Available online at : http://journal.unj.ac.id/unj/index.php/gjik

Gladi : Jurnal Ilmu Keolahragaan 13 (02) 2022, 178-190

Permalink/DOI: https://doi.org/10.21009/GJIK.125.05

The result of physical fitness learning in sman 36 jakarta during the

covid-19 pandemic

M. Yudistira Arief1*, Ramdan Pelana1, Iman Sulaiman1

1 Pendidikan Olahraga, Pascasarjana Universitas Negeri Jakarta,

Komplek Universitas Negeri Jakarta Gedung M. Hatta Jl. Rawamangun Muka, Jakarta Timur, Indonesia

13220

Correspondiing author. Email : yudistee7@gmail.com

Abstract Inappropriate learning methods and low learning motivation of students will have an impact on

physical fitness learning outcomes. The purpose of this study was to obtain a more complete picture of the

influence of learning methods and learning motivation on Physical Education Learning Outcomes.The

research method is an experiment with a treatment by level 2x2 design. The research sample is 160 students

of class XII. Hypothesis testing using the Tukey test. Based on the results of the study, it can be concluded:

1) there is a significant difference in the effect between methods A1 and A2 on Y. This is evidenced by the

value of Fcount = 20.20 > Ftable = 3.90. 2) There is a significant interaction effect between A and B on Y.

The results are significant, because Fcount = 84.64 > Ftable = 3.90. 3) there is a significant difference in

Y using A1 and A2 in group B1. This is evidenced by the value of Qcount = 12.78 > Qtable = 3.79. 4)

there is a significant difference in Y results using the A1 and A2 learning methods in group B2. It is proven

by the value of Qcount = 3.98 > Qtable = 3.79.

Keywords: learning methods; project; recitation; motivation; physical fitness

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 179

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

INTRODUCTION

Pandemi Covid 19 brings

concerns to the implementation of

education and learning. The

implementation of social distancing in

the world of education makes face-to-

face learning turn online by utilizing

two-way digital technology. According

to Novitaria, Ari, dan Adi (2020) that

from face to face learning to distance

learning through the online process, like

the used of Computer-Mediated

Communication (CMC). Furthermore,

one of the subjects affected by Covid-19

is physical education (PJOK). PJOK is

part of overall education that prioritizes

physical activity and to realize many

ways done by the government such as

sports coaching and PJOK in schools.

Through health and exercise, learners

can acquire knowledge, skills, attitudes

and values that facilitate the achievement

of an active and physically healthy

lifestyle (Whipp, Jackson, Dimmock, &

Soh, 2015).

PJOK is a subject with a lot of

physical activity such as running,

throwing, hitting, and jumping. Before

the Covid-19 pandemic, learning was

widely implemented outside the

classroom or outside of school for

schools that do not have a field. During

the pandemic, the implementation of

PJOK learning turned into online

learning that could not be carried out

carelessly outdoors without complying

with health protocols that have been

established by the government.

Based on the results of PJOK

learning research, it can be known that

learning is done online, but in its

implementation, teachers still find it

difficult to give detailed examples or

evaluate the movement errors made by

learners. The implementation of physical

education learning in the pandemic

period has not run optimally. So that the

impact on the learning outcomes of

learners of physical education, sports and

health lessons has not been too

encouraging (Jeffrey et al., 2014). From

the results of the evaluation of PJOK

learning in the 1st semester of the

2020/2021 study year, of the 324

students of class XII only 50.70% of

learners whose value reached

completion, especially in physical fitness

materials, there are still learners who are

not excited in doing activities requested

by teachers and get low learning results.

Learning outcomes are an

important factor in the teaching and

learning process, through learning

outcomes achieved by learners can be

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 180

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

known the ability of learners in

understanding the material taught by

teachers and can determine the success

of learners in learning. The results of the

achievement of learning achievement

can not be separated from the learning

process and the factors that affect

learning outcomes. Nurkancana &

Sunartana states that learning outcomes

are results that have been achieved by

students after experiencing the learning

process within a certain period of time

(M. W. K. Kusuma, Jampel, & Bayu,

2019).

Physical Fitness is one of the

learning materials in physical education

subjects at SMA Negeri 36 Jakarta.

Physical fitness is a very important thing

to note in human life. Physical fitness is

the ability of a person's body to perform

daily work tasks without causing

significant fatigue (Alruwaih, 2015).

Physical education is centered on

physical activity and is distinctly

different from general knowledge-based

subjects. (Jeong & So, 2020).

Good physical fitness will have

an effect on students' learning activities,

because students with good fitness status

will increase morale in following the

learning process. Fajar dan kawan (2018)

Explaining the importance of physical

fitness for children, among others, can

improve the ability of organs, social

emotional, sportsmanship, and spirit of

competition (Utomo, Muhyi, &

Wiyarno, 2020). Research results

mentioned the physical fitness of

students can improve after following the

learning (Fikri, 2017). Thus, good

physical fitness students can follow

learning optimally and can ultimately

improve the quality of human resources.

One of the determining factors of success

of the completion of learners' learning

outcomes is the method of learning

(Arifin, 2016). Learning methods are a

way that can be done in interaction

between learners and educators to

achieve learning goals (Barkah,

Mardiana, & Japar, 2020). So that the

application of appropriate and effective

learning methods can certainly improve

the learning outcomes of learners.

During the Covid-19 pandemic, there

was a change in the way learning, which

was previously done face-to-face, then

turned into online learning. Learning

methods are a means or tool to motivate

in achieving learning goals. Less

precisely teachers in using learning

methods will have an impact on the

learning outcomes of learners.

Therefore, the teacher must choose the

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 181

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

right learning method in accordance with

the objectives of the learning that has

been set (Novitaria, Ari & Adi, 2020).

Online learning system is done without

face-to-face in person but with distance

learning in the learning process

(Novitaria, 2017).

Online learning conducted at

SMAN 36 Jakarta includes PJOK

learning. Online learning aims to

organize online learning classes to reach

a large group of massive targets, so that

online learning can be held anywhere

and followed for free or paid (Sofyana &

Rozaq, 2019).

Based on observations, at the

beginning of the covid-19 pandemic,

learning activities that are still far from

what is expected, the learning methods

used are not optimal because they tend to

only attach importance to learning

outcomes rather than processes. Learners

tend to be passive and less active in

learning activities. In fact, the

effectiveness of physical education

learning is largely determined by the

learning method chosen by the teacher

on the basis of the teacher's knowledge

of the nature of the skills or tasks of

motion that will be learned by learners.

Through online learning, it is

expected that learners have flexibility in

learning time, can learn anytime and

anywhere, and can be a solution in the

pandemic period. However, there are

obstacles experienced by learners,

especially in the subjects of physical

education of health and sports because it

is basically dominated by psychomotor

aspects (physical skills) (Komarudin &

Prabowo, 2020). In practicum learners

are limited by wiggle room because of

the place that is less supportive, besides

the absorption of learners in learning the

material is not as easy as what is seen.

When teachers choose learning

methods that will be implemented in the

classroom not only pay attention to the

material to be taught, but also need to

pay attention to the suitability of the

method with the characteristics of

learners who will learn (Mayanto,

Zulfikar, & Faisal, 2020). Especially in

the covid-19 pandemic, learning

methods such as project-based learning

methods and recitation methods can be

done.

The determining of project-based

learning methods and recitation used in

research is based on the principle of

independence in learning for the transfer

of knowledge and educating learners.

Project-based learning methods are

systematic teaching methods that engage

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M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

students in learning knowledge and skills

through structured processes, having real

and meticulous experience designed to

produce a product (B. A. Kusuma &

Setyawati, 2016).

The method of assigning

assignments or recitation presented in

learning so that students conduct

learning activities and provide reports as

a result of the tasks they do are expected

to support the mastery of existing

physical fitness materials. The two

methods have in common to demand

creativity and independence of students

to achieve a program (Maksum, 2012).

The method is expected to be a stimulus

for the mastery of a teaching material in

the PJOK especially on physical fitness

material.

One of the factors that affect

learning outcomes is internal factors,

namely physiological factors and

psychological factors (Zuhro, 2016).

This factor becomes an inseparable unity

to support the results of satisfactory

student learning (Pingge, 2015). Adi

(2014) explains for physiological factors

related to the physical condition of the

individual, while psychological factors

related to a person's psychological state

that can affect the learning process one

of them is motivation. The next

suspected factor is the motivation to

learn learners.

Learning motivation plays an

important role in providing passion,

passion and pleasure in learning so that

those who have a lot of energy to carry

out learning activities (Amalia,

Budiyono, & Kurniawan, 2019).

Increased learning motivation for

learners is needed, especially in the

PJOK learning process. Increased

learning motivation can encourage

learners to be persistent, diligent and

passionate in learning (Hendri,Gus.Aziz,

2020).

Motivation is the drive for

someone to do something to achieve a

goal (Geta septiadi, Firmansyah Dliss, &

Abdul Sukur, 2021). So that with the

motivation of good learning, it can

provide learning will be optimal.

Existing learning methods are combined

with high and low learning motivation

stimuli to give rise to new theories in the

mastery of physical fitness materials.

Mastery of the material is raised with an

indicator in the form of learning

outcomes of learners (Rangga, 2013).

Other research that supports both

learning methods and motivation in the

mastery of physical fitness materials

isPingge (2015), He said that there is a

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M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

positive and significant relationship

between teacher competence and

learning methods in utilizing learning

media, between teacher competence and

motviasi and classroom management

with positive learning outcomes, teacher

competence in diagnosing students'

learning difficulties and utilizing

learning media and direct motivation

with improving student learning

outcomes. In addition, the difference in

teaching methods affects 55% of output

in the form of learning outcomes, the rest

by 15% of teacher quality, 20% of

parental support and 10% of

environmental factors (Ronnlund, 2014).

Based on the background

described above, it is necessary to

conduct scientific studies of

experimental research to determine the

right methods and suitable to know the

results of physical fitness learning by

compiling learning methods and learning

motivation in PJOK subjects. Therefore,

researchers used the title "Influence of

learning methods and learning

motivation on physical fitness learning

outcomes in XII class learners at SMA

Negeri 36 Jakarta”.

METHOD

The study aims to find out (1) the

difference in influence between project-

based learning methods and recitation

learning methods on physical fitness

learning outcomes, (2) The influence of

interaction between learning methods

and learning motivation on physical

fitness learning outcomes, (3)

Differences in physical fitness learning

outcomes between project-based

learning methods and recitation learning

methods in the high learning motivation

group, and (4) Differences in physical

fitness learning outcomes between

project-based learning methods and

recitation learning methods in low

learning motivation groups.

This research method uses

quantitative research with experimental

methods. The design used in the study

was design treatment by Level 2 x 2.

Treatment by level design is an action

against one or more variables that are

manipulated simultaneously in order to

study the effect of each variable on

bound variables or the influence caused

by interactions between several

variables.

The target population in this

study is all students of class XII SMA

Negeri 36 Jakarta. The population in this

study were all 324 class XII students

with 5 science classes and 4 social

studies classes. The sample of this

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M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

research was taken by using random

sampling technique. The sample

consisted of 80 students with high

learning motivation group, and 80

students with low learning motivation

group so that the total was 160. Both

were divided equally by four for

adjustments in the project and recitation

treatment group, so that each group there

were 40 samples.

The instrument test as a

measuring tool for learning outcomes for

class XII physical fitness material is a

test of the movement components of

physical fitness in the form of a video.

The learning motivation instrument uses

a learning motivation questionnaire. To

test the statistical hypothesis using the

two-way 2 x 2 analysis of variance

(ANAVA) technique at a significance

level of a = 0.05. To test the normality of

the data obtained from Physical

Education Learning Outcomes using the

Liliefors test. For homogeneity test using

Bartlett test.

RESULTS AND DISCUSSIONS

Results

Hypothesis Testing

Hypothesis testing in this study

was conducted using a two-track

variance analysis and continued with the

tukey test, if there is an interaction in the

test.

Tabel 1 SPSS Results Two-Track

Variance Analysis

Tests of Between-Subjects Effects

Dependent Variable: Hasil Belajar Penjas
Sumber
Varians

J
K df

R
JK

F
hitung Sig.

Corrected
Metode

551.025a 3 1
83.675

3
6.236

.
000

Intercept 1
151584.2

1 1
151584.2

2
27185.

759

.
000

Metode
pembelajara
n

1
02.400

1 1
02.400

2
0.202

.
000

Motivasi
Belajar

1
9.600

1 1
9.600

4
.867

.
001

A * B
(interaksi)

4
29.025

1 4
29.025

8
4.639

.
000

Error 7
90.750

1
56

5
.069

Total 1
152926.0

1
60

Corrected
Total

1
341.775

1
59

a. R Squared = .411 (Adjusted R Squared = .399)

Based on the table above, it can be

known that the results of the calculation

there are two interpretations, namely the

main effect (Main Effect) and interaction

effect (Interaction Effect), the following

explanation below:

1. Main Effect

- F(OA) = 20,202 with p-value =

0.000 < 0.05 or H0 rejected. Thus, there

is a difference in the average learning

outcome of the learner from the group of

learners who are given learning with

project-based learning methods and

recitation learning methods.

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 185

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

- F(OB) = 4,867 with p-value =

0.005 < 0.05 or Ho rejected. Thus, there

is a difference in the average learning

outcome of the study of the learner from

the group of learners who havehigh

learning motivation and the low learning

motivation group.

2. Interaction Effect

F(OAB) = 84,639 with p-value = 0.000

< 0.05 or Ho rejected. Thus there is a

very significant interaction influence

between learning methods (factor A) and

learning motivation (factor B) on

learning outcomes.

From the results of the analysis it can be

known that the large influence of

variable learning methods and learning

motivation on learning outcomes by

RSquared = 0.411 x 100 = 41.10%.

The interaction between learning

methods and learning motivation in their

effect on learning outcomes can be

visualized in line such as the following

image.

Then further testing is necessary.

The further test is intended to find out

about: (1) the difference in the Physical

Education Learning Outcomes scores of

students by using project-based learning

methods and by using recitation learning

methods for groups of students who have

high learning motivation (A1B1 and

A2B1); and (2) differences in learning

outcome scores of learners using project-

based learning methods and by using

recitation learning methods for groups of

learners who have low learning

motivation (A1B2 and A2B2).

1. Difference in Learning

Outcomes of Learners by Using Project-

Based Learning Methods and Learners

by Using Recitation Learning Methods

in Groups of Learners Who Have High

Learning Motivation

Learners who have high learning

motivation have an influence on the

score of Learning Outcomes Penjas with

learning methods. This is proven based

on the results of further tests using the

tukey test which results as follows:

Table 2 Comparison of Group A1B1

with A2B1

Group Compared dk Qcount
Qtable

α = 0,05

A1B1 with A2B1 4 : 40 12,78 3,79

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 186

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

Learn outcome score of learners

who have high learning motivation using

project-based learning methods (A1B1)

compared to the score of Learning

Outcomes Tailors learners who have

high learning motivation using recitation

learning methods (A2B1), obtained

Qhitung = 12.78 and Qtabel (0.05; 4:30)

= 3.85. Thus, Qcount is greater than

Qtable, so H0 is rejected, it can be

interpreted that there is a significant

difference in the Physical Education

Learning Outcomes scores of students

who have high learning motivation

significantly between project-based

learning methods and recitation learning

methods. In other words, learners who

have high learning motivation by using

project-based learning methods ( =

87,40) higher than those with high

learning motivation by using recitation

learning methods ( = 82,75) against the

Score of Learning Outcomes.

Thus the research hypothesis is

stated that the average student who has

high learning motivation using project-

based learning methods is higher than the

average student who has high learning

motivation using the recitation learning

method on the Physical Education

Learning Outcomes score is acceptable.

2. Differences in Physical

Education Learning Outcomes of

Students Using Project-Based Learning

Methods and Students Using Recitation

Learning Methods in Groups of Students

with Low Learning Motivation Students

who have low learning motivation have

an influence on the Physical Education

Learning Outcomes score with the

learning method. This is proven based on

the results of further tests using the

Tukey test whose results are as follows:

Table 3 Comparison of Group A1B2

with A2B2

Group Compared dk Qhitung
Qtabel

α = 0,05

A1B2 with A2B2 4 :
40

3,98 3,79

Physical Education Learning Outcomes

Scores of students who have low

learning motivation using project-based

learning methods (A1B2) are compared

with the Physical Education Learning

Outcomes scores of students who have

low learning motivation using the

recitation learning method (A2B2),

obtained Qcount = 3,98 dan Qtable

(0,05;4:40) = 3,79. Thus Qcount is

greater than Qtable, so H0 is rejected, it

can be interpreted that there is a

significant difference in the Physical

Education Learning Outcomes scores of

students who have low learning

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 187

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

motivation significantly between

project-based learning methods and

recitation learning methods.

In other words, students who

have low learning motivation use

project-based learning methods ( =

83,88) lower than those who have low

learning motivation by using the

recitation learning method ( = 85,33) on

the score of Physical Education Learning

Outcomes.

Thus the research hypothesis is

stated that the average student who has

low learning motivation using the

recitation learning method is higher than

the average student who has low learning

motivation using project-based learning

methods on the Physical Education

Learning Outcomes score is acceptable.

A summary of the results of further tests

with tukey tests of 2 groups of

comparable data can be seen in table 4.

Table 4 Summary of Tukey Test

Calculation Results

Kelompok yang
Dibandingkan

dk Qhitung
Qtabel

α = 0,05

A1B1 dengan A2B1 4 : 40 12,78 3,79

A1B2 dengan A2B2 4 : 40 3,98 3,79

Discussion

Based on the results of the two-

way analysis of variance in the A line, it

was found that Fcount of 20.202 is

greater than Ftable (0.05; 1:56) = 3.90

with a probability value (Sig.) of 0.000

which is smaller than the significant

level (0.05). This shows that the Physical

Education Learning Outcomes scores of

students have a significant difference

between the project-based learning

method and the recitation learning

method. This difference is indicated by

the average score of the Physical

Education Learning Outcomes of

students using the project-based learning

method of 85.64 and the average score of

the Physical Education Learning

Outcomes of students using the

recitation learning method of 84.04. This

means that there are differences in

Physical Education Learning Outcomes

scores for students using project-based

learning methods and using recitation

learning methods.

The results of the two-way

analysis of variance in the A * B

interaction line found that the Fcount of

the interaction was 84,639 with a

probability value (Sig.) of 0.000 which

was smaller than the significant level

(0.05). This means that there is a

significant interaction effect between

learning methods and learning

motivation on the Physical Education

Learning Outcomes of students.

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 188

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

The test results with the Tukey

test on Physical Education Learning

Outcomes scores of students who have

high learning motivation, namely the

value of Qcount = 12.78 is greater than

Qtable (0.05; 4:40) = 3.79. This means

that there are differences in the Physical

Education Learning Outcomes scores of

students by using project-based learning

methods and by using recitation learning

methods for groups of students who have

high learning motivation. Thus it can be

concluded that the average score of

Physical Education Learning Outcomes

of students who have high learning

motivation, in the group of students

using project-based learning methods

(87.40) is higher than the group of

students using the recitation learning

method (82.75 ).

The test results with the Tukey

test on the Physical Education Learning

Outcomes scores of students who have

low learning motivation obtained the

value of Qcount = 3.98, which is greater

than Qtable (0.05; 4:40) = 3.79. This

means that there are differences in the

Physical Education Learning Outcomes

scores of students by using project-based

learning methods and by using recitation

learning methods for groups of students

who have low learning motivation. Thus

it can be concluded that the average

score of Physical Education Learning

Outcomes of students who have low

learning motivation, in the group of

students using the project-based learning

method (83.888) is lower than the group

of students using the recitation learning

method (85.33).

The existence of additional

motivational stimuli makes both of them

have an outward character for the

successful implementation of teaching.

Providing low motivation when applying

project-based learning methods makes

students' attention more focused on what

will be used as projects, so the students'

process is focused and will reduce

students' attention to other problems (I.

Z. Achmad, 2016). If the students are not

active and the teacher gives a little

motivation to the students, the project-

based learning method becomes

ineffective. In addition, low motivation

can trigger misunderstandings because

even though teaching is clearer and

concrete, not all students have the

mentality to do according to what the

teacher exemplifies.

It is different for the recitation

learning method with low motivation.

Low motivation makes it more difficult

for teachers to give assignments because

Gladi Jurnal Ilmu Keolahragaan, 13 (02), June- 189

M. Yudistira Arief, Ramdan Pelana, Iman Sulaiman

of individual differences in children's

abilities and learning interests. Lack of

motivation makes communication

between teachers and students limited,

often children don't do assignments well,

it's enough to just copy the work of their

friends and if there are too many

assignments, it will disturb the child's

mental balance (Achmad &

Sriekaningsih, 2018). By giving group

assignments with minimal motivation

from the teacher, it is not uncommon for

certain members to actively work on and

complete them, while other members do

not participate well and it is difficult to

control. If there are things that often

make students lazy, lack of motivation

sometimes makes the tasks given to be

done by other people without

supervision (Kaufman, Glass, &

Arnkoff, 2014).

Thus, it can be seen that after

applying the recitation learning method

in groups of students who have low

learning motivation, it is more effective

to improve Physical Education Learning

Outcomes, compared to groups of

students using project-based learning

methods.

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