Perceived School Environment and Teacher Role in Relation to Elementary Students’ Motivation in Physical Education: A Cross-Sectional Study

Abstract

This study aims to test the influence of the Problem Based Learning (PBL) model on the football playing ability of grade VIII students of SMPN 2 West Karawang compared to conventional learning. The study used a quantitative approach with a pretest–posttest nonequivalent control group quasi-experimental design. A total of 43 students were involved, consisting of 22 students in the experimental group and 21 students in the control group. The experimental group participated in 12 PBL sessions through the presentation of game problems, discussions, solution formulation, small-sided games practices, feedback, and evaluation. Playing ability was measured using the Game Performance Assessment Instrument (GPAI) in the aspects of decision making, skill execution, and support. The analysis included descriptive statistics, paired-samples t-test, repeated measures ANOVA, and ANCOVA. The results showed that the score of the experimental group increased from 39.68 to 73.32, while the control group increased from 39.52 to 65.14. The mean increase in the groups was 33.64 and 25.62 points, respectively. The paired-samples t-test showed significant improvements in the experimental group, t (21) = −8.532, p < 0.001, d = −1.819, and the control group, t (20) = −5.758, p < 0.001, d = −1.256. Repeated measures of ANOVA showed a significant time effect, F (1.41) = 99.814, p < 0.001, ω² = 0.469, but the time interaction × the group was not significant, F (1.41) = 1.827, p = 0.184, ω² = 0.007. ANCOVA also showed that posttest differences between groups after controlling for the pretest were not significant, F (1.40) = 2.861, p = 0.099, η² = 0.063. Thus, PBL supports the improvement of playability but has not been shown to produce a statistically greater improvement than conventional learning.

Keywords: Problem Based Learning, soccer, tactical awarnes, GPAI, physical education.