Motivating Active Learning in Physical Education: Critical Thinking
Cucu Hidayat , Anggi Setia Lengkana , Aang Rohyana , Didik Purwanto , Razali , Mia Rosalina
Motivation is essential in shaping how much a student is interested in learning and also affects how much students will learn from a learning activity.
- Pub. date: April 15, 2023
- Pages: 1137-1151
- 596 Downloads
- 1496 Views
- 5 Citations
Motivation is essential in shaping how much a student is interested in learning and also affects how much students will learn from a learning activity or how much students' ability to capture the information presented by the teacher. Well-motivated students will produce a vibrant learning atmosphere and a better success rate. This research aims to determine whether the motivating active learning in physical education (MALP) model can help kids in elementary school develop their capacity for critical thinking. The design used is experimental. The research subjects were grade 6 elementary school students representing five sub-districts in the Tasikmalaya district. One elementary school was taken from each sub-district through a probability sampling technique using the cluster random sampling approach. The total sample taken was 137 people. The results of the study prove that applying the MALP model can greatly influence improving the critical thinking skills of elementary school students. The result of the study is proven by the significance test using the paired sample t-test; the results obtained from sig. (2-tailed) of .001< .05. So applying motivating active learning in the physical education model influences increasing elementary school students’ critical thinking skills.
Keywords: Elementary school, HOTS, motivation active learning, physical education.
References
Aggarwal, C. C., Kong, X., Gu, Q., Han, J., & Philip, S. Y. (2014). Active learning: A survey. In C. C. Aggarwal (Ed.), Data classification (pp. 571-605). CRC Press. https://doi.org/10.1201/b17320
Alsumait, A., & Al-Musawi, Z. S. (2013). Creative and innovative e-learning using interactive storytelling. International Journal of Pervasive Computing and Communications, 9(3), 209–226. https://doi.org/10.1108/IJPCC-07-2013-0016
Asmus, E. P., & Radocy, R. E. (2017). Quantitative analysis. In M. C. Moore (Ed.), Critical essays in music education (pp. 129–171). Routledge.
Assaly, I. R., & Smadi, O. M. (2015). Using bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100–110. https://doi.org/10.5539/elt.v8n5p100
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. https://doi.org/10.1016/j.edurev.2010.06.001
Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. T. (2021). Critical thinking in practice: The priorities and practices of instructors teaching in higher education. Thinking Skills and Creativity, 41, 100856. https://doi.org/10.1016/j.tsc.2021.100856
Bruna, C. (2013). Motivating active learning of biochemistry through artistic representation of scientific concepts. Journal of Biological Education, 47(1), 46–51. https:/doi.org/10.1080/00219266.2012.753101
Budd, S., Robinson, E. C., & Kainz, B. (2021). A survey on active learning and human-in-the-loop deep learning for medical image analysis. Medical Image Analysis, 71, 102062. https://doi.org/10.1016/j.media.2021.102062
Carr, R., Palmer, S., & Hagel, P. (2015). Active learning: The importance of developing a comprehensive measure. Active Learning in Higher Education, 16(3), 173–186. https://doi.org/10.1177/1469787415589529
Chiva-Bartoll, O., & Fernández-Rio, J. (2022). Advocating for service-learning as a pedagogical model in physical education: Towards an activist and transformative approach. Physical Education and Sport Pedagogy, 27(5), 545–558. https://doi.org/10.1080/17408989.2021.1911981
Churchill, R. P. (1989). Critical thinking: Consider the verdict. Teaching Philosophy, 12(2), 184-187.
Cicuto, C. A. T., & Torres, B. B. (2016). Implementing an Active Learning Environment to Influence Students’ Motivation in Biochemistry. Journal of Chemical Education, 93(6), 1020–1026. https://doi.org/10.1021/acs.jchemed.5b00965
Corkin, D. M., Horn, C., & Pattison, D. (2017). The effects of an active learning intervention in biology on college students’ classroom motivational climate perceptions, motivation, and achievement. Educational Psychology, 37(9), 1106–1124. https://doi.org/10.1080/01443410.2017.1324128
Correani, A., De Massis, A., Frattini, F., Petruzzelli, A. M., & Natalicchio, A. (2020). Implementing a Digital Strategy: Learning from the Experience of Three Digital Transformation Projects. California Management Review, 62(4), 37–56. https://doi.org/10.1177/0008125620934864
Çimer, A., Timuçin, M., & Kokoç, M. (2003). Critical Thinking Level of Biology Classroom Survey. The Journal of New Horizon in Education, 3(1), 15–24. https://bit.ly/3lYWsCp
Dadach, Z. E. (2013). Quantifying the effects of an active learning strategy on the motivation of students. International Journal of Engineering Education, 29(4), 904–913. https://bit.ly/3lZuy9h
Djiwandono, S. E. W. (2008). Psikologi pendidikan [Educational psychology] (Revised ed.). Grasindo.
Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38, 109–130. https://doi.org/10.1007/s10212-022-00601-4
Florea, N. M., & Hurjui, E. (2015). Critical thinking in elementary school children. Procedia - Social and Behavioral Sciences, 180, 565–572. https://doi.org/10.1016/j.sbspro.2015.02.161
Flowers, A. S. (2004). Teaching Critical Thinking Online: Case Study. Academic Exchange Quarterly, 8(1), 139-144. https://bit.ly/40PWbjI
George, S. V., & Supreetha, R. (2021). A reward-based active learning approach for motivating and engaging students in a large classroom. Journal of Engineering Education Transformations, 34(Special Issue), 574–578. https://doi.org/10.16920/jeet/2021/v34i0/157215
Ginting, A., Asmawi, M., Tangkudung, J., Raswin, & Lengkana, A. S. (2021). The effectiveness of learning freestyle swimming using the islamt2e based on static swimming tools. International Journal of Human Movement and Sports Sciences, 9(5), 863–875. https://doi.org/10.13189/saj.2021.090506
Halpern, D. F. (2013). Thought and Knowledge: An introduction to critical thinking (5th ed.). Psychology Press. https://doi.org/10.4324/9781315885278
Hartini, S., Mariani, I., Misbah, & Sulaeman, N. F. (2020). Developing of students worksheets through STEM approach to train critical thinking skills. Journal of Physics: Conference Series, 1567, Article 042029. https://doi.org/10.1088/1742-6596/1567/4/042029
Hidayat, C., Lengkana, A. S., Fauzi, R. A., Rohyana, A., Rosalina, M., Hermawan, D. B., & Purwanto, D. (2022). Levelling system model: Approach to physical literacy. International Journal of Learning, Teaching and Educational Research, 21(11), 334–356. http://bit.ly/3ZBFwPT
Koch, F. D., Dirsch-Weigand, A., Awolin, M., Pinkelman, R. J., & Hampe, M. J. (2017). Motivating first-year university students by interdisciplinary study projects. European Journal of Engineering Education, 42(1), 17–31. https://doi.org/10.1080/03043797.2016.1193126
Konyushkova, K., Raphael, S., & Fua, P. (2017). Learning active learning from data. Advances in Neural Information Processing Systems, 2017-December, 4226–4236.
Kurnianto, B., Wiyanto, & Haryani, S. (2020). Critical thinking skills and learning outcomes by improving motivation in the model of flipped classroom. Journal of Primary Education, 9(3), 282–291. https://bit.ly/3MaogOE
Kurniasih, A. W., Hidayah, I., & Asikin, M. (2020). Teacher support for eliciting students mathematical thinking: Problem posing, asking questions, and song. International Journal of Learning, Teaching and Educational Research, 19(10), 265–285. https://doi.org/10.26803/IJLTER.19.10.15
Lengkana, A. S., Rahman, A. A., Alif, M. N., Mulya, G., Priana, A., & Hermawan, D. B. (2020). Static and dynamic balance learning in primary school students. International Journal of Human Movement and Sports Sciences, 8(6), 469–476. https://doi.org/10.13189/saj.2020.080620
Lengkana, A. S., Tangkudung, J., & Asmawi, A. (2019). The effectiveness of thigh lift exercises using rubber on the ability of acceleration on sprint runs. Journal of Physics: Conference Series, 1318, Article 12031. https://doi.org/10.1088/1742-6596/1318/1/012031
Liu, C.-H., Horng, J.-S., Chou, S.-F., Huang, Y.-C., & Chang, A. Y. (2018). How to create competitive advantage: The moderate role of organizational learning as a link between shared value, dynamic capability, differential strategy, and social capital. Asia Pacific Journal of Tourism Research, 23(8), 747–764. https://doi.org/10.1080/10941665.2018.1492943
Liu, J., McBride, R. E., Xiang, P., & Scarmardo-Rhodes, M. (2018). Physical education pre-service teachers’ understanding, application, and development of critical thinking. Quest, 70(1), 12–27. https://doi.org/10.1080/00336297.2017.1330218
Lohr, A., Stadler, M., Schultz-Pernice, F., Chernikova, O., Sailer, M., Fischer, F., & Sailer, M. (2021). On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education. Computers in Human Behavior, 119, Article 106715. https://doi.org/10.1016/j.chb.2021.106715
Lonsdale, C., Rosenkranz, R. R., Sanders, T., Peralta, L. R., Bennie, A., Jackson, B., Taylor, I. M., & Lubans, D. R. (2013a). A cluster randomized controlled trial of strategies to increase adolescents’ physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial. Preventive Medicine, 57(5), 696–702. https://doi.org/10.1016/j.ypmed.2013.09.003
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20, 411–427. https://doi.org/10.1007/s10648-008-9082-7
Lutes, P. (2018). Engaging and motivating students with active learning: project-and task-based learning. KOTESOL Proceedings 2018, 20(2), 361–363. https://bit.ly/3MhdZjX
Mikalayeva, L. (2016). Motivation, ownership, and the role of the instructor in active learning. International Studies Perspectives, 17(2), 214–229. https://doi.org/10.1093/isp/ekv001
Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37, 353–369. https://doi.org/10.1007/s11165-006-9029-2
Mosoi, A. A. (2013). Psychological and motor-coordination factors in children tennis players. Procedia - Social and Behavioral Sciences, 78, 220–224. https://doi.org/10.1016/j.sbspro.2013.04.283
Muhtar, T., Supriyadi, T., & Lengkana, A. S. (2020). Character development-based physical education learning model in primary school. International Journal of Human Movement and Sports Sciences, 8(6), 337–354. https://doi.org/10.13189/saj.2020.080605
Muhtar, T., Supriyadi, T., Lengkana, A. S., & Cukarso, S. H. I. (2021). Character education in physical education learning model: A bibliometric study on 2011-2020 scopus database. International Journal of Human Movement and Sports Sciences, 9(6), 1189–1203. https://doi.org/10.13189/saj.2021.090613
Muhtar, T., Supriyadi, T., Lengkana, A. S., & Hanifah, S. (2019). Religious characters-based physical education learning in elementary school. International Journal of Learning, Teaching and Educational Research, 18(12), 211–239. https://doi.org/10.26803/ijlter.18.12.13
Mulya, G., Lengkana, A. S., & Agustryani, R. (2021). Tennbastech: A scientific approach to teach tennis. International Journal of Human Movement and Sports Sciences, 9(6), 1371–1382. https://doi.org/10.13189/saj.2021.090633
Negro, C., Merayo, N., Monte, M. C., Balea, A., Fuente, E., & Blanco, A. (2019). Learning by doing: Chem-E-Car®motivating experience. Education for Chemical Engineers, 26, 24–29. https://doi.org/10.1016/j.ece.2018.12.003
Nur, I., Hafina, A., Rusmana, N., & Malik, A. A. (2019). Can teaching by invitation technique improve the students’ basic motion ability? In H. Ardi, I. Ifdil & M. A. Arianto (Eds.), Robbi RahimProceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019) (ICESSHum 2019) (pp. 545–550). Atlantis Press. https://doi.org/10.2991/icesshum-19.2019.87
Paxman, J. R., Nield, K., & Hall, A. C. (2011). Motivation, confidence, and control; unraveling active learning for nutrition and food undergraduates. Journal of Food Science Education, 10(4), 45–53. https://doi.org/10.1111/j.1541-4329.2011.00129.x
Pill, S., & SueSee, B. (2017). Including critical thinking and problem solving in physical education. Journal of Physical Education, Recreation & Dance, 88(9), 43–49. https://doi.org/10.1080/07303084.2017.1367741
Renatovna, A. G., & Renatovna, A. S. (2021). Pedagogical and psychological conditions of preparing students for social relations on the basis of the development of critical thinking. Psychology and Education Journal, 58(2), 4889–4902. https://doi.org/10.17762/pae.v58i2.2886
Rokhayati, A., Nur, L., Elan, & Gandana, G. (2017). Tactical approach to increase motivation for learning students on physical education teaching in primary schools. IOP Conference Series: Materials Science and Engineering, 180, Article 12259. https://doi.org/10.1088/1757-899X/180/1/012259
Saputra, M. D., Joyoatmojo, S., Wardani, D. K., & Sangka, K. B. (2019). Developing critical-thinking skills through the collaboration of Jigsaw model with problem-based learning model. International Journal of Instruction, 12(1), 1077–1094. https://doi.org/10.29333/iji.2019.12169a
Sari, R. M., Sumarmi, S., Astina, I. K., Utomo, D. H., & Ridhwan, R. (2021). Increasing students critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning, 16(3), 4–19. https://doi.org/10.3991/ijet.v16i03.16515
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002
Socher, R., Chen, D., Manning, C. D., & Ng, A. Y. (2013). Reasoning with neural tensor networks for knowledge base completion. Advances in Neural Information Processing Systems, 926–934. https://dl.acm.org/doi/10.5555/2999611.2999715
Solomon, H. J., & Anderman, E. M. (2016). Learning with motivation. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd ed., pp. 258–282). Routledge.
Subarna, Tangkudung, J., Asmawi, M., Lengkana, A. S., Rahman, A. A., Abdulgani, R., Mulyana, D., & Badaru, B. (2021). The effect of endurance, eye-hand coordination, and confidence to volleyball referee performance in West Java. International Journal of Human Movement and Sports Sciences, 9(3), 436–444. https://doi.org/10.13189/saj.2021.090307
Suherman, A., Saptani, E., Setialengkana, A., & Nugraha, R. G. (2019). Understanding the teaching style of physical education teacher in primary school through audio visual media. Journal of Physics: Conference Series, 1318, Article 012122. https://doi.org/10.1088/1742-6596/1318/1/012122
Tendhar, C., Singh, K., & Jones, B. D. (2019). Effects of an active learning approach on students’ motivation in an engineering course. Journal of Education and Training Studies, 7(3), 58-64. https://doi.org/10.11114/jets.v7i3.3916
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Nicole Arroyo, E., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
Tuasikal, A. R. S., Hartoto, S., Prakoso, B. B., Kartiko, D. C., & Hariyanto, A. (2021). The analysis on teaching skills and learning effectiveness of internship students. Cakrawala Pendidikan, 40(3), 650–658. https://doi.org/10.21831/cp.v40i3.40466
Turan, M. B., & Koç, K. (2018). The impact of self-directed learning readiness on critical thinking and self-efficacy among the students of the school of physical education and sports. International Journal of Higher Education, 7(6), 98–105. https://doi.org/10.5430/ijhe.v7n6p98
Ulum, Ö. G. (2016). A descriptive content analysis of the extent of Bloom’s taxonomy in the reading comprehension questions of the course book Q: Skills for success 4 reading and writing. The Qualitative Report, 21(9), 1674–1683. https://doi.org/10.46743/2160-3715/2016.2172
Uzunöz, F. S., & Demirhan, G. (2017). The effect of creative drama on critical thinking in preservice physical education teachers. Thinking Skills and Creativity, 24, 164–174. https://doi.org/10.1016/j.tsc.2017.02.018
Vinayakumar, R., Alazab, M., Soman, K. P., Poornachandran, P., Al-Nemrat, A., & Venkatraman, S. (2019). Deep learning approach for intelligent intrusion detection system. IEEE Access, 7, 41525–41550. https://doi.org/10.1109/ACCESS.2019.2895334
Xu, J. (2011). The application of critical thinking in teaching english reading. Theory and Practice in Language Studies, 1(2), 136–141. https://doi.org/10.4304/tpls.1.2.136-141
Zahay, D., Kumar, A., & Trimble, C. (2017). Motivation and active learning to improve student performance: An extended abstract. In M. Stieler (Ed.), Creating marketing magic and innovative future marketing trends: Proceedings of the 2016 Academy of Marketing Science (AMS) Annual Conference (pp. 1259–1263). Springer. https://doi.org/10.1007/978-3-319-45596-9_231