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All Journal Jurnal Konseling dan Pendidikan Progresiva : Jurnal Pemikiran dan Pendidikan Islam Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) IRJE (Indonesian Research Journal in Education) JETL (Journal Of Education, Teaching and Learning) Journal for Lesson and Learning Studies Jurnal Penelitian Pendidikan Indonesia
Ockta, Yovhandra
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Journal : Jurnal Konseling dan Pendidikan

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How do physical fitness, nutritional status, and self-concept affect student learning outcomes in physical education with a focus on health and hygiene education? Sepriani, Rika; Ockta, Yovhandra; Eldawaty, Eldawaty; Padli, Padli
Jurnal Konseling dan Pendidikan Vol 12, No 3 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1118100

Abstract

This study explores how physical fitness, nutritional status, and self-concept influence Physical Education (PE) learning outcomes at State Junior High School 13 Padang. Using a quantitative correlational approach, the research involved 58 students sampled from a population of 160. Data were gathered through physical fitness tests, Body Mass Index (BMI) measurements, self-concept questionnaires, and final PE grades. The results revealed that physical fitness contributes 5.18%, nutritional status contributes 6.78%, and self-concept contributes 9.33% to PE learning outcomes. Together, these factors explain 21.07% of the variance in students' PE performance. The analysis showed that each of these variables plays a significant role in shaping students' success in PE. To address the issues identified and enhance learning outcomes, the study recommends increasing the number of PE class hours, introducing school-based nutritional programs to improve students' diets, and developing initiatives to boost students' self-esteem and motivation. By focusing on these areas, schools can better support students' physical and psychological well-being, leading to improved educational outcomes in PE. This approach aims to provide a more holistic improvement in students' physical education, addressing both physical and mental aspects to foster better overall performance. Further research could examine the effectiveness of these interventions and their impact on broader educational goals.
How do the STAD cooperative learning model, conventional methods, and student confidence affect football learning outcomes? Atradinal, Atradinal; Ockta, Yovhandra
Jurnal Konseling dan Pendidikan Vol 12, No 3 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1118200

Abstract

This study evaluates the impact of the STAD-type cooperative learning model versus the conventional model on football learning outcomes for Grade VIII students at Junior High School 2 Sijunjung, focusing on students' confidence levels. It addresses the low football learning outcomes associated with conventional teaching methods, which often lead to reduced engagement. The research aims to explore the interaction between learning models and student confidence, compare the effectiveness of both models, and examine differences in outcomes for high and low confidence students. Using a quasi-experimental method, the study involved 82 male students, categorized by confidence level and instructed through either the STAD or conventional model. Data were collected via confidence questionnaires and football skill tests, analyzed using two-way ANOVA and Tukey’s test. Findings indicate that the STAD model is more effective in improving football learning outcomes, particularly for students with low confidence. Conversely, high confidence students performed better with the conventional approach. This highlights the significant role of confidence in learning outcomes and suggests that collaborative settings benefit less confident learners. The study concludes that tailoring teaching methods to students' confidence levels can enhance engagement and performance. Future recommendations include strategies to boost student confidence, further improving physical education outcomes.
Co-Authors Adrizal, Mohd. Al Rafni Alnedral Amin, Dwi Isniarti Andica, Ultrio Lipu Apriady, Hilmy Arfi, Jeni Arsil Arsil, Arsil Asep Sujana Wahyuri Bafirman Bafirman, Bafirman Chaeroni, Ahmad Dally Rahman Damrah, Damrah DARMANSYAH . DAYA, WAWAN JUNRESTI Diana, Fitri Donie, Donie Dwi Rahariyoso, Dwi Eddy Marheni Eka Vidya Putra, Eka Vidya Eko Purnomo Eldawaty, Eldawaty ERNANDA, ERNANDA Febriani, Yosi Gusril Gusril, Gusril Hadinata, Reza Hardi, Veny Juniarni Ilham Falani Ilham Ilham Illahi, Randy Firman Indrawan, Junaedi Ismail, Ghulam Zaky Kastrena, Ervan Komaini, Anton Kuswahyudi M Iqbal MARDIAN, ROLI Maria Montessori Melinda Melinda Mochamad Ridwan, Mochamad MUHAMMAD ALI Muhammad Ilham Mustika Fitri NUGRAHA, UGI OKTADINATA, ALEK Padli Padli Prabowo, Bangkit Yudo Pristiawati, Ani Rahadian, Adi Ramadaniaty, Riri Reli Handayani, Reli Revalina, Atiqah rifki, muhamad sazeli Rika Sepriani Roma Irawan Ronni Yenes Sabaruddin Yunis Bangun Sabilah, Muhamad Ichsan Safitri, Rahmita Sasmita, Khairul Sastradika, Dedi Selvani, Arif Selfa Solihin, Amril Rahmat Sumbara Hambali Supriyatni, Deswinta Suryanef Suryanef Syahrastani, Syahrastani Syahrial Bakhtiar Syamsuar Syamsuar, Syamsuar Taufik, Muhamad Syamsu Tjung Hauw Sin, Tjung Hauw Verianti, Giri Welis, Wilda Willadi Rasyid Yasep Setiakarnawijaya Zani, Yulia