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Tadulako Journal Sport Sciences and Physical Education
Published by Universitas Tadulako
ISSN : 23374594     EISSN : 25810383     DOI : http://doi.org/10.22487
Core Subject : Humanities, Education,
Humanities Education Other
This journal covers Physical Education, Sports Learning Methods Sports Health, Recreational Sports Sports Medicine, Sports Physiology, Sports Biomechanics, Sports Psychology, Sports Nutrition and Anthropometrics, Coaching, Sports Intelligence, Sports Article Review Sports Data Mining.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 68 Documents
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Rasch Model Analysis of Artificial Intelligence Technology Implementation Among Multidisciplinary FIKK Students in Higher Education Yudha Munajat Saputra; Enjang Yusuf Ali; Ari Gana Yulianto; Mohd Salleh Aman
Tadulako Journal Sport Sciences And Physical Education Vol 14 No 2 (2026): Juni: Article in Progress
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v14i2.6185

Abstract

The purpose of this study was to analyze the implementation of Artificial Intelligence Technology (AIT) in higher education using the Rasch Model. This study applied a mixed-method approach with a convergent design. The participants were 138 students from a higher education institution in Sumedang, West Java, Indonesia. Data were collected through a 14-item questionnaire distributed via Google Forms. Quantitative data were analyzed using descriptive statistics with the Rasch Model to examine item reliability, person ability, with response patterns. Qualitative data were obtained from open-ended responses to explore students’ experiences with expectations regarding AIT use. The findings showed that AIT had been widely adopted for both academic with non-academic purposes, with 82.6% of students reporting regular use in learning activities. Rasch analysis indicated good instrument reliability (Cronbach’s Alpha = 0.87) with revealed that students perceived AIT as most useful for completing assignments efficiently, while critical evaluation of AI-generated content was the most difficult aspect. Open-ended responses highlighted that students expected AIT to provide more personalized feedback with adaptive learning support. Although internet connectivity remained a challenge, the more distinctive issue was students’ concern about overdependence on AI with reduced independent thinking. It can be concluded that AIT has been substantially integrated into student activities in higher education, but future development should focus on ethical use, critical literacy, with intelligent personalization.
PENERAPAN REALITAS TERPERKUAT (AR) UNTUK MENINGKATKAN KETERAMPILAN MOTORIK DAN MOTIVASI BELAJAR SISWA DALAM PENDIDIKAN JASMANI Tegar Sukmawana; Nuryadi Nuryadi; Sucipto Sucipto
Tadulako Journal Sport Sciences And Physical Education Vol 14 No 2 (2026): Juni: Article in Progress
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v14i2.6192

Abstract

This research was motivated by the existing phenomenon concerning the increasing demand for new media in physical education learning, especially in a digital age where physical activity needs have changed and interactive with adaptive approaches to increase participants psychomotor skills driven by education. This study aimed atsee the effectiveness of Augmented Reality (AR) technology in the learning of physical education to improve psychomotor ability, students with educational drive junior high school. Methods: The design was quasi-experimental with a pretest-posttest control group. The sample were 64 students from SMP Negeri 22 Bandung based on cluster random sampling into experimental with control groups. The intervention period was 8 weeks. Research instruments consisted of the Motor Skill Test and the Sport Motivation Scale II for Physical Education (SMS-II-PE) meeting validity with reliability standards. Overall, the experimental group had a significant higher increase in psychomotor mastery than controls (32.3% vs 12.3%; p < 0.05; Cohen’s d = 0.84). Additionally, the educational drive of experimental group speih ↑ 87% in thictixs of intrinsic motivation for understanding, countrline perception, with engagement during learning (p<0.05). These results suggest that motor learning processes can be strengthened and active student participation increased through interactive learning experiences, visual movement simulations, and direct AR feedback. Because of this, augmented reality technology has been shown to be a successful teaching tool for enhancing junior high school students' psychomotor skills and motivation in physical education classes.
Improving T-Kick Accuracy in Pencak Silat Through Rope Limiter Focused Training: A Trauma-Free Approach for Beginner Students Hana Mindayanti; Dinar Dinangsit; Muhammad Nur Alif
Tadulako Journal Sport Sciences And Physical Education Vol 14 No 2 (2026): Juni: Article in Progress
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v14i2.6214

Abstract

This study aims to test a focused training method, namely with a rope barrier to improve the accuracy of T kicks and student safety in beginner pencak silat training. This study was driven by two common problems in beginner training, first is poor kick accuracy and second is that rigid training equipment can also cause injuries. The data of this study used a quantitative research approach with a quasi-experimental non-equivalent control group design. A total of 111 students from 18 dynamic physics classes participated in this study, with 57 of them as the experimental group and the remaining 54 students as the control group. The experimental group trained with ropes, while the control group trained with chair-based media. Data were analyzed using the Wilcoxon Signed Rank Test and the Mann–Whitney U Test. Results In both groups, the pre-test showed a significant increase after participating in this training session (experimental group: p < 0.001; control group: p < 0.001). However, the difference between groups was not significant (p = 0.994) which means that both training methods improved the accuracy of T kicks in steady state to a similar value. Regardless, rope barriers serve as a safer and more versatile training environment by minimizing impact compared to rigid chairs. Conclusion Rope barriers are a simple, inexpensive, and safe alternative for basic pencak silat training at the elementary level.
The Effect of Paired Variation Exercises on Improve Passing Accuracy and Coordination in Football Azmi Syaiful Azhar; Anggi Setia Lengkana; Entan Saptani
Tadulako Journal Sport Sciences And Physical Education Vol 14 No 2 (2026): Juni: Article in Progress
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v14i2.6187

Abstract

The objective of this study is to investigate the effectiveness of paired variation exercises on the accuracy and coordination of passing football among pupils of primary schools. One-group pretest-posttest research design was applied for this study. For the purpose of the study, 30 pupils from elementary school grades 4 and 5 were selected using purposive sampling technique. Tests utilized in this study include short passing accuracy test and passing coordination test. Paired variation exercises made up the treatment done for twelve sessions. Data collected were subjected to statistical analysis by applying normality and homogeneity tests, paired samples t-tests and coefficient of determination. Significant improvements were observed with regards to passing accuracy and passing coordination after the exercise. This was determined by observing the results of paired samples t-test whose significance value was less than 0.05 in both cases. Therefore, it can be concluded that paired variation exercises have statistically significant effects on the passing abilities of students playing football. Furthermore, paired variation exercises are significantly effective in improving passing coordination with coefficient of determination of 82.7%.
The Impactfulness of the Teaching Games for Understanding (TGFU) Model in Improving Physical Education Student Achievement: A Systematic Literature Review Abiansyah Budiman; Yogi Akin; Sucipto Sucipto
Tadulako Journal Sport Sciences And Physical Education Vol 13 No 2 (2025): December
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v13i2.6274

Abstract

Physical education classroom activities are often dominated by technical skill drills rather than emphasizing game intelligence, engagement, and meaningful classroom activity experiences. In recent years, the Teaching Games for Understanding (TGfU) model has gained increasing attention as an alternative pedagogical approach in physical education. However, findings on its effectiveness remain fragmented across studies and often focus on limited classroom activity outcomes or specific sport contexts. Therefore, this study aims to systematically examine the effects of the Teaching Games for Understanding (TGfU) classroom activity model on student achievement in physical education by synthesizing empirical evidence published between 2018 and 2024. This study employed a Systematic Literature Review (SLR) approach using PRISMA guidelines to systematically identify, screen, and analyze relevant literature. A total of 15 articles met the inclusion criteria and were included in the review. The findings indicate that the TGfU model positively influences student achievement, fundamental sports skills, classroom activity motivation, active classroom activity time, and social interaction in physical education classes. In addition, TGfU supports students' cognitive and social development through game-based classroom activities that encourage decision-making, collaboration, and problem-solving. These findings confirm that TGfU is an effective and relevant student-centered learning model for contemporary physical education. Furthermore, future research is recommended to employ longitudinal and experimental research designs involving larger and more diverse samples to strengthen evidence regarding the long-term effectiveness of TGfU implementation across various educational contexts.
Psychological Mechanisms of Athlete Achievement: A Systematic Thematic Overview of the Interactions Between Social Support, Self-Efficacy, and Achievement Motivation Natalia Irandah; Sucipto; Burhan Hambali
Tadulako Journal Sport Sciences And Physical Education Vol 13 No 2 (2025): December
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v13i2.6360

Abstract

Achievement motivation is fundamentally a key driver behind an athlete's resilience, hard work on the field, and overall competitive success. While previous research has often explored social support and self-efficacy as separate pieces of the puzzle, there is a marked lack of a big-picture synthesis that maps how the three interrelate and work together. To bridge this gap, this study systematically outlines the triad of relationships between social support, self-efficacy, and achievement motivation in athletes. Following PRISMA 2020 guidelines, a systematic thematic review of the literature was conducted across three major databases—Scopus, Google Scholar, and ResearchGate—with Zotero and Microsoft Excel handling reference management and data synthesis. Of the 3,630 initial search results, 15 empirical papers published between 2020 and 2025 were selected. The synthesized data revealed that self-efficacy stood out as a key predictor of achievement motivation, accounting for 43.4% to 75.7% of the variance across the thematically reviewed literature. Furthermore, social support from parents, coaches, teammates, and peers consistently increases an athlete's drive to succeed. This external support operates directly or indirectly through key mediators such as self-efficacy and psychological resilience. Ultimately, having a solid support system serves as a crucial environmental asset that anchors athletes' self-confidence, keeps them persistent, and strengthens their commitment to long-term achievement metrics. Moving forward, these insights suggest that sport development frameworks should focus more than just physical training; they need to intentionally build structured social support networks and implement targeted self-efficacy interventions to truly optimize athlete motivation and achievement metrics.
Effectiveness of Self-Talk Training Programs On Athletes Self Confidence and Performance in Sports: A Systematic Literature Review (2015-2025) Syakir Fathul Mubin; Tite Juliantine; Yusuf Hidayat
Tadulako Journal Sport Sciences And Physical Education Vol 13 No 2 (2025): December
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v13i2.6397

Abstract

Self-confidence is a critical psychological determinant of athletic performance, and self-talk has emerged as one of the most widely applied psychological training program s to strengthen athletes' confidence and competitive effectiveness. This systematic literature review synthesises research published between 2015 and 2025 on the relationship between self-talk, self-confidence, and athletic performance, with particular attention to training program types, underlying psychological processes, and contextual moderators. we conducted a systematic search following PRISMA 2020 guidelines across Scopus, PubMed, and Google Scholar. Of 312 records identified, 32 studies met the PICO-based eligibility criteria and were included in the review. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT) 2018, with most studies meeting the majority of quality criteria and demonstrating acceptable methodological rigour. The findings consistently indicate that positive, motivational, and instructional self-talk enhance athletes' self-confidence, emotional regulation, attentional focus, and competitive performance across various sports contexts. Four key processes were repeatedly identified: attentional control, self-efficacy activation, emotional regulation, and neuromuscular efficiency. Crucially, combined training program s integrating self-talk with imagery produced stronger and more consistent performance improvements than self-talk-only programmes. These findings sug that self-talk is a robust and adaptable psychological strategy, particularly when tailored to task demands and integrated with complementary psychological techniques. Future research should prioritise female and youth athletes, team sport settings, and longitudinal follow-up periods of at least three months to strengthen the research base.
Rhythmic Auditory Stimulation in Gymnastics Learning: Enhancing Movement Creativity in Primary School Gymnastics Through Music-Based Pedagogy Muhamad Gumelar Asmarandana At Thaariq; Tedi Supriyadi; Aam Ali Rahman
Tadulako Journal Sport Sciences And Physical Education Vol 14 No 2 (2026): Juni: Article in Progress
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/tjsspe.v14i2.6441

Abstract

Physical education in elementary schools often focuses on a mechanical and repetitive approach, particularly in gymnastics, which limits originality and fluency in developing movement creativity. This study was conducted at Prapatan Elementary School in Majalengka to test the effectiveness of the Rhythmic Auditory Simulation (RAS) intervention in enhancing student creativity through music-based pedagogy. This study used a one-group pretest-posttest experiment by isolating the direct impact of external stimulation on a homogeneous group of subjects. To ensure internal validity, the research design was strengthened through constant control of audio tempo standardization and the elimination of visual instructions from the teacher. The results of data processing showed an average N-Gain score of 35%, indicating a statistically significant increase in motor creativity despite limited intervention effectiveness. Due to the limited effectiveness, this indicates that internal constraints in the form of students' biological motor skills in middle childhood and the short duration of the intervention, which was 3 weeks, caused the limited intervention. This study contributes by proving the function of external audio rhythmic structures as action opportunities through an ecological dynamics paradigm that is able to manipulate children's kinetic movement space while simultaneously building a sense of psychological safety during activities. This research offers a physical education curriculum model with a measurable motor behavior control instrument through the placement of music so that music plays a role not just as a background to create a classroom atmosphere.

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