STIPAS Santo Sirilus Dalam Terang Ensiklik Laudato Si ]]>
<![CDATA[Sesilia N. Jehadut]]>;
<![CDATA[Laurensius S. Bagus]]>;
<![CDATA[Yosefa K. Longa]]>;
<![CDATA[Natalia M. Goi]]>;
<![CDATA[Belasius B. Deon]]>
<![CDATA[ Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026 ]]>
Publisher : <![CDATA[FKIP UNSULTRA ]]>
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DOI: 10.64690/sportika.v2i1.751
<![CDATA[This study aims to analyze students’ environmental awareness toward waste management at the Female Dormitory of STIPAS St. Sirilus in the light of the Encyclical Laudato Si’. Environmental problems in the modern era continue to increase due to consumptive lifestyles, the use of disposable products, and the low level of environmental awareness in society. These conditions are also reflected in student dormitory environments, where daily activities generate various types of domestic waste. This research employed a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation involving residents of the Female Dormitory of STIPAS St. Sirilus. The results show that most students already understand the importance of maintaining environmental cleanliness; however, this awareness has not been fully implemented in their daily behavior. Several problems were still identified, such as littering, the lack of waste sorting practices, and the low level of collective responsibility in maintaining dormitory cleanliness. In the perspective of Laudato Si’, waste problems are viewed as part of the ecological crisis caused by human negligence in caring for the “common home.” This study reveals that the ecological values contained in Laudato Si’, such as ecological responsibility, environmental care, and simple living, are important in fostering students’ environmental awareness. Therefore, strengthening ecological education and building environmentally responsible habits are necessary to create a clean, healthy, and sustainable dormitory environment.]]>
<![CDATA[Transformasi Perempuan melalui Pendidikan Pemberdayaan dalam Pengembangan Life skill dan Kewirausahaan ]]>
<![CDATA[Zumrotus Sholikah]]>;
<![CDATA[Afania Noor Basysya]]>;
<![CDATA[Ahmad Yusron Avivi]]>;
<![CDATA[Ach Munfaridji Aziz]]>
<![CDATA[ Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026 ]]>
Publisher : <![CDATA[FKIP UNSULTRA ]]>
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DOI: 10.64690/sportika.v2i1.752
<![CDATA[Women's empowerment education is a crucial strategy for improving human resource quality in addressing increasingly complex social, economic, and global development challenges. In addition to their domestic roles, women also contribute significantly to economic development through the strengthening of life skills and entrepreneurship. This article aims to analyze research findings related to women's transformation through empowerment education with a focus on life skills and entrepreneurship development. This study employs a literature review method by analyzing relevant scientific articles, books, and academic documents published between 2019 and 2025, sourced from Google Scholar, Garuda, and national and international journals. The findings indicate that women's empowerment education plays a significant role in enhancing life skills, economic independence, managerial abilities, business creativity, and self-confidence. Furthermore, the integration of life skills-based entrepreneurship education encourages women to develop independent business initiatives and improve family welfare. The study also identifies that family support, community involvement, digital technology utilization, and practice-based training are key factors in the success of empowerment programs. In conclusion, women's empowerment education not only improves individual competencies but also contributes to broader social transformation by strengthening women's roles in society. This study is expected to serve as a reference for developing more effective and context-based policies and programs for women's empowerment in education, particularly those oriented toward skills development and entrepreneurship.]]>
<![CDATA[Internalisasi Nilai Pendidikan Islam dalam Pembentukan Karakter Santri di Pesantren Terpadu ]]>
<![CDATA[Ina Nur Fajariyah]]>;
<![CDATA[Iqlilul Amin]]>;
<![CDATA[Idah Nurhasanah]]>;
<![CDATA[Intan Pertiwi Ahmad]]>;
<![CDATA[Santo Arip Nugroho]]>
<![CDATA[ Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026 ]]>
Publisher : <![CDATA[FKIP UNSULTRA ]]>
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DOI: 10.64690/sportika.v2i1.754
<![CDATA[The internalization of Islamic educational values is a fundamental process in shaping students’ character in integrated Islamic boarding schools (pesantren). Unlike conventional education systems, integrated pesantren provide a holistic learning environment where value internalization occurs continuously through formal learning, habituation, role modeling, and institutional culture. This study aims to examine the process of internalizing Islamic educational values in character formation using a literature review approach. Data were collected from national and international journals, Islamic education books, and relevant previous studies. The data were analyzed using a qualitative descriptive method through systematic review, interpretation, and synthesis. The findings indicate that internalization occurs through three stages: value transformation, value transaction, and value transinternalization. These stages are implemented through structured learning, habituation, and the exemplary behavior of kyai and ustadz within a strong pesantren culture. The internalized values include faith, morality, discipline, responsibility, independence, and social awareness, which are embedded in students’ daily practices. Furthermore, integrated pesantren strengthen this process through the integration of religious and general curricula and a boarding school system that supports continuous character formation. Intensive social interaction within the pesantren environment accelerates value internalization, positioning the institution as a living laboratory of character education. In conclusion, the internalization of Islamic educational values plays a crucial role in producing students with strong religious character, independence, and moral integrity. This study proposes an integrated conceptual framework of value internalization within pesantren as a model for holistic and sustainable character education.]]>
<![CDATA[Penguatan Nilai Pendidikan Keagamaan di Pesantren Tradisional dalam Pembentukan Karakter Santri ]]>
<![CDATA[As’adurrofiq As’adurrofiq]]>;
<![CDATA[Helmi Helmi]]>;
<![CDATA[Leni Rismawati]]>;
<![CDATA[Lisa Aryani]]>
<![CDATA[ Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026 ]]>
Publisher : <![CDATA[FKIP UNSULTRA ]]>
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DOI: 10.64690/sportika.v2i1.756
<![CDATA[Traditional Islamic boarding schools (pesantren) are Islamic educational institutions that play a strategic role in shaping students’ character through the strengthening of religious educational values. Amid the challenges of globalization and modernization, pesantren continue to preserve educational traditions based on classical Islamic texts, exemplary leadership of kiai, habituation of worship, and religious culture as the foundation of character formation. This study aims to examine previous research findings regarding the strengthening of religious educational values in traditional pesantren in shaping students’ character. The study employed a library research method with a qualitative descriptive approach through the analysis of journals, books, and relevant studies related to pesantren education and character education. The findings reveal that the strengthening of religious educational values is carried out through an integrative process involving value internalization, role modeling, habituation, religious culture, and traditional learning methods. Values such as sincerity, discipline, responsibility, humility, simplicity, and respect for teachers are continuously instilled in students’ daily lives. Furthermore, traditional methods such as sorogan, bandongan, and halaqah are proven effective in strengthening religious understanding while shaping students’ moral and spiritual character. This study highlights that the uniqueness of traditional pesantren lies in their holistic educational system that integrates spiritual, moral, social, and intellectual dimensions simultaneously. Therefore, traditional pesantren remain relevant as a model of Islamic character education in addressing the challenges of modern education.]]>
<![CDATA[Pengelolaan Pesantren Modern dalam Perspektif Pendidikan Luar Sekolah (PLS) ]]>
<![CDATA[Taher Afandi]]>;
<![CDATA[Muhammad Dasuki]]>;
<![CDATA[Rini Rini]]>;
<![CDATA[Rida Munfarikhah]]>;
<![CDATA[Lailatul Isti'anah]]>
<![CDATA[ Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026 ]]>
Publisher : <![CDATA[FKIP UNSULTRA ]]>
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DOI: 10.64690/sportika.v2i1.757
<![CDATA[Modern Islamic boarding schools (pesantren) are Islamic educational institutions that have undergone significant transformation in management, curriculum, and learning systems in response to globalization and educational change. From the perspective of Non-Formal Education (PLS), pesantren are positioned as community-based institutions that implement lifelong learning through the integration of formal, non-formal, and informal education. However, previous studies tend to discuss pesantren management in a fragmented manner, focusing separately on curriculum, human resources, or community roles, with limited attention to their integrated systemic transformation within the PLS framework. This study aims to analyze the management of modern Islamic boarding schools as an integrated non-formal education model through a descriptive qualitative literature review approach. Data were collected through systematic identification, selection, and analysis of relevant scientific literature, including journals, books, and previous research related to pesantren management and non-formal education. The findings indicate that modern pesantren management is characterized by a comprehensive integration of educational systems within a single learning ecosystem that connects curriculum, human resources, institutional governance, educational culture, and technology utilization. Curriculum integration between national standards and Islamic values produces a holistic educational model that balances cognitive, spiritual, and social development. In addition, pesantren function as centers of community empowerment by developing life skills, entrepreneurship, and student independence. The study concludes that modern Islamic boarding schools represent a distinctive and holistic model of Non-Formal Education that integrates education, character formation, and community empowerment. This positions pesantren as a transformative institution in supporting lifelong learning and sustainable community-based education in the modern era.]]>
<![CDATA[Eksistensi Pendidikan Anak Usia Dini dalam Pendidikan Luar Sekolah: Tantangan dan Strategi Pengembangan di Era Modern ]]>
<![CDATA[Sofiatul Jannah]]>;
<![CDATA[Adib Mutohar]]>;
<![CDATA[Nurul Hidayati R]]>;
<![CDATA[Muhammad Syauqi Mubarok]]>
<![CDATA[ Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026 ]]>
Publisher : <![CDATA[FKIP UNSULTRA ]]>
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DOI: 10.64690/sportika.v2i1.764
<![CDATA[This study aims to analyze the existence of Early Childhood Education (PAUD) in Non-Formal Education, identify the challenges faced, and formulate strategies for its development in the modern era. This study uses a qualitative approach with the Systematic Literature Review (SLR) method combined with library research. Data were obtained from scientific journals, academic books, and research results from the last five years relevant to non-formal PAUD. Data analysis was conducted using content analysis techniques by grouping the findings into five main focuses: the existence of PAUD, educator competencies, technology integration, the role of families, and curriculum and policy development. The results show that PAUD in Non-Formal Education still has a strong existence as an alternative education service in supporting equitable access to early childhood education, especially in remote and less accessible areas. However, various challenges remain, such as low pedagogical competence of educators, limited integration of technology in learning, and low public awareness of the importance of PAUD. In addition, the implementation of PAUD curriculum and policies still requires strengthening to be more adaptive and contextual. This study confirms that the success of non-formal PAUD is largely determined by the synergy between educators, families, communities, and the government. Therefore, development strategies are needed, including improving teacher competence, strengthening digital literacy, optimizing the role of families, and updating education policies. In this way, PAUD in Out-of-School Education can continue to develop as a crucial pillar in sustainable and equitable human resource development from an early age.]]>
