Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

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dc.citation.epage1052
dc.citation.spage1045
dc.citation.volume55
dc.contributor.authorMartono
dc.contributor.authorSundawan Suherman, Wawan
dc.contributor.authorNugroho, Sigit
dc.contributor.authorSetyawan, Hendra
dc.contributor.authorSulistiyono
dc.contributor.authorPambudi, Duwi Kurnianto
dc.contributor.authorPuri, Lintang Waskita
dc.contributor.authorSeptiantoko, Riko
dc.contributor.authorHermawan, Yudan
dc.contributor.authorGarcía-Jiménez, José Vicente
dc.contributor.authorPavlovic, Ratko
dc.contributor.authorEken, Özgür
dc.contributor.authorWidya Pranoto, Nuridin
dc.contributor.authorDarmawan, Arief
dc.contributor.authorPurnomo Shidiq, Abdul Aziz
dc.contributor.authorRahmatullah, Muhammad Imam
dc.date.accessioned2024-11-06T12:06:15Z
dc.date.available2024-11-06T12:06:15Z
dc.date.issued2024
dc.description.abstractThis research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 < 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 < 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 < 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender.
dc.identifier.urihttps://vaseljena.ues.rs.ba/handle/123456789/1244
dc.language.isoen
dc.publisherFederacion Espanola de Docentes de Educacion Fisica
dc.sourceRetos
dc.subjectAchievement, Learning Results, Physical Education, Students, Gender, Learning Motivation
dc.titleAchievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia
dc.typeArticle
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Факултет физичког васпитања и спорта [Научни радови] / Faculty of Physical Education and Sport [Scientific papers]