Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6, 7151-7157 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i6.3532 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: sahabul.adri.ar@mhs.unj.ac.id The effect of teaching style and motivation on student football passing learning outcomes Sahabul Adri AR1*, Samsudin2, Hidayat Humaid3 1,2,3Universitas Negeri Jakarta: sahabul.adri.ar@mhs.unj.ac.id (S.A.R.) samsudin@unj.ac.id (S.) hhumaid@unj.ac.id (H.H.). Abstract: This study aims to determine the effect of teaching style and learning motivation in football courses for students. This research is an experimental study using ANOVA analysis of variance with a quantitative approach. The results showed that there were significant changes from the pre-test and post-test results of several styles in learning by involving 220 respondents with an increase; training style 14.4, reciprocal style 9.87 and inclusion style 9.72 and learning motivation. Motivation is an important mediator in the relationship between variables. Keywords: Football learning, Learning motivation, Teaching style. 1. Introduction Improving human resources for the better, of course, cannot be separated from education (Sangsawang, 2020). Education is expected to form students who are able to develop attitudes (Bragg et al., 2021), skills (W. Zhang et al., 2022), and intelligence to become skilled (Coman et al., 2020), noble and intelligent (Aelterman et al., 2019). Education is a strategic effort to be able to raise the dignity of the nation through the availability of quality human resources (Kuhail et al., 2023). Qualified human resources will be born from a generation with religious character (Cheon et al., 2020), self-confidence (Yadegaridehkordi et al., 2019), and a high work ethic (Jabarullah & Iqbal Hussain, 2019). Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength (Tanis, 2020), self-control (C. L. Huang et al., 2020), personality (Jeffery & Bauer, 2020), intelligence (Amerstorfer & Freiin von Münster-Kistner, 2021), noble character (Shorey et al., 2021), and skills needed by themselves (Shirazi & Heidari, 2019), society (Vermote et al., 2020), nation (Goedhart et al., 2019) and state (Dekker, 2019). Teaching is the art of communicating skills (Dörnyei & Muir, 2019), knowledge (Gill et al., 2020) and values guided by educational values (Lin et al., 2019), conditions (Moè & Katz, 2020), environment (Invernizzi et al., 2019), individual student needs (Eager & Brunton, 2023) and teacher beliefs (Leo et al., 2022). A teacher's teaching style is a strategy of transferring information given to students (Hartt et al., 2020). Physical Education, is an educational discipline that focuses on students' physical development (Yannier et al., 2021) (Ryan & Poole, 2019) and fitness (Garbóczy et al., 2021), as well as the acquisition of motor skills and knowledge of physical activity (Rogers et al., 2021). Physical education is an important component of the education curriculum that aims to develop psychomotor, cognitive and affective aspects (Saxon et al., 2021). Physical education aims to encourage lifelong habits of regular physical activity (Bozki et al., 2021), which are essential for maintaining health and well-being (Chen et al., 2019). In an effort to achieve this goal, educators have implemented a variety of teaching approaches (T. C. Huang et al., 2019) and styles to improve learning effectiveness (Ceha et al., 2021). One teaching style that has received special attention is the reciprocal teaching style (Son et al., 2020). Reciprocal teaching style is a learning approach that emphasises the importance of providing feedback between students as an integral component of the teaching and learning process (McMahon et al., 2019). This method is characterised by the practice of four strategies, including summarising, 7152 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7151-7157, 2024 DOI: 10.55214/25768484.v8i6.3532 © 2024 by the authors; licensee Learning Gate questioning, clarifying and predicting (Mahmood et al., 2019). Reciprocal teaching style often involves students to some extent taking on the role of teacher, guiding discussion and questioning among peers (Moè & Katz, 2020). Reciprocal teaching style is an evolution of an improved practice approach, which emphasises the enlargement of social bonds between students (Singh et al., 2022), as well as making judicious use of feedback provided by peers (Okechukwu et al., 2022). Reciprocal teaching style is an approach where students work in pairs or small groups, giving each other feedback and helping each other in the learning process (Reeve et al., 2022). Reciprocal teaching style emphasises social interaction, collaboration and communication between students (Kundu & Garg, 2022). It is expected to increase students' engagement and their understanding of physical education learning materials (Castillo et al., 2020), as well as to improve motor skills, increase active participation, and promote deeper learning through reciprocal teaching style (Gómez-Galán, 2020). Inclusive learning style and practice learning style are two learning styles that are rarely used in higher education (Gupta et al., 2021). These learning styles are very suitable for students who demand optimal creative, physical and mental development (Shi, 2023). Inclusion learning style, is a learning style used by lecturers (Arsovic & Stefanovic, 2020), by presenting learning material in detail (Müller & Wulf, 2020) and offering different levels of difficulty in sequence (Roothooft, 2022), which aims to make students creative and get ease in learning a movement skill (Prat et al., 2019), students are given the freedom to choose (Fin et al., 2019) and determine the level of difficulty in starting movement learning (Jungblut et al., 2020) and are given the freedom (Kruk et al., 2022) and flexibility to determine how many repetitions of motion must be done in learning (Guo et al., 2021). While the exercise learning style is a learning style that can be used to improve students' abilities and skills towards forms of motion (Stephenson et al., 2020). By giving tasks to do as many exercises as possible by repeating them, so that there is an increase in learning a movement technique (Wang et al., 2020). Motivation is the overall driving force, both from within and from outside by creating a series of efforts to provide certain conditions that ensure continuity and give direction to activities so that the goals desired by the subject can be achieved (Dos Santos, 2019). Motivation to learn can arise from essential factors in the form of desire and desire to succeed, as well as encouragement of learning needs and desire for ideals (Collie et al., 2019). External factors include rewards, a facilitating learning environment and interesting learning activities (Cheon et al., 2019). Motivation is considered important in learning and learning efforts because it encourages behaviour, influences and changes student behavior (Margunayasa et al., 2019)(Y. Zhang et al., 2019). Motivation is the energy in humans that encourages them to do something with a specific purpose. Learning motivation is anything that can motivate students or individuals to learn (Madsen et al., 2021). 2. Methods 2.1. Instrumentation The method used in this research is experimental method with 3 x 2 design. The treatment is done randomly to the experimental units. The matrix of the 3 x 2 factorial design design is: Table 1. Experiment design. Learning style (A) Motivation (B) Exercise (A1) Reciprocal (A2) Inclusion (A3) Higher (B1) A1 B1 A2B1 A3B1 Lower (B2) A1B2 A2 B2 A3 B2 2.2. Participants This study involved several groups of participants as follows: training, reciprocal and illusion who were students of football courses. 7153 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7151-7157, 2024 DOI: 10.55214/25768484.v8i6.3532 © 2024 by the authors; licensee Learning Gate The main population in this study consisted of 220 respondents drawn from 5 sports campuses in Aceh and Medan. Determination of population size using Cochran formula for unknown population with 95% confidence level and 5% margin of error. 2.3. Data Analysis Table 1 shows that students who were given passing learning using a reciprocal teaching style experienced an increase in learning outcomes of 14.44 from an average of 46.55 increased to 60.95. Students who were given passing learning using the practice teaching style experienced an increase in learning outcomes of 9.87 from an average of 43.25 increased to 53.12. Students who were given passing learning using the inclusion teaching style experienced an increase in learning outcomes of 9.72 from an average of 40.50 increased to 9.72. Table 2. Pre-test and post-test data on passing learning outcomes. Learning style Average value of passing learning outcomes Pre-tes Pos-tes Perubahan Exercise 46.55 60.95 14.4 Reciprocal 43.25 53.12 9.87 Inclusion 40.50 50.22 9.72 The data normality test was conducted to determine whether or not the data obtained in the research process was normal. Normality testing was carried out on each group of treatment data with a value of α = 0.05 which was carried out using the Liliefors test assisted by the SPSS programme with the following hypothesis: Table 3. Motivation normality test table. Group Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Motivation Exercise 0.099 40 0.200* 0.963 40 0.218 Reciprokal 0.105 40 0.200* 0.958 40 0.144 Inclusion 0.122 40 0.139 0.971 40 0.376 Note: *. This is a lower bound of the true significance. a. Lilliefors Significance Correction The data homogeneity test was carried out on all data to determine whether or not the data obtained from the research results were homogeneous. The testing process was carried out through the Barlett test assisted by SPSS 25 with the following hypothesis: Table 4. Table motivation homogeneity test. Levene statistic df1 df2 Sig. Motivation Based on mean 3.886 2 117 0.053 Based on median 3.291 2 117 0.091 Based on median and with adjusted df 3.291 2 101.481 0.091 Based on trimmed mean 3.868 2 117 0.064 3. Results In conclusion, this study highlights the positive impact of inclusive teaching styles on passing skills among university students in soccer. Utilizing an experimental one-group pre-test post-test design, the research demonstrated significant improvements in passing abilities following the implementation of inclusive teaching methods. These findings underscore the broader implications of inclusivity in sports education, emphasizing its role in creating a supportive learning environment where students from 7154 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7151-7157, 2024 DOI: 10.55214/25768484.v8i6.3532 © 2024 by the authors; licensee Learning Gate diverse backgrounds can thrive and develop confidence in their soccer skills. Moreover, the study emphasizes the need for curriculum development and teaching methods that cater to individual differences, including social, cultural, and skill-related diversity. By promoting inclusive practices, universities can enhance student motivation, engagement, and skill development in sports education. This approach not only prepares students to excel as competent athletes but also fosters their ability to collaborate effectively in diverse global sporting communities. However, it's important to acknowledge the study's limitations, such as the lack of a control group for comparison, the relatively small sample size, and the reliance on a standardized scale to measure passing skills. Addressing these limitations in future research could provide a more comprehensive understanding of how inclusive teaching strategies impact various facets of sports education beyond technical skills. Overall, the study contributes valuable insights into the benefits of inclusive teaching in sports education, advocating for its broader implementation to promote inclusive excellence and equity among students in athletic development and beyond. 4. Discussion Based on the results of the research, discussion and limitations in this study, there are several things that can be suggested, including the following: 1. The application of the practice teaching style is proven to be able to make a positive contribution to the learning outcomes of passing the inner leg, so it should be used by PE lecturers in general. 2. Motivation as one aspect that contributes to the learning outcomes of passing the inner leg obtained by students, so it should be possible before implementing learning by using a particular teaching style, lecturers need to pay attention to the motivation of each student. 3. This research is only limited to high and low motivation, so other researchers can conduct studies or research in a broader context to be able to know and understand the learning outcomes of inner leg passing obtained by students. 5. Recommendations Further research should be conducted in other cities or countries to see if the findings of this study can be applied more broadly. Use longitudinal methods to see how perceptions of teaching style and motivation. Examine how changes in technology and the latest teaching trends affect physical education learning. Copyright: © 2024 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). References [1] Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). 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