Journal of Educational and Learning Studies
Journal of Educational and Learning Studies ISSN: 2655-2760 (Print), ISSN 2655-2779 (Electronic) is an international, peer-reviewed journal and scientific journal manages Global Econedu. The journal welcomes original research articles, review papers, and conceptual studies in the fields of education, learning innovation, curriculum and instruction, educational technology, digital learning, assessment and evaluation, teacher education, higher education, vocational education, guidance and counseling, educational psychology, special and inclusive education, language and literacy education, STEM education, social sciences, economics and business education, management studies, public policy, arts and humanities, communication studies, cultural studies, and interdisciplinary research related to human development and social transformation. The journal also encourages studies focusing on contemporary issues such as artificial intelligence in education, e-learning, blended learning, sustainable education, mental health and well-being in educational settings, community empowerment, educational leadership, innovation in pedagogy, and the integration of technology in teaching and learning practices at local, national, and international levels. Journal of Educational and Learning Studies It was first online published by Global Econedu in Volume 4 Issue 2, 2021. The past Journal of Educational and Learning Studies website visit here
JELS is an Open Access Journal. The authors who publish the manuscript in this journal agree to the following terms: Journal of Educational and Learning Studies is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free to: Share - copy and redistribute the material in any medium or format. Adapt - remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
The relationship between self-control and tax aversiveness and students' academic procrastination
Academic procrastination is a common phenomenon that negatively impacts student achievement. This study aims to examine the relationship between self-control and task aversiveness on students' academic procrastination. The study was conducted using a quantitative correlational approach on 285 students of SMA Negeri 8 Padang City who were selected using proportional stratified random sampling. Data were collected using a questionnaire and analyzed through simple linear regression. The results showed that self-control had a significant negative relationship with academic procrastination, while task aversiveness had a significant positive relationship with academic procrastination. These findings confirm that low self-control and high perceptions of task uninterestingness contribute to increased procrastination. The practical implications of these results can be the basis for developing guidance and counseling services to improve self-control and reduce task aversiveness.
Copyright (c) 2026 Indra Saputra, Firman Firman, Dea Aulia https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of physical fitness, breakfast habits, and self-confidence on learning outcomes
This study aims to examine the direct, indirect, and simultaneous effects of physical fitness, breakfast habits, and self-confidence on physical education learning outcomes. A quantitative associative design with a path analysis approach was used. The population consisted of 146 students, with a purposive sample of 50 students. Data were collected through physical fitness tests, questionnaires on breakfast habits and self-confidence, and students’ report card scores. Data were analyzed using path analysis at a significance level of 0.05. The findings show that physical fitness has a significant direct effect on learning outcomes (0.435; 18.92%) and a strong indirect effect through self-confidence (total effect 78.49%). Self-confidence also has a significant direct effect (0.564), while breakfast habits show a weaker and non-significant direct effect but a small indirect contribution (3.49%). Simultaneously, all variables significantly influence learning outcomes (R² = 0.886). Physical fitness and self-confidence are key determinants of learning outcomes, with self-confidence acting as an important mediating variable.
Copyright (c) 2026 Khasinatul Adila, Kamal Firdaus, Sepriadi Sepriadi, Liza Liza https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a problem-based learning interactive quiz for fifth-grade mathematics
This study aimed to develop and evaluate the validity and practicality of a Problem Based Learning (PBL)-based interactive quiz for teaching fractions and decimals in elementary school mathematics. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observations, interviews, expert validation sheets, and practicality questionnaires. The product was validated by media and material experts, while practicality was assessed through teacher responses. The needs analysis indicated that students experienced difficulties in understanding fractions and decimals and required more interactive learning media. The developed product was a web-based interactive quiz integrating contextual problem-solving activities. Media validation obtained a mean score of 3.14 (valid), material validation achieved 3.73 (very valid), and teacher practicality reached 3.86 (very good). The developed PBL-based interactive quiz is valid and practical for supporting mathematics learning on fractions and decimals at the elementary school level.
Copyright (c) 2026 Win Siti Suciati, Abna Hidayati, Jasrial Jasrial, Hani Fannisa https://creativecommons.org/licenses/by-nc-sa/4.0
Effect of problem-based learning integrated with Contextual Teaching and Learning on kitchen utensil learning outcomes
This study aimed to examine the effect of the Problem-Based Learning (PBL) model integrated with Contextual Teaching and Learning (CTL) on students’ cognitive learning outcomes in the Kitchen Utensil topic among Grade X Culinary students at SMK Negeri 3 Solok. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The sample consisted of 62 students divided into an experimental group (n = 31) and a control group (n = 31). Data were collected through pretest and posttest achievement tests and analyzed using descriptive statistics, Independent Samples t-test, Paired Samples t-test, N-Gain analysis, and Cohen’s d effect size. The findings revealed a significant difference in posttest scores between the experimental and control groups (t = 3.020, p = 0.004). The experimental group achieved a higher mean score (79.44) than the control group (72.58). Furthermore, students in the experimental group demonstrated significant improvement from pretest to posttest (t = -13.902, p < 0.001), with an N-Gain score of 0.39 and a very large effect size (d = 2.497). The PBL-based CTL model was effective in improving students’ cognitive learning outcomes and can serve as an innovative instructional approach in vocational culinary education.
Copyright (c) 2026 Trisna Atmadinata, Fadhilah Fadhilah, M. Giatman, Kasmita Kasmita https://creativecommons.org/licenses/by-nc-sa/4.0
Improving creativity and collaboration through padlet-assisted project-based learning in civic education
This study aimed to improve students’ creativity and collaboration through the implementation of Project-Based Learning (PjBL) assisted by the Padlet application in Civic Education (PPKn) learning. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, acting, observing, and reflecting stages. The research was conducted in three cycles involving Grade X students at SMA Negeri 8 Padang. Data were collected through observations, interviews, documentation, and project assessment rubrics measuring creativity and collaboration. The findings showed a continuous improvement in students’ creativity and collaboration across the research cycles. Creativity increased from 45.59% in the pre-action stage to 88.60% in Cycle III, while collaboration improved from 36.76% to 83.00%. The integration of PjBL and Padlet encouraged active participation, idea generation, teamwork, and meaningful learning experiences. PjBL assisted by Padlet effectively enhanced students’ creativity and collaboration in Civic Education learning.
Copyright (c) 2026 Nova Novita, Maria Montessori, Fatmariza Fatmariza, Junaidi Indrawadi https://creativecommons.org/licenses/by-nc-sa/4.0
Human factor training as a learning intervention for Technical Personnel performance
This study aimed to analyze the partial and simultaneous effects of Human Factor Training, Engineer Competence, and Work Motivation on Aircraft Engineer Performance in the Line Maintenance Unit of Garuda Maintenance Facility AeroAsia. A quantitative descriptive-correlational design was employed. The population consisted of 103 aircraft engineers across three maintenance stations (KNO, CGK, and SUB). Following instrument validation with 30 engineers, 73 engineers were selected as the main sample using cluster random sampling. Data were collected through a five-point Likert-scale questionnaire and analyzed using multiple linear regression in SPSS 25. Human Factor Training significantly influenced engineer performance (t = 6.642; p < 0.001), as did Engineer Competence (t = 2.192; p = 0.032). In contrast, Work Motivation showed no significant effect (t = 1.763; p = 0.082). Simultaneously, the three variables significantly affected engineer performance (F = 288.248; p < 0.001). Human Factor Training emerged as the strongest predictor of engineer performance, followed by Engineer Competence. Although Work Motivation was positively related to performance, its contribution was not statistically significant, suggesting that performance in aircraft maintenance is more strongly influenced by technical competence, safety training, and compliance with aviation regulations and standard operating procedures.
Copyright (c) 2026 Rahmat Rahmat, Bambang Heriyadi, M Giatman, Syahril Syahril https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of the needs for RADEC-based social studies teaching materials
This study aimed to analyze the need for developing RADEC-based Social Studies teaching materials to enhance environmental literacy among elementary school students in the Sarimukti Landfill area, West Bandung Regency. A descriptive qualitative approach was employed involving teachers and fifth-grade students from elementary schools located near the Sarimukti Landfill. Data were collected through questionnaires, observations, and interviews and analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed a strong need for contextual teaching materials that support reading activities, analytical questioning, collaborative discussions, concept explanation, and project creation. Students demonstrated positive responses to the RADEC learning stages and showed high interest in environmental learning, although their understanding of environmental issues remained limited. RADEC-based Social Studies teaching materials are needed to provide meaningful learning experiences and strengthen students’ environmental literacy through contextual environmental issues surrounding the Sarimukti Landfill.
Copyright (c) 2026 sri rohartati https://creativecommons.org/licenses/by-nc-sa/4.0
Interactive effects of motor coordination and socioeconomic status on fundamental motor skills
This study aimed to examine the individual and combined effects of motor coordination and socioeconomic status on Fundamental Motor Skills (FMS) among elementary school students. A quantitative study using a 2 × 2 factorial design was conducted involving 72 students selected through purposive sampling from a population of 101 students at SDN 45 Bungo Pasang, Padang City. FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2), motor coordination was measured using the (KTK), and socioeconomic status was classified based on parental socioeconomic data. Data were analyzed using descriptive statistics and Two-Way ANOVA. Significant differences were found between students with high and low motor coordination (p = 0.028) and between students with moderate and low socioeconomic status (p = 0.014). A significant interaction effect was also identified between motor coordination and socioeconomic status (p < 0.001). FMS development is influenced by both motor coordination and socioeconomic conditions, highlighting the importance of integrating individual motor competence and environmental support in physical education programs.
Copyright (c) 2026 Difi Deofsila, Syahrial Bakhtiar, Gusril Gusril, Yendrizal Yendrizal, Lucy Pratama Putri, Risky Syahputra https://creativecommons.org/licenses/by-nc-sa/4.0
Supportive principal leadership and learning quality: the mediating role of teachers’ affective commitment
This study aimed to analyze the effects of supportive principal leadership on teachers’ affective commitment and learning quality, as well as the mediating role of teachers’ affective commitment in public elementary schools in Kinali District. This study employed a quantitative correlational design using Structural Equation Modeling (SEM). The population consisted of 386 public elementary school teachers, with 196 respondents selected through proportional stratified random sampling. Data were collected using validated and reliable Likert-scale questionnaires measuring supportive principal leadership, teachers’ affective commitment, and learning quality. The findings showed that supportive principal leadership significantly influenced teachers’ affective commitment (β = 0.73; CR = 6.84; p < 0.001) and learning quality (β = 0.41; CR = 4.12; p < 0.001). Teachers’ affective commitment also had a significant positive effect on learning quality (β = 0.52; CR = 5.36; p < 0.001). Indirect analysis revealed that supportive leadership affected learning quality through teachers’ affective commitment with an indirect effect of 0.38 and a total effect of 0.79. The SEM model demonstrated good fit indices (RMSEA = 0.041; CFI = 0.96; TLI = 0.95). Supportive principal leadership and teachers’ affective commitment play significant roles in improving learning quality in elementary schools.
Copyright (c) 2026 Dede Mardanil, Anisah Anisah, Lusi Susanti, Jasrial Jasrial https://creativecommons.org/licenses/by-nc-sa/4.0
Development of an LMS-based flipped learning e-module for TOEIC preparation
This study aimed to develop an LMS-based e-module using the Flipped Learning model for Grade XI vocational high school students and to evaluate its validity, practicality, and effectiveness in supporting TOEIC preparation. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 187 Grade XI students from five vocational school classes. Data were collected through expert validation sheets, student response questionnaires, and TOEIC-based pre-test and post-test assessments. Data were analyzed using descriptive statistics, normalized gain (N-Gain), paired sample t-test, Cronbach’s Alpha, and item-total correlation. The developed e-module achieved an overall validity score of 86.4%, indicating a very valid category. The practicality assessment yielded a mean score of 72.62%, categorized as practical. Students’ learning achievement improved significantly, with mean scores increasing from 26.76 (pre-test) to 63.02 (post-test). The average N-Gain score was 0.4961, indicating moderate effectiveness. Furthermore, the paired sample t-test revealed a statistically significant improvement in learning outcomes (t = 35.185, p < 0.001). The LMS-based Flipped Learning e-module is valid, practical, and effective for enhancing TOEIC-related English learning achievement among vocational high school students.
Copyright (c) 2026 Santy Mery, Zelhendri Zen, Fetri Yeni, Rayendra Rayendra https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of online gaming intensity and school environment on students’ social behavior
This study aimed to examine the relationships between online game playing intensity, school learning environment quality, and the social behavior of vocational high school students in Pesisir Selatan Regency. A quantitative correlational design was employed involving 221 vocational high school students selected through proportional random sampling. Data were collected using validated and reliable Likert-scale questionnaires measuring online game playing intensity, school learning environment quality, and social behavior. Data were analyzed using simple and multiple correlation and regression analyses with SPSS. The findings revealed that online game playing intensity was positively and significantly related to social behavior (r = 0.442, p < 0.05), contributing 21.5% to the variance. The school learning environment also showed a positive and significant relationship with social behavior (r = 0.487, p < 0.05), contributing 23.7%. Simultaneously, both variables significantly predicted social behavior (R = 0.489, p < 0.05), explaining 23.9% of the variance. Online game playing intensity and school learning environment quality are significant factors associated with the social behavior of vocational high school students.
Copyright (c) 2026 Aisyah Aisyah, Suryanef Suryanef, Maria Montessori, Al Rafni https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher competence and preparedness for inclusive physical education (2020-2025): a systematic review of empirical evidence
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Copyright (c) 2026 Aidil Syaputra, Jeki Haryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Project-based learning in physical education and sport (2020-2025): a systematic review of teaching approaches and student learning outcomes
Project-Based Learning (PjBL) as a student-centred, inquiry-driven pedagogy has been widely accepted. However, its implications in physical education (PE) and sport have not been fully explored and vary across different contexts. This systematic literature review consolidates findings from different studies that have looked into PjBL in PE and sport-related educational settings and the effect it has on learning outcomes. The review adhered to the PRISMA 2020 framework and a structured Scopus search was performed which initially identified 682 records. Subsequently, duplicates and records ineligible due to document-type, language, and subject-area limiters were removed. Title and abstract screening was followed by full-text eligibility assessment against pre- defined criteria resulted in 14 studies published between 2020 and 2025. Empirical studies employing PjBL in physical education, sport, or coaching settings (2020–2025) were eligible; the 14 retained studies resulted from criterion-based screening rather than a predetermined target. Methodological quality was appraised with the FICO framework (threshold 3.0/4.0), and screening decisions were checked for reviewer agreement. Synthesis was thematic (interpretive) rather than meta-analytic. The thematic synthesis yielded three main findings: PjBL is executed through a variety of ways such as classroom projects, teacher-training tasks, and work- based coach development; it leads to improvements in cognitive, psychomotor, and affective outcomes, including collaboration and self-confidence; however, implementation is limited by remaining barriers such as inadequate facilities, time, and teacher readiness. This review of literature contributes to sport pedagogy by revealing PjBL practice and outcomes, gives a guide to the practitioners, offers practical help to the teachers and coaches, and encourages larger, longitudinal, and methodologically rigorous studies
Copyright (c) 2026 Gemi Candra, Jeki Haryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusion as a co-produced accomplishment: a stakeholder-sensitive systematic review of barriers and facilitators in inclusive physical education
Inclusive physical education (IPE) is considered by many to be the best way to allow people with disabilities, equal opportunities for engaging in physical activities but its actual implementation varies greatly within educational systems. This systematic review was conducted to uncover the barriers and facilitators to IPE implementation and to see how various stakeholders influence the process. The study was carried out in line with the PRISMA (2020) guidelines. Through a structured search of the Scopus database, 357 articles were found; after excluding 14 duplicates and through successive screening, 18 studies published between 2021 and 2025 were selected according to the inclusion and exclusion criteria. Barriers and facilitators were synthesised using a socio-ecological framework distinguishing individual, relational, and structural determinants. The corpus (n = 18) was predominantly qualitative and spanned twelve countries, integrating the perspectives of teachers, pre-service teachers, and students with disabilities. Across the included studies, inadequate teacher preparation was the most consistently reported barrier, while practicum-based teacher education emerged as the most strongly evidenced facilitator. Notably, multiple studies converged on the finding that physical placement in mainstream classes did not, by itself, secure social belonging. Thematic analysis unfolded that lack of sufficient initial and continuous teacher training, poor structural settings, and inflexible pedagogical conventions are still major obstacles, whereas focused teacher education, reflective and individualized teaching methods, and nurturing school environment act as facilitators. Results show that physical inclusion alone is not sufficient to bring about social inclusion. This review offers an integrated, stakeholder-aware narrative on IPE implementation, provides useful advice for teacher training, and lays down a research agenda emphasizing student voice and longitudinal designs.
The effectiveness of the games based learning model in improving students' lower passing skills
This study aimed to examine the effectiveness of the Games Based Learning (GBL) model in improving volleyball lower passing skills among Grade X students at SMKN 1 Solok Selatan. A quantitative quasi-experimental study employing a Non-equivalent Control Group Pretest–Posttest Design was conducted. The sample consisted of 69 students selected through total sampling, including 35 students in the experimental group and 34 students in the control group. The experimental group received Games Based Learning instruction, while the control group received conventional instruction. Data were collected using a lower passing skills test assessing passing accuracy, strength control, and movement consistency. Data were analyzed using N-Gain analysis, Paired Sample t-tests, and Independent Sample t-tests. The experimental group showed a significant improvement (t = −13.834, p < 0.001) with an N-Gain of 0.5191 (moderate), whereas the control group achieved an N-Gain of 0.2922 (low). A significant difference was found between groups (t = 3.503, p < 0.001). Games Based Learning was more effective than conventional instruction in improving students’ volleyball lower passing skills and is recommended for physical education learning.
Copyright (c) 2026 Yungmi Muliadi, Muhamad Sazeli Rifki, Eval Edmizal, Sepriadi Sepriadi https://creativecommons.org/licenses/by-nc-sa/4.0
Semiotic analysis of ramo-ramo tabang duo dance and its character education implications
This study aims to analyze the semiotic meanings of Ramo-Ramo Tabang Duo Dance and examine their implications for student character education. This research employed a qualitative interpretative case study using Charles Sanders Peirce’s trichotomy of signs: icon, index, and symbol. Data were collected through observation, in-depth interviews, and documentation. The findings reveal that the dance movements, costumes, and floor patterns contain symbolic meanings representing religiosity, harmony, discipline, cooperation, responsibility, integrity, and cultural awareness. These values are aligned with Indonesia’s Character Education Strengthening Program. Ramo-Ramo Tabang Duo Dance can serve as a contextual medium for preserving local cultural heritage while strengthening student character through culturally responsive education.
Copyright (c) 2026 Mairita Mairita, Jupriani Jupriani, Indrayuda Indrayuda, Syilendra Syilendra https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of play activities on motor ability of elementary school students
Motor development theory suggests that play-based activities promote motor competence by providing repeated, varied movement experiences that enhance coordination, balance, agility, and object-control skills through active exploration and practice. This study examines the effect of play-based activities on the motor ability of elementary school students. The study was motivated by the low level of motor skills among students at SDN 20/VI Muara Madras, reflected in their difficulty performing movement tasks during physical education classes and the reduced engagement in physical play due to increased gadget use and limited play facilities. A quantitative approach was employed using a quasi-experimental one-group pretest-posttest design. The sample consisted of 17 fifth-grade students selected through purposive sampling. Motor ability was assessed using the Scott Motor Ability Test, which comprises four components: Basketball Throw, 4-Second Dash, Wall Pass, and Standing Broad Jump. Data were analyzed using the Shapiro-Wilk normality test, the paired-sample t-test, and Cohen's d effect size. The mean motor ability score increased from 200.00 at pretest to 205.67 at posttest, representing a mean difference of 5.67 points. However, the paired-sample t-test indicated that this difference was not statistically significant (p = 0.096). The calculated Cohen's d of 0.429 indicated a moderate effect size. These findings indicate that the play-based intervention did not produce a statistically significant improvement in students' motor ability under the conditions of this study. Further research employing larger samples, longer intervention periods, and stronger experimental controls is recommended to clarify the effectiveness of play-based approaches in enhancing motor development among elementary school students.
Copyright (c) 2026 Almusyowir Ilyas, Ahmad Chaeroni, Gusril Gusril, Ilham Ilham https://creativecommons.org/licenses/by-nc-sa/4.0
Determinants of crescent kick performance in pencak silat athletes: path analysis
This study aimed to examine the direct and indirect effects of speed, flexibility, and training motivation on crescent kick ability among Pencak Silat athletes at Walet Puti Martial Arts School, Jambi City. A quantitative associative design with path analysis was employed. The sample consisted of 40 athletes selected through purposive sampling from a population of 80 athletes. Speed was measured using a 30-meter sprint test, flexibility through the sit-and-reach test, motivation using a validated questionnaire, and crescent kick ability through a standardized crescent kick test. Data were analyzed using path analysis at a significance level of 0.05. Speed demonstrated the strongest direct effect on crescent kick ability (β = -0.934; 87.20%), followed by flexibility (β = 0.292; 0.85%) and motivation (β = 0.091; 0.82%). Motivation mediated the effects of speed (0.25%) and flexibility (0.15%) on kicking performance. Simultaneously, speed, flexibility, and motivation explained 96.82% of the variance in crescent kick ability (R² = 0.984). Speed was the dominant determinant of crescent kick performance, while flexibility and motivation provided complementary contributions. Integrating physical and psychological training is essential for optimizing Pencak Silat performance.
Copyright (c) 2026 Jhovan Saputra, Nurul Ihsan, Anton Komaini, Eval Edmizal https://creativecommons.org/licenses/by-nc-sa/4.0
Student perceptions of project-based learning with a deep learning approach in vocational education
This study aimed to examine the effects of Project-Based Learning integrated with a Deep Learning approach on student engagement and digital archiving skills among vocational students based on their perceptions. A quantitative survey with an explanatory design was employed. The participants were 117 Office Management students at SMK Negeri 1 Painan selected through purposive sampling. Data were collected using validated and reliable questionnaires and analyzed using descriptive statistics and simple linear regression. Project-Based Learning with a Deep Learning approach significantly influenced student engagement (β = 0.963, t = 38.360, p < 0.001) and digital archiving skills (β = 0.851, t = 17.365, p < 0.001). Meaningful and contextual project-based learning is positively associated with higher student engagement and stronger perceived digital archiving competencies in vocational education.
Copyright (c) 2026 Intan Sari Ramadhani, Yuhendri Leo Vista https://creativecommons.org/licenses/by-nc-sa/4.0
Development and evaluation of a games-based informatics module using digital interactive boards
This study aimed to develop an Informatics learning module based on Games-Based Learning (GBL) integrated with a Digital Interactive Board (PID) and to evaluate its validity, practicality, and effectiveness in improving students' learning outcomes. This research employed a Research and Development (R&D) approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 33 Grade IX students of SMP Negeri 21 Padang. Data were collected through expert validation questionnaires, teacher and student response questionnaires, and pretest-posttest assessments. The module achieved very high validity scores, including 90.74% for module design, 91.67% for learning materials, and 97.50% for assessment instruments. The practicality scores reached 86.03% for teachers and 80.00% for students. The classical learning mastery rate increased to 90.91%, and the N-Gain score was 0.60, indicating moderate improvement. The GBL module integrated with PID is valid, practical, and effective for improving Informatics learning outcomes at the junior secondary school level
Copyright (c) 2026 Ettin Maira, Faisal Ashar, Titi Sri Wahyuni, M. Giatman https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing advanced motor skills through small-sided game-based physical education learning
This study aimed to examine the effect of small-sided game-based learning on the advanced motor skills of seventh-grade students at SMP Negeri 05 Kepahiang, Indonesia. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design involving 32 seventh-grade students selected through total sampling. Advanced motor skills were assessed through five components, namely speed, agility, lower-body explosive strength, balance, and coordination. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test. The findings revealed improvements across all motor components following the intervention. The composite motor skill score increased from a pretest mean of −0.001 to a posttest mean of 3.967. The paired-sample t-test demonstrated a statistically significant difference between pretest and posttest scores (t = −17.266, p < 0.001). Small-sided game-based learning effectively enhanced students' advanced motor skills and can be considered an innovative pedagogical strategy for promoting multidimensional motor development in junior secondary school physical education
Copyright (c) 2026 Nurman Hadi, Nurul Ihsan, Anton Komaini, Sefri Hardiansyah https://creativecommons.org/licenses/by-nc-sa/4.0
Development of an adobe animate-based virtual laboratory for electronic fuel injection practicum
This study developed an Adobe Animate–based virtual laboratory for motorcycle electronic fuel injection practicum in vocational high schools. The study applied the Four-D development model involving define, design, develop, and limited disseminate stages. Data were collected through expert validation sheets, practicality questionnaires, pre-test and post-test, and a motivation questionnaire. Data were analyzed using descriptive percentages, N-gain, and paired-samples t-test. The product was highly valid (89.00%) and highly practical (88.06%). Learning outcomes increased from 61.89 to 89.29, with high N-gain (0.72), improved mastery from 21.4% to 92.9%, and significant test results (t = 8.840; p < .001). Student motivation reached a high category (79.11%). The virtual laboratory is feasible and effective for supporting EFI practicum.
Copyright (c) 2026 Ghaus Dhiyaurrahman Baunan, Zelhendri Zen, Darmansyah Darmansyah, Rayendra Rayendra https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of video-based learning and learning interest on physical fitness achievement outcomes
This study aimed to examine the effects of video-based learning media and students’ learning interest on physical fitness learning outcomes in physical education. A quasi-experimental study using a pretest–posttest control group design was conducted among Grade XI students at SMAN 3 Painan during the 2025/2026 academic year. Students were classified into high- and low-interest groups and assigned to either video-based or conventional instruction. Data were analyzed using descriptive statistics and independent-samples t-tests. The experimental group achieved a higher mean score (M = 15.75, SD = 3.37) than the control group (M = 14.07, SD = 3.15). Significant differences were also found among students with high and low learning interest levels. Video-based learning effectively improves physical fitness learning outcomes regardless of students’ learning interest levels.
Copyright (c) 2026 Aswil Yuli Zikri, Ardo Okilanda, Zulbahri Zulbahri, Sefri Hardiansyah https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of STEM-integrated problem-based learning on mathematical critical thinking and achievement
This study aims to examine the effectiveness of a STEM-integrated Problem-Based Learning approach in improving students’ mathematical critical thinking skills and cognitive learning outcomes in trigonometry. A quantitative quasi-experimental design with a pretest–posttest nonequivalent control group was employed. The sample consisted of 86 eleventh-grade students at SMAN 19 Batam, divided into an experimental group taught using STEM-integrated PBL and a control group taught conventionally. The experimental group achieved higher improvements in mathematical critical thinking skills, with an N-Gain of 43.98%, compared with 20.76% in the control group. Cognitive learning outcomes also improved more strongly in the experimental group, with an N-Gain of 51.81%, compared with 28.77% in the control group. STEM-integrated PBL is effective for enhancing students’ critical thinking and cognitive achievement.
Copyright (c) 2026 Liza Marlian, Rayendra Rayendra, Darmansyah Darmansyah, Fetri Yeni J https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of career guidance, internship experience, emotional intelligence, and soft skills on students’ work readiness
This study aimed to examine the effects of career guidance, internship experience, emotional intelligence, and soft skills on the work readiness of students at SMKN 7 Sijunjung. This study employed a quantitative correlational design involving 73 twelfth-grade students selected using purposive sampling. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics, assumption tests, simple and multiple regression analyses, t-tests, F-tests, and coefficients of determination. The results revealed that career guidance, internship experience, emotional intelligence, and soft skills each had positive and significant effects on work readiness, contributing 21.6%, 35.3%, 20.2%, and 24.7%, respectively. Simultaneously, these variables explained 46.2% of the variance in work readiness. These findings indicate that strengthening educational support and personal competencies is essential for enhancing vocational students' readiness for employment.
Copyright (c) 2026 Reno Fitlova Chaspi, Usmeldi Usmeldi, Dedy Irfan, M. Giatman https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of physical activity, body mass index, and sleep quality on students' physical fitness
This study aimed to examine the direct and indirect effects of physical activity, body mass index, and sleep quality on students’ physical fitness. This quantitative study used a path analysis design involving 85 students from SMA Pembangunan Laboratory, Padang State University. Physical fitness was measured using the Nusantara Student Fitness Test, physical activity using PAQ-A/GPAQ, body mass index through anthropometric measurement, and sleep quality using the Pittsburgh Sleep Quality Index. Physical activity significantly affected physical fitness (β = 0.352, p < 0.001), and sleep quality also had a significant effect (β = 0.353, p < 0.001). Body mass index showed no significant effect (β = −0.026, p = 0.786). The model explained 30.4% of physical fitness variance. Physical activity and sleep quality are key determinants of students’ physical fitness.
Copyright (c) 2026 Akhyar Padhli Nasution, Wilda Welis, Bafirman Bafirman, Nugroho Susanto https://creativecommons.org/licenses/by-nc-sa/4.0
Physical education in prophetic hadith: educational perspectives for contemporary Islam
This study examines the Prophetic hadiths related to physical education and analyzes their educational significance within the framework of Islamic education. A qualitative library research approach was employed using the Kutub al-Tis‘ah, classical and contemporary hadith commentaries, and relevant scholarly literature. Data were identified through thematic hadith analysis, verified for authenticity, classified into themes, and analyzed using descriptive and content analysis. The findings indicate that physical education in the Hadith encompasses hygiene, physical fitness, sports, nutrition, disease prevention, environmental cleanliness, mental health, and healthy lifestyles. These teachings support the objectives of maqāṣid al-sharīʿah, particularly preserving life, intellect, and human dignity. Physical education is an integral component of Islamic education, providing a theoretical foundation for developing holistic curricula based on authentic Prophetic traditions.
Copyright (c) 2026 Ilham Ilham, Nurul Ihsan, Zulbahri Zulbahri, Ahmad Rivauzi https://creativecommons.org/licenses/by-nc-sa/4.0
Physical and coordinative predictors of 50-m freestyle swimming performance among male students
This study aimed to examine the direct and indirect effects of arm muscle strength, leg muscle explosive power, and hand–eye coordination on 50-m freestyle swimming speed among students of the Pandu Mahawira Swimming Guidance Program, Padang. This quantitative study employed a path analysis design involving 30 male students selected through purposive sampling. Data were collected using a hand grip dynamometer, Vertical Jump Test, Hand Wall Toss Test, and a 50-m freestyle swimming test. The data were analyzed using descriptive statistics and path analysis. Arm muscle strength contributed 24.20%, leg muscle explosive power 7.30%, and hand–eye coordination 6.40% to swimming speed. Through mediation by hand–eye coordination, the total contributions of arm muscle strength and leg muscle explosive power increased to 26.03% and 17.28%, respectively. Collectively, the predictors explained 77.8% of the variance in swimming performance. Arm muscle strength, leg muscle explosive power, and hand–eye coordination are significant determinants of 50-m freestyle swimming speed and should be developed simultaneously to optimize sprint swimming performance.
Copyright (c) 2026 Ahmad Yeri Sulistianto, Kamal Firdaus, Umar Umar, Nuridin Widya Pranoto https://creativecommons.org/licenses/by-nc-sa/4.0
Direct and indirect effects of agility, foot–eye coordination, and balance on football school players' dribbling performance
This study aimed to examine the direct and indirect effects of agility, foot–eye coordination, and balance on the dribbling performance of youth football players. A quantitative causal-comparative design was employed involving 27 players selected through purposive sampling from a population of 60 players at SSB Duri Galaxy, Bengkalis Regency. Agility, foot–eye coordination, balance, and dribbling performance were assessed using the Illinois Agility Run, Mitchell Soccer Test, Modified Bass Test of Dynamic Balance, and a standardized soccer dribbling test, respectively. Data were analyzed using path analysis at a significance level of α = 0.05. Agility demonstrated the strongest direct effect on dribbling performance (β = −0.934, p = .033), whereas balance showed a significant positive effect (β = 0.091, p = .001). Foot–eye coordination exhibited a positive but non-significant direct effect (β = 0.292, p = .073). Balance partially mediated the relationships between agility, foot–eye coordination, and dribbling performance. The proposed structural model explained 98.40% of the variance in dribbling performance (R² = .984). Agility is the primary determinant of dribbling performance, while balance strengthens the contribution of other physical capacities. Integrating agility, balance, and coordination into football-specific training may enhance dribbling performance among youth players.
Copyright (c) 2026 Syafiril Risman, Kamal Firdaus, Ridho Bahtra, Aldo Naza Putra https://creativecommons.org/licenses/by-nc-sa/4.0
Comparing agility and shadow training with core stability at riau specialized sports school
This study aims to determine the effect of agility training incorporating core stability and shadow training incorporating core stability on the improvement of badminton footwork at the Riau Specialised Sports School (SKO). This is a quasi-experimental study, employing a “two-groups pre-test-post-test design”. The population for this study comprised 26 athletes from the Riau SKO, with the sample selected using purposive sampling: male athletes who were still active at the Riau SKO and had chosen badminton as their sport, totalling 12 male athletes aged 16-18 years. The instrument used in this study was a 30-second badminton footwork test. The data analysis techniques for hypothesis testing utilised the Paired Sample Test and the Independent Sample Test. The results of the study indicate: Firstly, there is a significant effect of agility training combined with core stability on the improvement of footwork in badminton at SKO Riau, with a significance level (2-tailed) of 0.000 < 0.05. Secondly, there was a significant effect of shadow training combined with core stability on the improvement of footwork in badminton at SKO Riau, with a significance level (two-tailed) of 0.003 < 0.05. Thirdly, there was no difference in the mean effect between the agility training with core stability group and the shadow training with core stability group on the improvement of footwork in badminton at SKO Riau, with a significance value (two-tailed) of 0.277 > 0.05.
Copyright (c) 2026 Fahrul Fahrozi, Bafirman Bafirman, Donie Donie, Ridho Bahtra, Fiky Zarya, Rahmad Diyanto https://creativecommons.org/licenses/by-nc-sa/4.0