JRTI (Jurnal Riset Tindakan Indonesia)
JRTI (Jurnal Riset Tindakan Indonesia) ISSN: 2502-079X (Print), ISSN: 2503-1619 (Electronic) is a peer-reviewed, open-access journal that publishes research and practice-based research across multidisciplinary fields of knowledge. The journal adopts an integrative and transdisciplinary perspective, welcoming scholarly works that employ systematic cycles of planning, action, observation, and reflection to address real-world challenges and generate measurable improvements in diverse professional and community contexts. JRTI is committed to bridging theory and practice by disseminating actionable knowledge that contributes to institutional development, community empowerment, policy implementation, technological innovation, and sustainable social transformation at local, national, and international levels. The journal embraces contributions from a wide range of scientific clusters, including education and human development; social sciences and humanities; psychology and mental health; public health and well-being; science, technology, engineering, and applied innovation; environmental and sustainability studies; governance, public administration, and policy reform; economic development and entrepreneurship; agriculture and rural advancement; disaster mitigation and resilience; as well as creative and cultural industries. JRTI particularly values studies conducted in authentic field settings such as schools, universities, government institutions, non-governmental organizations, community groups, healthcare facilities, industries, and multi-sector collaborative networks. JRTI welcomes various forms of action-oriented inquiry, including classroom action research, participatory and collaborative action research, community-based interventions, practitioner-led research, institutional improvement projects, organizational development initiatives, and multi-sector transformative programs. Submissions are expected not only to report contextual findings but also to present methodological refinement, innovative intervention models, best-practice frameworks, or scalable solutions that can be adapted and replicated across regions. Through interdisciplinary dialogue and cross-institutional collaboration, JRTI aims to strengthen Indonesia’s capacity for evidence-based decision-making, enhance professional practice across disciplines, and contribute to sustainable development aligned with national priorities and global development goals.
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Sport-confidence and learning motivation as joint predictors of basketball skill-learning outcomes in physical education
Fajri Iftitah Rizki;
Eval Edmizal;
Tjung Hauw Sin;
Ronni Yenes
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 11 No. 1 (2026): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)
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DOI: 10.29210/30036871000
Sport-confidence was assessed through the 13-item Trait Sport-Confidence Inventory (TSCI), learning motivation through the 18-item Sport Motivation Scale-II (SMS-II), and basketball skill-learning outcomes through the AAHPERD Basketball Skills Test (speed spot shooting, passing, and control dribble), combined into a composite T-score. Data were studied using Pearson product-moment correlation and multiple correlation with an F-test of significance. Descriptive outcomes showed a high level of confidence (M = 48.69, SD = 8.57) and a high level of motivation (M = 50.93, SD = 6.04) mainly. Sport-confidence was not significantly linked to basketball skill outcomes when taken alone (r =.239, p =.212), and the same for learning motivation (r = -.224, p =.243). However, the two psychological variables taken together predicted a significant portion of variance in skill outcomes (R =.461, R² =.212, F(2, 26) = 3.502, p =.045), which accounted for 21.2% of the variance. These results indicate that confidence and motivation function as complementary rather than independent predictors of motor-skill learning, and that their combined psychological profile, rather than either construct alone, has substantial educational meaning. Since the sample size was quite small (only 29), we consider results from the study as preliminary evidence rather than a thorough test of the hypotheses; however, the fact that 21.2% of the joint variance was explained means that instruction in PE that deals with both confidence and motivation at the same time, rather than treating them as separate targets, could be the one that ultimately results in the greatest practical benefit when it comes to skill acquisition. A discussion of the implications for psychologically informed PE pedagogy and directions for confirmatory research with larger samples is provided.