ieee paper template in a4 (v1) 159 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 159-164 doi: 10.56003/jse.v3i2.168 issn: 2745-5351 optimization of movement skills assessment in physical education learning using online self and peer assessment gema fitriady1*, mohammad alfarizi2, surya adi saputra3 1,2,3 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: gema.fitriady.fik@um.ac.id received: 1 october 2022 accepted: 2 december 2022 published: 19 december 2022 abstract: : the obstacle for physical education (pe) teachers during covid-19 was conducting video assessments of students' movement skills one by one so that the teacher's focus was dominant on assessing. this study aims to examine the effectiveness of self-and peer assessment of the skills of pencak silat front kicks in physical education subjects. the method used is a comparative causal method with a quantitative approach. the selection of the sample is by using the incidental sample technique in class viii students of smp negeri 3 malang. the data obtained was in the form of self-, peer, and teacher assessments on the material for pencak silat front kicks using an online application. the results of the different tests using the wilcoxon signed test obtained a p value > 0.05 so that the data did not differ between the comparison of self(sa) and peer assessments (pa) and the teacher's assessment (ta). self-assessment and peer assessment was declared effective in assessing movement skills, especially the material for the pencak silat front kick. keywords: self assessment; peer assessment; movement skills; physical education. how to cite: fitriady, g., alfarizi, m., & saputra, s. a. (2022). optimization of movement skills assessment in physical education learning using online self and peer assessment. journal of science and education (jse), 3(2): 159-164. https://doi.org/10.56003/jse.v3i2.168 introduction assessment in a learning process is very familiar and even required to measure development. zahro (2015) defines assessment as processing information in a systematic, periodic, sustainable, and comprehensive manner regarding a result of the changes achieved by students in carrying out the learning process and applying the information obtained in making a provision. hadiana (2015) distinguishes several types of assessment, including: according to its function, assessment is divided into formative assessment and summative assessment. formative assessment is the process of giving feedback and improving learning outcomes, while summative assessment is giving value to learning outcomes in a certain period. in addition, there are three aspects of assessment, namely affective, cognitive and psychomotor assessment. then based on the research, the assessment is divided into internal assessment and external assessment. internal assessment is an assessment that is applied directly by the teacher and external assessment, namely an assessment that is applied outside the school environment. the process of learning will continue to change. as is well known at this time, with the covid 19 pandemic, learning through face-to-face meetings has been changed to online meetings. this condition made the teacher also change the strategy from the assessment used to be an online-based assessment. in pe lessons, the teacher assesses movement skills from the practice videos sent by students. the assessment carried out by pe teachers is less efficient because it makes the duration of assessing student assignments https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.168 https://portal.issn.org/resource/issn/2745-5351 mailto:gema.fitriady.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.168 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.168&domain=pdf&date_stamp=2022-12-19 160 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 159-164 longer. the impact of this assessment strategy makes teachers focus on assessment and ignore effective online learning strategies. self assessment and peer assessment have been used for a long time and there has been previous research on this matter. adachi et al. (2018) conducted research on the perceptions and challenges of self and peer assessment in higher education and the results demonstrated a strong belief in the power of self and peer assessment as formative assessment. in peer assessment it can minimize the possibility of errors in carrying out the learning process and this enters into the learning process from peer assessment (nahadi & khilda, 2017). the effect of using self and peer assessment has also been studied by sahin-taskin (2018) with active learning outcomes supported by the self and peer assessment method. then online assessments are popular with students, high flexibility accessibility and fast feedback without reducing the quality of the assessment itself (fitriady et al., 2020). online learning is quite effectively used in learning in lectures in the physical education health and sports program (kurniawan & hasan, 2021). online learning also makes students more flexible in accessing their learning, because students can adjust the time and can study anywhere, compared to classroom learning where students have to obey a lot of certain rules. comfortable for students (daradoumis et al., 2019). the application of online self and peer assessment has been discussed in several articles, including self-assessment in massive open online courses (ventista, 2018), online self-assessment and peer-assessment as a tool to enhance student-teachers' assessment skills (seifert & feliks, 2019). there is no doubt about the use of online selfand peer-assessment in learning. as for research on the application of online assessment (cahyanto et al., 2022) and on online learning strategies (jaya et al., 2022). however, in the above article it is known that this effectiveness is still only carried out in the knowledge or cognitive domain, it has not been carried out in other domains, namely skills or psychomotor. method the effectiveness of online self and peer assessments was tested by comparing them with teacher assessments. the research design uses a comparative causal research design using a quantitative approach. the research procedure is to first select research subjects in 4 classes in one school. then the subject or students do pe learning online first. after that, the subject or student performs the assignment of movement activities according to the directions given and is obliged to record the video. when all of that has been completed and has been collected, the subject or students carry out online self and peer assessments and the teacher also conducts an expert-based assessment of the movement skills that have been given. 67 students and 2 pe teachers at smpn 3 kota malang were the research samples which were taken using the incidental sampling technique. the data collection instrument uses an online assessment form. the data analysis technique uses the wilcoxon signed test technique to compare selfand peer assessments with teacher assessments. https://jse.rezkimedia.org/index.php/jse/index fitriady, alfarizi, & saputra – optimization of movement skills assesment in physical education … 161 results and discussion there are 3 assessment data obtained from assessing the movement skills of the pencak silat front kick, namely self-assessment, peers and teachers who use the assessment application. the results of the wilcoxon signed test in table 1 obtained p sa = 0.150 and p pa = 0.931, meaning that the p value of sa and pa > 0.05. based on the data above, online selfand peer assessments were found to be no different from teacher assessments, so selfand peer assessments were declared effective for assessing pencak silat front kick skills in pe subjects. table 1. wilcoxon signed test result assessment p value self assessment (sa) – teacher assessment ta 0.150 peer assessment (pa) – teacher assessment ta 0.931 the findings of this study can be declared effective, judging from the results of the analysis which explains that there is no significant difference between sa and pa conducted by students and ta. the degree of effectiveness of the use of sa and pa is strengthened from existing research, 1) the study entitled "massive online peer and self-assessment in classroom" the result is that the difference in assessments made by students and teachers is not much different, the average percentage of students rated 7% higher than the ta, 9.9% of student assessment errors (kulkarni et al., 2013); 2) research entitled “independent and peer online assessment as a tool to improve student-teacher assessment skills” states the results that students produce grades closer to the grades produced by teachers (seifert & feliks, 2019); 3) research entitled "selfassessment in massive open online courses" states that not only peer assessment can be an alternative online assessment as a formative assessment between teachers and students but self-assessment is the only assessment that is also appropriate to use (ventista, 2018); 4). this agrees with the research entitled "academics' perceptions about the benefits and challenges of self and peer assessment in higher education" the results state the strong results of self-assessment and peer assessment as formative assessments between teachers and students to determine the extent of students' abilities (adachi et al., 2018); 5) research entitled “online self and peer assessment for group work” discusses the advantages of online self-assessment and peer assessment over paper-based offline self-assessment and peer-review (thompson & mcgregor, 2009); 6) the application of online self-assessment and peer-to-peer assessment is also applied in universities such as a study entitled “the role of self and peer assessment in higher education” shows that students perform well as evaluators of strong congruence between student and teacher assessments (iglesias pérez et al., 2022). from the results of this study and according to the findings of previous research, it is concluded that selfand peer-to-peer online assessments are effective to use. the results of this study indicate that self and peer assessments are effective in assessing movement skills. there are several factors that make the assessment effective, including detailed implementation 162 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 159-164 instructions and providing direction and training before the assessment is carried out by students. implementation instructions are references or guidelines in doing something so that it goes according to plan. implementation instructions have a positive influence in increasing student understanding so as to make learning outcomes increase (murti et al., 2022). with the implementation instructions make it easier for students to do an activity. students read the instructions for implementing self-assessment and peer assessment and the teacher provides direction to students on selfand peer-assessment. the teacher provides detailed direction and training for students before conducting an assessment so that students can better understand how to do self-assessment and peer assessment. in conducting self-assessment and peer assessment, in addition to the importance of providing direction, students also need extra training or practice before conducting an assessment in order to obtain accurate and consistent results (erdogan et al., 2018). giving direction is a process that gives instructions to work according to a specified plan and achieve the planned goals. from the directive process, it will lead to the same thoughts or perception similarities to achieve a goal. in conducting self-assessment and peer-to-peer equality, the perception is very influential on the results of the assessment. the common perception equates different points of view and thoughts for the same goal. the following is the definition of perception according to experts: 1) perception is information received by the human brain (goh et al., 2017); 2) according to desiderato perception is the inference of information obtained from the experience of events (rakhmat, 2007); 3) if the perceptions between individuals are more the same, the result will be a cultural group or identity group. a similar opinion was conveyed by john and william, namely the way someone gives meaning is called perception. from this understanding the perception obtained by students is obtained from the teaching teacher during learning. in conducting self and peer assessments carried out by students, it is the teacher's job to explain in detail. the teacher plays an important role, in this case in line with the opinion that the motor learning process is the influencing factor, one of which is the teacher. detailed implementation instructions and giving directions before the assessment is carried out by students so that there is a common perception, this is a factor in the results of this study, the results of which there is no significant difference between selfassessment and peer-assessment with teacher assessment. conclusion based on the results of the research and discussion, it can be concluded that the use of online selfand peer-assessment instruments in the realm of pencak silat front kick movement skills is declared effective. suggestions for further research are to test whether the procedure for this research is correct, namely the implementation instructions and giving directions which are the factors in the results of this study, there is no difference between self-assessment, peer-assessment and teacher assessment. https://jse.rezkimedia.org/index.php/jse/index fitriady, alfarizi, & saputra – optimization of movement skills assesment in physical education … 163 acknowledgment thank you very much to the state university of malang for funding this research. the following thanks to the data collection team, pe students and teachers at smp negeri 1 malang who assisted in this research. references adachi, c., tai, j. h.-m., & dawson, p. (2018). academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. assessment & evaluation in higher education, 43(2), 294–306. cahyanto, a., heynoek, f., & fitriady, g. (2022). analisis penerapan asesmen berbasis daring pada mata pelajaran pjok pada masa pandemi. sport science and health, 4(1), 65-74-65–74. daradoumis, t., puig, j. m. m., arguedas, m., & liñan, l. c. (2019). analyzing students’ perceptions to improve the design of an automated assessment tool in online distributed programming. computers & education, 128, 159–170. erdogan, t., yurdabakan, i., & senemoglu, n. (2018). self-and peer assessment in pbl: a higher education example. proceedings of iac in budapest 2018, 53–59. fitriady, g., sugiyanto, s., & sugiarto, t. (2020). online assessment of cognitive aspects in higher education. gelanggang pendidikan jasmani indonesia, 4(2), 25–30. goh, c. f., leong, c. m., kasmin, k., hii, p. k., & tan, o. k. (2017). students’ experiences, learning outcomes and satisfaction in e-learning. journal of e-learning and knowledge society, vol 13, no 2 (2017): journal of elearning and knowledge society. https://doi.org/10.20368/1971-8829/1298 hadiana, d. (2015). penilaian hasil belajar untuk siswa sekolah dasar. jurnal pendidikan dan kebudayaan, 21(1), 15–26. iglesias pérez, m. c., vidal-puga, j., & pino juste, m. r. (2022). the role of self and peer assessment in higher education. studies in higher education, 47(3), 683–692. jaya, k., heynoek, f., & fitriady, g. (2022). strategi pembelajaran online mata melajaran pjok di smk pada masa pandemi covid-19. sport science and health, 4(1), 75-82-75–82. kulkarni, c., wei, k. p., le, h., chia, d., papadopoulos, k., cheng, j., koller, d., & klemmer, s. r. (2013). peer and self assessment in massive online classes. acm transactions on computer-human interaction (tochi), 20(6), 1–31. kurniawan, a. w., & hasan, a. n. h. 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(2019). online self-assessment and peer-assessment as a tool to enhance studentteachers’ assessment skills. assessment & evaluation in higher education, 44(2), 169–185. 164 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 159-164 thompson, d., & mcgregor, i. (2009). online self‐and peer assessment for groupwork. education+ training, 51(5/6), 434–447. ventista, o. m. (2018). self-assessment in massive open online courses. e-learning and digital media, 15(4), 165–175. zahro, i. f. (2015). penilaian dalam pembelajaran anak usia dini. tunas siliwangi: jurnal program studi pendidikan guru paud stkip siliwangi bandung, 1(1), 92–111. https://jse.rezkimedia.org/index.php/jse/index ieee paper template in a4 (v1) 76 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 76-81 doi: 10.56003/jse.v3i2.161 issn: 2745-5351 students' perspective on offline and online learning in the pencak silat course novrityan bayu putra1, siti nurrochmah2* 1,2 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: siti.nurrochmah.fik@um.ac.id received: 30 september 2022 accepted: 27 november 2022 published: 12 december 2022 abstract: this study aims to examine the perspectives of students from the 2019 health physical education and recreation (pjkr) program study of the faculty of sport science in state university of malang regarding lectures using offline and online systems in the motion theory course and the martial arts practice course. the study used a quantitative descriptive survey design. the population of this study amounted to 227 students of the year 2019 pjkr study program. the sample of this study was 94 students and the analysis technique used was quantitative descriptive statistics. the results showed that student responses in offline lectures for theory courses were mostly positive as much as 94%, 79% positively agree with offline lectures for practical subjects, 70% respondents agree with online lectures for theory courses, and 89% students positively responded on online lectures for practical courses. based on the research results obtained, it can be concluded that the response of the class of 2019 students to offline and online system lectures in theory and practice courses can be said to have been good and effective because they are in accordance with good learning principles. keywords: learning; offline; online; perspectives. how to cite: putra, n. b., & nurrochmah, s. (2022). students’ perspective on offline and online learning in the pencak silat course. journal of science and education (jse), 3(2): 7681. https://doi.org/10.56003/jse.v3i2.161 introduction face-to-face or offline learning stands for learning and teaching activities that are held directly and planned specifically according to teaching materials. in face-to-face learning, the teacher's skills in teaching determine the success or failure of the learning process. anggrawan (2019) stated that offline or face-to-face learning is a learning process in class that expects the presence of educators to teach directly in class. learning using a face-to-face system has its advantages. sari (2016) added that the advantage of face-to-face lectures is that there can be a direct bond between educators and students as well as students to their classmates. ronaldo & nurrochmah (2021) reported that learning is an activity carried out in order to achieve or acquire knowledge. according to hayati (2017), learning is a change in behavior that will occur in everyone and is relatively permanent as an acquisition of experience and knowledge. learning is a deliberate activity towards changing behavior through reading, imitating, trying something, listening (mahmud & idham, 2017). learning is a person's process in acquiring various skills, abilities, and attitudes (gasong, 2018). meanwhile, mustafa & sugiharto (2020) argued that almost all activities that humans do every day will involve an element of movement or motor skills. learning will continue as long as humans are alive. students of the physical health and recreation study program class of 2019 at the beginning until the https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.161 https://portal.issn.org/resource/issn/2745-5351 mailto:siti.nurrochmah.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.161 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.161&domain=pdf&date_stamp=2022-12-12 putra & nurrochmah – students’ perspective on offline and online learning … 77 middle of the even semester in 2020 used an offline or face-to-face system in motion learning theory courses and martial arts practice courses. in march 2020, indonesia was inflicted by the covid-19 outbreak, and thus, the learning process was hindered by the outbreak. the government has issued regulations and announcements for all outdoor activities to be carried out at home or work from home (wfh). according to a form letter distributed by the ministry of education and culture (indonesia, 2020) regarding the implementation of educational provisions during the emergency spread of coronavirus disease (covid-19) regarding the stages of the learning process. it was stated that the learning process can be carried out through online softwares or learning processes at a distance. thus, the learning process that is initially carried out offline or face-to-face, turns into a learning process using an online system in theoretical and practical courses. learning through online or long-distance methods aims to provide learning services to every student and determine the spread of covid-19 in indonesia. the learning process using an offline or online system certainly has advantages and disadvantages. face-to-face learning is felt to be more effective in delivering material in learning with full online methods. wardani et al. (2018) argues that the learning or lecture process which only utilizes a technology or adopts elearning is reluctant to be fully successful, because the learning model of each student has a different character. santika (2020) proposed that the advantage of online learning is that it does not require a physical classroom because learning is carried out at their respective homes, so students can create the learning environment they desire. there are a number of courses that use both face-to-face and online learning methods, namely motion learning theory courses and martial arts practice courses. online learning is learning and teaching that is carried out through web networks. the term online is an acronym for, "on the network". thus, online lectures or learning are online learning process techniques that depend on how smooth the internet network runs (mustofa, et al. 2019). online learning can be done through various existing applications such as google meet, zoom, and others. zhafira, et al. (2020) reported that learning methods that are carried out online do not require students to always be present in person in the class. yanti et al. (2020) argued that the method used in learning with an online system is learning that is chosen by educators in order to design a learning process that is suitable for achieving a learning process goal via internet services. this research examined the responses of students of physical health and recreation study program class of 2019 on their experiences during lectures using offline and online systems. this research is aligned with previous research carried out by sulata & hakim (2020) entitled, "description of online lectures for unesa sports science students during the covid-19 pandemic,” which shows that there are still a number of problems and obstacles to lectures that require practice in the field, such as in sports majors. regarding the obstacles in previous studies, the researcher tries to provide an overview of student responses to offline system lectures before the covid-19 pandemic and lectures using an online system during the covid-19 pandemic. finally, the research findings regarding lecture descriptions can be used as an 78 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 76-81 assessment in finding the proper solution to the problem and potentially recurring issues. all in all, it is necessary to carry out research on student responses in offline and online lectures implemented in the physical education health and recreation study programs at the state university of malang in motion learning theory courses and in the practice of martial arts courses. based on the problems in this research, it is necessary to carry out research to examine the responses of students in the pjkr study program sport sciences faculty of state university of malang through this research entitled, "students’ perspective of offline and online lectures in theory and practice courses in the even semester of 2019-2020". method this study employed a research survey design in the form of a quantitative descriptive survey using a questionnaire technique as a form of research approach. the following diagram presents the quantitative research procedures used by researchers: figure 1. quantitative research procedure (sugiyono, 2019) the variables studied were student responses in taking theoretical and practical lectures with offline and online systems. this study focused on the population of the 2019 class of physical health and recreation students who took the motion learning course and the martial arts course with a total of 227 students. the process of taking samples in this study used a purposive proportional random sampling technique with a portion of 41%. the sample in this study was 94 students. the instruments used in this study were in the form of non-test instruments, which were questionnaires. data analysis techniques in quantitative research use descriptive statistics in the form of relative frequencies which yield information in the form of percentages. https://jse.rezkimedia.org/index.php/jse/index putra & nurrochmah – students’ perspective on offline and online learning … 79 results and discussion results presented below are the results of the data analysis of the overall description in the recapitulation of offline and online lectures for motion learning theory and martial arts practice courses. table 1. student responses on 2019-2020 even semester lectures variable answers yes no total frequency % frequency % frequency % offline lectures in theoretical courses 88 94 6 6 94 100 offline lectures in practical courses 74 79 20 21 94 100 online lectures in theoretical courses 66 70 28 30 94 100 online lectures in practical courses 83 89 11 11 94 100 total 314 83 119 17 376 100 based on the data displayed in table 1 above, it can be inferred that in offline lectures for motion learning theoretical courses, most of the answers determined by respondents is in the yes answer option with an average of 88.33 (the average number of people choosing yes answers is 88 people: 94%) and only 5.6 answers no (the average number of people choosing not is 6 respondents: 6%). in offline lectures of the martial arts practical course, most answers determined by respondents is in the yes answer option, with an average of 74 (the average number of people choosing yes answers is 74 respondents: 79%) and those who answers no are 20 (the average number of people choosing the answer is 6 people: 21%). in online lectures for motion learning theoretical courses, most of the answers determined by respondents is in the yes answer option with an average of 65.57 (the average number of yes answers is 66 people: 70%) and no answers are 28.43 (the average number of no answers is 28 people: 30%). in offline lectures for motion learning theoretical courses with answers determined by respondents mostly in the yes answer option with an average of 83.14 (the average number of yes answers was 83 people: 89%) and no answers were 10.86 (there were 11 people who chose no: 11%). discussion the research data was collected using a questionnaire technique in the form of a survey which was distributed to the students of the year 2019 of physical education health and recreation study program with a total of 94 students taking courses in motion learning theory and martial arts practice in their even semesters. the data that has been collected is then analyzed using the validity test of the test items and the reliability test. after carrying out the validity and reliability tests, the questionnaire that met the criteria with a total of 34 questions was then disseminated using the google form. after conducting the research, it was found that the reliability coefficient in offline lectures in motion learning theoretical courses was 0.917. the reliability coefficient in offline lectures for martial arts practical courses is 0.727. the reliability coefficient in online lectures in motion learning theoretical courses is 0.707. the reliability coefficient in online lectures for martial arts practical courses is 0.801. it can be concluded 80 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 76-81 that offline and online system lectures in motion learning theory courses and the practice of martial arts have the most dominant results chosen by students of class 2019. thus, it can be inferred that the courses are sufficient and effective because they are in accordance with good learning principles. arfani (2018) argues that learning principles are a concept that can be used as a reference in the learning process. an educator who is guided by the principles of learning can carry out his duties to teach properly and correctly. if educators can apply the principles of learning, they can understand the conditions and factors that inhibit and accelerate the learning process. according to idzhar (2016), learning principles can be used as a guide in carrying out learning activities and as teachers should be able to help facilitate the development of students so they can understand, accept, and master science and technology. the results of a previous research conducted by piri, et al. (2020) stated that feedback or inputs in the stages of the learning process is carried out directly or face to face, in which teachers convey and provide information to students. students’ complete assignments given by teachers and are then submitted, then teachers will return them back to students with corrections. based on research data by muktiani (2019), it shows that students experience difficulties in learning the basic movements of martial arts. the difficulties that are felt originate in the lack of martial arts material taught and some come from each individual student, as well as external factors for the practice of martial arts. the materials should not be difficult because the movements taught are natural movements or basic techniques in martial arts. in addition, to avoid students from feeling difficult, lecturers must engage and communicate well with students. as reported by jamaluddin, et al. (2020), the results of research conducted during the covid-19 outbreak could be taken into account by certain parties associated with learning and teaching, so that learning could be carried out online with improvements. learning with an online system will work well if students and educators can communicate optimally. conclusion in accordance with the acquisition of the data research obtained, it can be concluded that the responses of students of the physical health and recreation study program 2019 class on the offline and online system during the even semester of the 2019-2020 academic year for the courses of motion learning theory and martial arts practice can be determined as good and effective because it is in accordance with optimal learning principles. acknowledgment the researcher cannot express further gratitude towards all the respectful parties who have supported and provided facilities for the commencement of this research. additionally, the researcher would like to extend their sincere thanks to the faculty of sports and science of state university of malang and the physical health and recreation study program. https://jse.rezkimedia.org/index.php/jse/index putra & nurrochmah – students’ perspective on offline and online learning … 81 references anggrawan, a. 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(2020). persepsi mahasiswa terhadap perkuliahan daring sebagai sarana pembelajaran. jurnal bisnis serta kajian strategi manajemen, 4(1). ieee paper template in a4 (v1) 62 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 62-68 doi: 10.56003/jse.v3i2.159 issn: 2745-5351 a qualitative study of beach volleyball student athlete career transition at malang state university irfan panji rifai1, kurniati rahayuni2, yulingga nanda hanief3, moch. yunus4 1,2,3,4 department of sport coaching education, faculty of sport science, universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: kurniati.rahayuni.fik@um.ac.id received: 28 september 2022 accepted: 16 november 2022 published: 10 december 2022 abstract: this study uses case studies to determine the career transition process of student-athletes in beach volleyball at the malang state university. the case study is a detailed description and in-depth case disclosure of a phenomenon. this case study was conducted on 2 student athletes in beach volleyball at the malang state university who already have a minimum achievement at the provincial level. collect data using a semi-structured interview instrument and process the data using the thematic analysis method. this research was conducted at the faculty of sports science, malang state university. the results of the research based on the data obtained, there are three themes related to this research: 1) challenges when being a student-athlete; 2) student athletes' barriers and 3) athletes' thinking patterns when they become student-athletes. this article also compares previous studies related to student-athlete career transitions. keywords: elite athlete; career transition; student-athlete; beach volleyball. how to cite: rifai, i.p., rahayuni, k., hanief, y.n., & yunus, m. (2022). a qualitative study of beach volleyball student ahtlete career transition at malang state university. journal of science and education (jse), 3(2): 62-68. https://doi.org/10.56003/jse.v3i2.159 introduction according to winarno & tomi (2005), beach volleyball is a team sport played by two teams of two players on a sand court separated by a net. beach volleyball is also played using a different ball from indoor volleyball. beach volleyball can be included in an achievement sport that has many enthusiasts pursuing this sport which already has the basics of indoor volleyball. rohendi & rustiawan (2020) states that in forming a specified achievement sport must have several factors, (1) athletes, (2) coaches, (3) facilities and infrastructure, (4) competition, and (5) training period, from the explanation, it can be interpreted that achievement is a tangible manifestation that is obtained with effort and victory, achievement can also increase the potential in oneself. career transition is the movement from one stage to another in an athlete's career, which can be explained by clear evidence of boundaries between these stages, for example, a change in status (wylleman & lavallee, 2004). in the transition, many things have been passed by athletes, from the initial journey of starting training as a beginner athlete to the peak as a national or professional athlete (harrison & lawrence, 2004). research conducted by yusuf & rahayuni (2021) shows that there is indeed a career transition in the psychological process of student-athletes in dealing with changes in status from student to student. career transition on athlete achievement can be a benchmark for junior athletes to be better in the future (wylleman https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.159 https://portal.issn.org/resource/issn/2745-5351 mailto:kurniati.rahayuni.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.159 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.159&domain=pdf&date_stamp=2022-12-10 rifai, rahayuni, hanief, & yunus – a qualitative study of beach volleyball … 63 & lavallee, 2004). it can also train self-confidence for athletes who are undergoing the process of transitioning from junior to senior classes (salsabila, 2021). beach volleyball, state university of malang has produced many athletes who are good in terms of technique and tactics because they are directly fostered by lecturers who have experience in their fields (ronaldo, 2019). beach volleyball athletes at the state university of malang have made many achievements that they are pretty proud of for the university. a prominent achievement was the first place in the provincial pomda represented by students, where they managed to get first and fourth place in pomnas, even though they were paired with other university students. this research was conducted to discover the obstacles and challenges of student-athletes undergoing the transition to becoming university student-athletes. transitioning from high school to university requires adjustments to the new social environment, which has become the profound research topic area. mcelveen and ibele found that quitting in studying is higher among student athletes than non-student athletes in their first year of study, and mostly following with leaving the university (mcelveen & ibele, 2019). adjustments to the new environment could make them feel separated from the support system and familiar environment of sport and training (lally & kerr, 2005; mcelveen & ibele, 2019), which prone to the decision of quitting the athletic career or study. based on our observation and experience as students and academics working with student athlete, such retention is also existed in indonesia. in the other side, even though with lack of support on transitioning the career, several athletes can keep their achievement and manage to national level. in a recent study by assidiqi and colleagues, downgrade, stagnation or increase achievement of athletic career in indonesian student athlete could happened after they enrolled in university (assidiqqi et al., 2022). this research were trying to investigate how athletes adjust challenges during transition career as student athletes to collegial or university student athlete, especially to successful student athletes. several challenges may hinder achievements such as different social environment, academic challenges, and so on, but there are exceptional cases when such athletes can succeed regardless this transition. a case study to investigate how these successful athletes can endure the smooth transition and manage to the national level is employed. there are many beach volleyball athletes who become student at malang state university, however, only two athletes managed to achieve national achievements. therefore, information on how successful beach volleyball athletes go to the national level in career transitions will be beneficial to understand how transition career is managed. this research is significant because it becomes a reference solution for student-athletes overcoming obstacles and challenges to live their careers. method this research was conducted at the state university of malang in february 2022. the instrument of this research used semi-structured interviews with two athletes. the results of the interviews were then processed by coding the interview transcripts in detail. then do the coding grouping and describe the results of the coding grouping (braun & clarke, 2019). the results of the coding grouping will form a theme (braun & 64 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 62-68 clarke, 2019). the two beach volleyball athletes studied had achievements at the provincial and national levels. the data was obtained from the achievement data of uabv athletes (munhamir et al., 2016). this research uses the case study method, a detailed description and severe disclosure of the case by applying theory different (kusmarni, 2018). the research instrument uses interviews in detail, the interview is a communication process with the respondent to obtain the specified information (hakim, 2013), and analysis techniques using thematic analysis where data processing performs interpretation of the themes in the data (braun & clarke, 2019), and the results using descriptive analysis method (fauzi, 2014) argues that this descriptive analysis method focuses more attention on the phenomena that are happening at the time the research is conducted. data collection steps are as follows: 1) preparing questions for participants: the guidance for the interview questions for the research developed by using a focus group discussion involving all research members (second and third author as panel expert), then the guidance was used to that carried out in the interview. 2) interview with participants: interviews were conducted to gather the information needed to obtain data and process it into a new study. this activity was carried out on february 2022, and it took quite a long time because they had to adjust the time with the informants. 3) interview transcription process: in conducting the interview transcription, first, the authors listen to what was told by the resource person and write it in word or as much detail as possible. this process is carried out after interviewing. 4) coding on transcription: the coding is done on the sentences that fall into the theme determined by the researcher; 5) coding grouping: the transcripts coded one by one are then grouped with the same theme. 6) coding theme description: researchers managed to describe the themes that have been determined and related to the athletes of beach volleyball sports students. results and discussion interviews were conducted directly with the informants with the researchers. previously, they had prepared questions that would be given to resource persons to know beach volleyball athletes' career transitions at the state university of malang based on their achievements and challenges when they became athletes and lecture. interviews have been conducted with 2 (two) student-athletes of the state university of malang in the sport of beach volleyball for beach volleyball athletes there are many at the state university of malang, but the data i collect are student-athletes who already have achievements at the provincial and national levels. after conducting the interview process, the transcription process is carried out, where the transcription here is to rewrite the interview recordings from the interviewees into document form so that it is easy to understand (braun & clarke, 2019). the interview transcript here uses a verbatim model which only writes the words in the interview and does not follow the tone of voice, accent or dialect (mahpur, 2017). the interview transcription was then done with thematic analysis (braun et al., 2017). the steps of analysis are (1) the researcher listens and rereads the transcription to understand the substance of the respondent's answers, (2) the coding or coding for the transcription is qualitative, then the codes are https://jse.rezkimedia.org/index.php/jse/index rifai, rahayuni, hanief, & yunus – a qualitative study of beach volleyball … 65 researched and made a list, grouped according to the same group with each code or phenomenon, (3) the third step is to determine the theme, at this stage the code is sorted to be included in the themes related to the research question, (4) in this fourth stage, reviewing whether the theme has anything to do with the code carried out in the first stage is made by reading all the code collected on each theme, (5) defining and naming the theme, the researcher identifies each theme by what he wants to study at this stage, (6) doing a report. results from data processing using thematic analysis found several themes that can be presented in the discussion. there are 3 (three) themes that arise and relate to the experiences of student-athletes in the beach volleyball sport and are presented using a description of the analysis: fisrt theme: challenges of being a student-athlete the first theme relates to the experiences and challenges of being a student-athlete. when you become an athlete, you are required to work together with teammates and coaches when playing beach volleyball to achieve maximum results. "rt: this is what i think about beach volleyball in terms of cooperation. it must be stronger." with the help of coaches advising athletes to play well and follow instructions, they not only have an essential role in character building by doing exercises that are guided correctly to achieve the specified character goals, but student-athletes must also be wise in managing the time they have to practice and to conduct on-campus learning in a time setting. athletes have done very well because they do not just focus on one goal, instead, they work on multiple goals; to maintain their sport career and to ensure their academic skills well; then they translated those goals to time management. "ar: managing the time between lectures and exercises because the students have assignments and others. some things must be considered related to the division of lecture hours. nevertheless, athletes also have to have good manners in managing priorities but at the same time, they did not solely focus on their careers only. second theme: student athlete barriers the second theme shows the detailed obstacles experienced by student-athletes when doing exercises or during college. firstly, lack of educational information about how to enrolled in the university is one of the problem. during high school, athletes had no desire to continue their education to the college level because of the lack of education for college. "ar: i have liked sports since junior high, especially volleyball. i have been playing volleyball for a long time, but only indoor volleyball, and it only continued until high school. since then, i still have not thought about the plan to continue at the previous college and come back from basics." because athletes do not know how the selection process goes for higher education over time, with the invitation for college entrance selection, athletes finally have the desire to continue studying at the university. after they were declared accepted at the state university of malang, they were initially confused about 66 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 62-68 which significance would take, and they determined the majors with a weighty choice. when the academic year is started, and the team was formed, there were problems within the team during practice, including the lack of team cohesiveness when conducting matches. some expectations from athletes were not realized, making athletes unable to perform in a top performance until now. there were problems with management and could not maximize the team. other problems related with the demanding study which makes them unable to train, for instance: "rt: the obstacle when training during kkn (kuliah kerja nyata – a community voluntary service compulsory to university students) is my obstacle because my kkn location is far away, so i have to go back and forth every day to carry out kkn and for training." the problem came at the time of the pomda (university event championships which also used as athlete selection to nationals), and the athlete ever had no hope of escaping the selection and representing his province at the national level. however, the result was good, that both won the pomda title by becoming the first champion. third theme: athletes' mindset when they become student-athletes three themes describe the athlete's mindset. initially, the athlete wanted to win a championship title that his family and campus could be proud of. athletes have a good view of the coach by revealing how to train them. in the story, athletes say coaches and athletes must have the same goal to achieve it. "rt: the coach can fix it. the most important thing is to get an achievement that both coaches and athletes must have the same goal." athletes have different views, and athletes decide to enter college after receiving an invitation to be accepted at the state university of malang from the achievements they have. when majoring is determined by themselves, the maturity of their minds, athletes express their feelings of enjoyment after being accepted into higher education. in the absence of assistance for athletes to enter college, the athlete has plans that he will make after entering college. at the pomnas event, the athlete does not have the confidence to be elected as his sports representative, and the athlete expresses how the attitude and nature of the coach to follow his direction because the athlete feels coaches will make them even better in terms of skills and knowledge, "rt: because i have a thought that my volleyball should not damage my academics and my academics should not damage my volleyball, balance is the point." if there are problems in the team or management, troubleshooting is the right way to do this by discussing with the trainer to determine a solution. comparison of this research is to find out what the advantages of this research are the average research on student-athletes uses interview research instruments and draws conclusions directly, and it is not explained how to process data in detail. research conducted by dawenan & collagues (2016) used interview research instruments to determine the emotional relationship with student-athlete hardiness, as well as https://jse.rezkimedia.org/index.php/jse/index rifai, rahayuni, hanief, & yunus – a qualitative study of beach volleyball … 67 research hadi (2011) used an interview instrument to develop the character of the athlete, that the difference between this research is to know the career transition of the athlete using the athlete's achievements when he pursued beach volleyball at the state university of malang. conclusion based on research carried out on athletes from malang state university students, especially beach volleyball, it was concluded that career transition is a transition taken by students or athletes who have not previously mastered or excelled in beach volleyball to achieve achievements. one of the obstacles senior athletes face is usually being a coach for junior athletes, which is a challenge they face when they are involved in beach volleyball. athletes already have basics in indoor volleyball, so they have no trouble adapting to almost the same new sport. in the beginning, they do not have trouble mastering beach volleyball techniques by successfully overcoming the existing obstacles and challenges. when practising or competing, student-athletes, with their perseverance in this sport, managed to give their best results, namely provincial and national champions. references assidiqqi, m. g., rahayuni, k., widiawati, p., & roesdiyanto, r. 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(2021). review artikel: penyesuaian psikologis atlet elit pada masa transisi karier dari seorang atlet pelajar menjadi atlet mahasiswa. in prosiding seminar nasional pendidikan kepelatihan olahraga (vol. 1, no. 2, pp. 238-251). https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.1177/1558866119840466 http://dx.doi.org/10.31949/jr.v2i1.2013 ieee paper template in a4 (v1) 41 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 2, 2021, 41-47 doi: 10.56003/jse.v1i2.20 issn: 2745-5351 smartphone sleep technology: health apps during covid-19 to mitigate psychosocial stress among children and adolescents cathy mae dabi toquero college of education, mindanao state university-general santos city, philippines e-mail: cathymaetoquero@gmail.com received: 13 december 2020 accepted: 24 january 2021 published: 1 march 2021 abstract: children and adolescents are prone to physical fatigue and psychosocial anxiety because of the ongoing social distancing and sleep deprivations due to the long exposure to digital technology usage during the covid-19 pandemic. this scenario of sleep deprivation affects their educational endeavors and health quality. through the use of smartphones as a sleep technology approach in mental health, this article reviews relevant literature concerning the mobile health applications for sleep hygiene among children and adolescents. it provides insight into smartphone sleep technology utilization that can alleviate the psychosocial stress and mental health issues that children and adolescents can experience amid the pandemic. the author stressed that the collaboration among health practitioners, educators, and researchers are also pertinent to strengthen health measures and to conduct evidence-based research on digital health interventions. the scientific results can increase smartphone-based sleep applications' monitoring as health interventions for children and adolescents to practice sleep hygiene. future investigation should also examine and assess the effectiveness of smartphone sleep technologies for sleep quality and mental health outcomes. keywords: covid-19; psychosocial stress; mental health; mobile health technology. abstrak: anak-anak dan remaja rentan terhadap kelelahan fisik dan kecemasan psikososial karena penerapan jaga jarak (social distancing) dan kurang tidur akibat paparan yang lama dari penggunaan teknologi digital selama pandemi covid19. skenario kurang tidur ini memengaruhi upaya pendidikan dan kualitas kesehatan mereka. melalui penggunaan smartphone sebagai pendekatan teknologi tidur dalam kesehatan mental, artikel ini mengulas literatur yang relevan mengenai aplikasi kesehatan seluler untuk kualitas tidur di kalangan anak-anak dan remaja. ini memberikan wawasan tentang pemanfaatan teknologi tidur pada smartphone yang mungkin dapat mengurangi kecemasan psikososial dan masalah kesehatan mental yang dapat dialami anak-anak dan remaja di tengah pandemi. penulis menekankan bahwa kolaborasi antara praktisi kesehatan, pendidik, dan peneliti juga terkait untuk memperkuat langkah-langkah kesehatan dan melakukan penelitian berbasis bukti tentang intervensi kesehatan digital. hasil ilmiah dapat meningkatkan pemantauan aplikasi tidur berbasis smartphone sebagai intervensi kesehatan bagi anak dan remaja untuk mempraktikkan kualitas tidur (sleep hygiene). penyelidikan di masa depan juga harus memeriksa dan menilai efektivitas penggunaan teknologi tidur pada smartphone untuk kualitas tidur dan hasil kesehatan mental. kata kunci: covid-19; kecemasan psikososial; kesehatan mental; teknologi kesehatan seluler. how to cite: toquero, c. m. d. (2021). smartphone sleep technology: health apps during covid-19 to mitigate psychosocial stress among children and adolescents. journal of science and education (jse), 1(2): 41-47. https://doi.org/10.56003/jse.v1i2.20 introduction many young children worldwide have been affected by the sudden changes in the school and home settings due to covid-19. due to social distancing measures, numerous children are diverting into emerging technologies such as social media to turn their home quarantine experience to something enjoyable using technologies. however, children and adolescents tend to experience sleep problems due to the changes in their lifestyles and schooling routines during the pandemic. https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i2.20 https://portal.issn.org/resource/issn/2745-5351 mailto:cathymaetoquero@gmail.com https://doi.org/10.56003/jse.v1i2.20 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i2.20&domain=pdf&date_stamp=2022-04-30 42 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 41-47 as children and young adults face the reality of experiencing stress and worries due to the crisis, they are also deprived of decent sleep and proper cardiorespiratory exercises as they spend countless hours playing online digital games and chatting with their friends in social network. consequently, the relentless distressing situation due to covid-19 and the long exposure to radiation using smartphones can be detrimental to their social, emotional, physical, and psychological well-being that can lead to anxiety and depression in the long term. aside from these scenarios, sleep deprivations can mean barriers and challenges as children also experienced transitioning to emergency remote education (talidong, 2020; toquero, 2020a; toquero, 2020b) during this pandemic that can also affect their learning behaviors. considering their sleep problems, the use of smartphones can assess and monitor sleep patterns but there is little research on its application as an approach to depressive, anxiety, and psychotic disorders and few studies provided report on the use of smartphones for sleep problems and mental health outcomes (aledavood, et al., 2019; jandoo, 2020; villanueva et al., 2017). thus, the author examines the impact of covid-19 to the sleeping behaviors of children and adolescents, discusses the potentials of the usage of sleep technology to mitigate sleep problems, and highlights collaboration among health practitioners to help children and their families during this emergency. method this article discusses the current literature on how covid-19 results to sleep problems and psychosocial stress to the children and adolescents that created for their health issues. the article utilized the traditional narrative review method (bozkurt, 2019) to analyze how mobile health applications or smartphones may offer solutions to the sleep disturbances among children and adolescents. this method can provide a much need bridge between the vast and scattered assortment of articles on a topic and to link together many studies on different topics, either for purposes of reinterpretation or interconnection (baumeister & leary, 1997). moreover, this way of presenting the article proves advantageous as the analysis depends on current knowledge to synthesize literature, draw conclusions, identify research gaps, and suggests for future studies (cronin, ryan, & coughlan, 2008). 1. smartphone technology and health problems due to covid-19 some children and young adults may have some form of compromised health issues so they should be given protection amid covid-19. the rise of smartphone utilization in a technologically-advanced world, and more than ever, the need for social relationships to be done online in social networks due to covid-19 (toquero & talidong, 2020) intensify increased health risks among children and adolescents. studies have pointed out that using mobile phones can cause health problems and sleep disturbances. schweizer et. al. (2016) asserted that smartphones tend to cause sleep disturbance among adolescents. valasareddy et al., (2019) also studied and confirmed that prolonged smartphone usage brings adverse effects to sleep patterns and detriment sleep health. similarly, survey results also showed associations of technology use (such as cellphones, computers, video games, and television) and sleep difficulty among https://jse.rezkimedia.org/index.php/jse/index toquero – smartphone sleep technology: health apps during covid-19 … 43 children and adolescents (fuller et al., 2017). a study also pointed out the negative effects of smart mobile devices on sleep quality in relation to academic performance (owusu-marfo et al., 2018). aside from the health risks due to addiction to smartphones (valasareddy, et al., 2019), and risks associated with long exposure to digital devices, the fear of the unknown (arafat, kar, & kabir, 2020) such as the novel coronavirus and continuous social isolation can accelerate anxiety and mental health problems (armitage & nellums, 2020; poletti & raballo, 2020a; poletti & raballo, 2020b; van lancker & parolin, 2020) in children along with self-isolation and sleep deprivation. the findings of a study suggested that insomnia is associated and highly prevalent with covid-19 psychological reactions and irregular sleep hygiene (li, qin, sun, sanford, vgontzas & tang, 2020) among individuals and children and adolescents are no exemption. thus, köse, yılmaz, ocakoğlu & özbaran (2017) suggested that behavioral and educational interventions can help improve sleep hygiene among children. 2. opportunities of sleep technology köse et al. (2017) stressed of behavioral and educational interventions, and reality is that, there are two sides to technology, it can offer advantages and disadvantages. based on the aforementioned reviewed literature and studies, smartphone technology can cause addiction and sleep disturbances among children and adolescents. on the other hand, the use of smartphone technologies also offers opportunities for scientific investigation, such as using smartphone applications to monitor sleep hygiene among children and adolescents. choi et al (2018) conducted a systematic review and concluded that smartphone applications have the potential for sleep self-management. they concluded, “consumer-targeting apps that support sleep selfmanagement have the potential to help raise awareness and promote healthy sleep habits. however, without regulation and enforcement of clinical validation compliance, these apps should certainly be used with caution (pp. 1789).” as one study argued, sleep technologies can exhibit potential insight concerning long-term sleep patterns including circadian rhythm disturbances (khosla & wickwire, 2020) that people may experience due to the pandemic. in that case, the use of sleep tracking devices can increase sleep awareness among children and adolescents to program the brain to follow sleep routines and thereby achieve sleep quality. although there are very little studies done to document smartphone-based sleep technology on mental health outcomes (aledavood et al, 2019), there are greater research opportunities to test the effectiveness of smartphone sleep technologies to mitigate anxiety and sleep problems, especially among children and young adults. overall, the impact of digital applications in the healthcare has not been assessed so a need arises to provide evidence-based insights in providing solutions of the effectiveness of digital applications (jandoo, 2020). villanueva et al. (2017) also argued the lack of evidence that has rigorously assessed the impact of mobile health and telemedicine. 44 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 41-47 discussion during this pandemic, some prevailing questions remain such as how to use the advanced technologies to give the children and adolescents the right protection including regular sleep? how can health experts, educators on school health, and researchers give better and timely health communication (zhang, gui, xu, zhu, zhai, ge & xu, 2020) to alleviate the effects of covid-19 on the psycho-social and physical health of children and adolescents? to mitigate the sleep deprivation and psychosocial stress among children and adolescents, the utilization of smartphone sleep applications may be useful to keep track of their sleeping patterns and put off the use of their phones in scheduled time arrangements. children and young adults can train and exercise their brain to sleep at a regular circadian rhythm and thereby avoid sleeping quandaries due to the perplexing situations that can be experienced during this covid-19 period. the children need adult supervision to monitor the progress of their sleeping patterns since this may also affect their psychosocial health. since some children have bedtime resistance, the solution is also on behavioral changes, so there are opportunities in the use of sleep technology as behavioral intervention. however, the use of sleep apps available in the market need health certificate compliance (choi et al., 2018), so caution should be in mind when using smartphone sleep apps. health experts, educators on school health, and health researchers can provide better and timely health communication to the stakeholders and guardians of children by strengthening collaboration and exchange of best practices on health interventions. they can share data, knowledge, and scientific information to update the stakeholders with evidence-based sleep hygiene and health hygiene practices. their efforts will help the children and adolescents to manage the impacts of covid-19 to their mental and physical well-being. the health practitioners and health researchers can make use of sleep technology paired with online mental health counseling (liu et al, 2020) and teleconferencing to give guidance to parents and stakeholders to mitigate the psychosocial stress of the children. recent studies also found that healthcare workers, health practitioners, and health services belong to the most trusted sources (khosravi, 2020; siegrist & zingg, 2014; van der weerd, timmermans, beaujean, oudhoff, & van steenbergen, 2011) in information dissemination. thus, health experts should serve to communicate relevant health information, model a recommended and hygienic behavior, and create a transparent information strategy (siegrist & zingg, 2014). conclusion studies examined and concluded that smartphone technologies can engender poor sleep quality and other negative behaviors due to sleep deprivation that affect the overall health performance among children and adolescents. while many authors have unity in the negative effects of smartphones to sleep quality, recent body of literature points out the insufficient evidence on the impact of smartphone technology to health outcomes (sleep hygiene and mental health) of children and adolescents during covid-19 period. https://jse.rezkimedia.org/index.php/jse/index toquero – smartphone sleep technology: health apps during covid-19 … 45 based on the narrative review of existing and current literature, the cross-examination offers the following conclusions: a. existing studies have shown the detrimental effects of smartphone applications to sleep quality. however, the use of smartphone sleep applications may present scientific opportunities to offer children with a form of psychosocial and physical support to lessen the psychosocial stress, sleep deprivations, and emotional toils that children can experience due to the heightening global health emergency. b. the collaboration and communication among practitioners can serve as model for the stakeholders to exhibit hygiene practices. however, health researchers, medical practitioners, and health educators need to conduct assessments to evaluate the effectiveness of digital applications as health interventions during this time when children tend to be most vulnerable. c. there is insufficient evidence-based assessments done on the effectiveness of smartphone sleep apps as interventions for health practices (sleep tracking devices for sleep hygiene and better psychosocial outcomes). d. likewise, there is a need for digital health interventions that is grounded on scientific evidence to help children deal with the anxiety that they are experiencing during this pandemic. the effectiveness of sleep technology for the children and adolescents should also be assessed by health researchers and experts. future directions future research should be done on the use of sleeping technology for the capability for behavior change during covid-19 (mbae, 2020) among children and young adults. researchers can delve with how these sleeping technologies along with mental health counseling and mental health teleconferencing can help children and adolescents deal with insomnia problems and psychosocial stress (xiang et al, 2020) amid a health emergency. there are several key priorities for health services and health practitioners to evaluate the role of digital technologies for prospective challenges and promising opportunities (bhugra et al, 2017), and the use of smartphone or mobile apps for health outcomes is still a prevailing scientific investigation to date. references aledavood, t, torous j, hoyos, amt, naslund, j., onnela, j., keshavan,m. 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(2020). response to children’s physical and mental needs during the covid-19 outbreak. world journal of pediatrics, 16, 278-279. https://doi.org/10.1007/s12519-020-00365-1 http://asianjde.org/ojs/index.php/asianjde/article/view/463 https://doi.org/10.46661/ijeri.5113 http://dx.doi.org/10.447/remie.2020.5877 https://doi.org/10.1002/hbe2.214 https://doi.org/10.48009/4_iis_2019_75-89 https://doi.org/10.1186/1471-2458-11-575 https://doi.org/10.1016/s2215-0366(20)30046-8 https://doi.org/10.1007/s12519-020-00365-1 ieee paper template in a4 (v1) 32 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 1, 2020, 32-40 doi: 10.56003/jse.v1i1.11 issn: 2745-5351 survei tingkat kejenuhan siswa smk belajar di rumah pada mata pelajaran produk kreatif dan kewirausahaan selama masa pandemi covid-19 desy rinawati1 & eka kurnia darisman2 1smkn 1 dringu, jl. raya dringu no 81, kabupaten probolinggo, propinsi jawa timur, indonesia. 2 universitas pgri adi buana surabaya, jl. dukuh menanggal xii, surabaya, propinsi jawa timur, indonesia. e-mail: 1desy.rinawati1989@gmail.com, 2ekakurniadarisman@unipasby.ac.id received: 18 august 2020 accepted: 20 september 2020 published: 23 september 2020 abstract: burnout is a psychological syndrome which has the main characteristics of emotional exhaustion, depersonalization, and decreased achievement. this state of fatigue can arise when they have little free time to live their life. in the end, those concerned will feel bad feelings that are increasingly stressed when faced again with the same activity continuously. learning at home emerged after the government officially announced that all levels of education units were urged to work and study from home in order to cut the spread of covid 19. learning creative products and handicrafts subject at smkn 1 dringu, which is usually done in person, is now required to be done online. this is thought to trigger student burnout. this study uses a questionnaire as the main instrument of data collection. the questionnaire used was a closed questionnaire and distributed to xii grade students of smkn 1 dringu. from the collected questionnaires, it was obtained that 45% of students experienced symptoms of low-level burnout and 55% experienced symptoms of moderate-level burnout. burnout can be overcome in 5 ways, namely increasing selfawareness, balancing rest and activity time, choosing activities according to plan, seeking support from the immediate environment, and practicing mental exercise techniques. keywords: burnout; smk students; study from home.. abstrak: kejenuhan merupakan sindrom psikologis yang memiliki ciri utama berupa kelelahan emosi, depersonalisasi, dan penurunan prestasi. kondisi kelelahan ini dapat muncul ketika mereka memiliki sedikit waktu luang untuk hidup mereka. ujung-ujungnya, mereka yang bersangkutan akan merasakan perasaan tidak enak yang semakin stres ketika dihadapkan kembali dengan aktivitas yang sama secara terus menerus. belajar di rumah muncul setelah pemerintah secara resmi mengumumkan seluruh tingkat satuan pendidikan dihimbau untuk bekerja maupun belajar dari rumah demi memutus persebaran covid-19. pembelajaran produk kreatif dan prakarya di smkn 1 dringu yang biasanya dilakukan secara langsung kini diharuskan untuk dilakukan dalam jaringan (daring). hal tersebut diduga memicu kejenuhan siswa. penelitian ini menggunakan kuesioner sebagai instrumen utama pengumpulan data. angket yang digunakan adalah angket tertutup dan dibagikan kepada siswa smkn 1 dringu kelas xii. dari kuesioner yang terkumpul diperoleh data sebanyak 45% siswa mengalami gejala kejenuhan level rendah dan 55% mengalami gejala kejenuhuan tingkat sedang. kejenuhan dapat diatasi dengan 5 cara yaitu meningkatkan kesadaran diri, menyeimbangkan waktu istirahat dan aktivitas, memilih aktivitas yang sesuai dengan rencana, mencari dukungan dari lingkungan terdekat, dan mempraktikkan teknik latihan mental. kata kunci: kejenuhan; siswa smk; belajar dari rumah. how to cite: rinawati, d. & darisman, e.k. (2020). survei tingkat kejenuhan siswa smk belajar di rumah pada mata pelajaran produk kreatif dan kewirausahaan selama masa pandemi covid-19. journal of science and education (jse), 1(1): 32-40. https://doi.org/10.56003/jse.v1i1.11 pendahuluan berbicara tentang kelelahan, siapapun orangnya pasti pernah merasakan lelah, tidak hanya fisik namun juga secara mental. hal itu bisa terjadi ketika melakukan suatu aktivitas yang menjadi rutinitasnya. misalnya, https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i1.11 https://portal.issn.org/resource/issn/2745-5351 mailto:1desy.rinawati1989@gmail.com mailto:2ekakurniadarisman@unipasby.ac.id https://doi.org/10.56003/jse.v1i1.11 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i1.9&domain=pdf&date_stamp=2022-04-30 rinawati & darisman – survei tingkat kejenuhan siswa smk … 33 seorang pedagang kue yang setiap hari harus mempersiapkan dagangannya dengan bangun tiap malam untuk mengolah bahan hingga menjadi kue yang siap untuk dipasarkan atau mungkin seorang siswa yang menjalani rutinitas belajar dan sekolah bahkan beberapa siswa menambah dengan jadwal les di luar jadwal sekolah atau kegiatan ekstrakurikuler lainnya. pada awalnya mungkin mereka merasa senang melaksanakan aktivitas tersebut yang dilakukan secara berulang, lalu kemudian pada suatu hari kesenangan yang sebelumnya dirasakan itu tiba-tiba menghilang. sudah tak lagi merasakan kesenangan seperti ketika awal mereka beraktivitas. kejenuhan didefinisikan sebagai suatu kondisi psikologis yang ditandai dengan kelelahan ekstrim akibat tuntutan yang terlalu banyak dan berlebihan. kelelahan tersebut berupa kelelahan fisik, emosional, dan psikologis yang kemudian termanifestasikan dalam bentuk perilaku yang tidak produktif, bahkan menarik diri dari aktivitas-aktivitas sebelumnya (said & jannah, 2018). definisi lain dari kejenuhan adalah sindrom psikologis yang memiliki karakteristik utama berupa kelelahan emosional, depersonalisasi, dan terjadinya penurunan prestasi (tenenbaum & eklund, 2007). pada individu, kondisi kejenuhan ini dapat muncul ketika mereka memiliki hanya sedikit waktu luang untuk kehidupan pribadinya. tangkudung & mylsidayu (2017) memberikan gambaran kejenuhan sebagai sebuah sikap menarik diri secara fisik, emosional, dan psikologis dari aktivitas-aktivitas yang sebelumnya menyenangkan bagi individu dikarenakan stres kronis yang dirasakan oleh individu tersebut. salah satu dampak dari stres dalam waktu begitu lama adalah dapat merusak dan menganggu performa individu. dampak negatifnya adalah munculnya kelelahan ekstrim pada individu tersebut, sehingga membuat individu menilai aktivitas yang menjadi stresornya tersebut menjadi sesuatu hal yang tidak menyenangkan. gould & weinberg (2007) menjelaskan bahwa kejenuhan adalah sikap menarik diri secara fisik, emosional, dan sosial dari aktivitas-aktivitas yang menyenangkan. sikap menarik diri ini tentu berakibat negatif terhadap penurunan produktivitas individu. kini, sindrom kejenuhan ini telah meluas dan diteliti di berbagai tempat. kejenuhan terkait dengan konsekuensi negatif yang dialami oleh individu yang bersangkutan seperti menurunnya kinerja, motivasi yang rendah, gangguan kesehatan, disfungsi kepribadian, insomnia, peningkatan penggunaan alkohol dan obat-obatan, hingga permasalahan dalam keluarga (tenenbaum & eklund, 2007). stress yang terus-menerus tanpa diikuti adanya penanganan yang baik, maka akan menimbulkan individu yang bersangkutan kehilangan minat terhadap aktivitas yang sedang dikerjakan. kelelahan secara fisik dan mental serta pikiranpikiran yang mempertanyakan lagi kemampuan diri dan nilai aktivitas tersebut bagi dirinya akan muncul. pada akhirnya, individu yang bersangkutan akan merasakan perasaan yang tidak menyenangkan dan semakin stress ketika dihadapkan lagi pada aktivitas yang sama secara terus-menerus. gould & weinberg (2007), dari penelitiannya menunjukkan bahwa kejenuhan telah didefinisikan dalam beberapa cara, umumnya dapat dilihat sebagai penarikan fisik, sosial, dan emosional dari aktivitas yang sebelumnya menyenangkan sebagai akibat dari stres kronis dan masalah motivasi yang biasanya ditandai dengan perasaan kelelahan emosional, penurunan prestasi, dan depersonalisasi. bagaimana kita dapat mengenali gejala-gejala kejenuhan itu? berikut ini beberapa gejala yang dapat kita kenali dirangkum dari 34 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 32-40 beberapa sumber. pertama, gejala utama kejenuhan adalah kelelahan yang ekstrim. mengapa disebut ekstrim? hal ini dikarenakan individu yang mengalami mudah sekali merasakan lelah, dan kelelahan ini dirasa sangat sulit untuk diatasi. bahkan, seringkali muncul situasi individu yang bersangkutan merasakan kesulitan tidur, yang mengakibatkan jam istirahatnya berkurang. individu akan merasakan kekurangan energi untuk melakukan aktivitas, bahkan jika berada pada titik ekstrim, untuk melakukan kegiatan sehari-hari seperti menyapu, mandi, berangkat sekolah, les, mengerjakan tugas, dan lain sebagainya sudah merasa tak mampu lagi. disini individu tidak hanya merasakan kelelahan fisik, tetapi juga mentalnya. individu tersebut akan lebih mudah merasakan emosi yang meledak-ledak. kemudian juga ditunjukkan dengan hilangnya minat terhadap aktivitas yang dulunya dirasa menyenangkan. menurunnya rasa percara pada orang lain, hingga muncul gejala dari depresi. gejala kedua adalah individu merasa bahwa dia melakukan sesuatu dengan terpaksa. hal itulah yang menyebabkan kurang merasa bahagia ketika melaksanakan aktivitas tersebut. jika kondisi atau situasi yang melatarbelakangi alasannya untuk melakukan aktivitas tersebut tidak cukup kuat, amaka dampaknya adalah orang tersebut akan berhenti melakukannya sama sekali. individu tersbeut seakan-akan merasa kehilangan jati dirinya, hal inilah yang biasa kita kenal dengan istilah depersonalisasi. akibat dari gejala ini adalah adanya perubahan pada persepsi individu terhadap aktivitas yang dulu dirasa sangat menyenangkan (winarno, 2020). ketiga, munculnya penilaian yang negatif pada kemampuan diri sendiri. individu menilai bahwa dirinya kurang atau bahkan tidak mampu dalam menyelesaikan tugas dan aktivitas dengan baik. kondisi ini membuat individu akan mengalami penurunan motivasi dan menjadi pesimis terhadap masa depannya. akibatnya adalah individu menjadi acuh tak acuh terhadap performa atau mengkritisi diri sendiri hingga nantinya akan menunjukkan gejala depresi. gejala berikutnya yang dapat muncul adalah individu berusaha menarik diri dari aktivitas yang biasanya dia lakukan. hal ini dikarenakan menurunnya aktivitas dan persepsi terhadap kemampuannya sendiri. sikap menarik diri ini bisa terjadi karena individu tidak lagi memiliki minat yang sama besarnya dengan apa yang dilakukannya di awal. karena persepsi individu terhadap aktivitas telah berubah, maka secara otomatis minat individupun akan berkurang. produktivitas yang menurun menjadi gejala kejenuhan terakhir yang muncul. performa individu yang menurun dan disebabkan oleh perubahan persepsi individu terhadap aktivitas menjadi penyebab utama menurunnya tingkat produktivitas dari individu (li et al., 2019). bagi individu, menjauh dari aktivitas yang dalam hal ini adalah belajar dirumah akan membuatnya menjadi merasa senang dan tenang. tidak akan menjadi masalah jika aktivitas tersebut tidak berdampak apaapa terhadap individu. namun sayangnya, aktivitas belajar di rumah adalah aktivitas yang penting bagi perkembangan dan kehidupan individu dan berhubungan dengan apa yang akan diraih dimasa yang akan datang. sindrom kejenuhan ini telah tersebar luas dan diteliti di berbagai tempat. kejenuhan dikaitkan dengan konsekuensi negatif yang dialami individu yang bersangkutan seperti penurunan kinerja, motivasi https://jse.rezkimedia.org/index.php/jse/index rinawati & darisman – survei tingkat kejenuhan siswa smk … 35 rendah, gangguan kesehatan, disfungsi kepribadian, insomnia, peningkatan penggunaan alkohol dan obatobatan, hingga masalah dalam keluarga (tenenbaum & eklund, 2007). stres yang terus menerus tanpa diikuti dengan penanganan yang baik akan menyebabkan individu yang bersangkutan kehilangan minat terhadap aktivitas yang dilakukan. kelelahan fisik dan mental serta pikiran yang mempertanyakan kemampuan diri dan nilai aktivitas baginya akan muncul (moen et al., 2019). pada akhirnya individu yang bersangkutan akan merasakan perasaan tidak menyenangkan dan semakin stres ketika dihadapkan kembali dengan aktivitas yang sama secara terus menerus. mata pelajaran produk kreatif dan kewirausahaan ini diantaranya mempelajari tentang bagaimana memulai sebuah usaha. salah satunya adalah dengan menganalisis peluang usaha dengan analisis swot (strength, weakness, opportunity, threat) (fauzia et al., 2017). memahami peluang usaha menggunakan analisis swot menjadi penting untuk dibahas secara langsung dengan siswa karena guru memerlukan diskusi secara langsung dengan siswa smk terkait hal tersebut. hal inilah yang dirasa kurang ketika belajar di rumah diberlakukan. belajar di rumah muncul setelah pemerintah secara resmi mengumumkan seluruh tingkat satuan pendidikan “dirumahkan” demi memutus persebaran covid-19 dan akan menggantinya dengan kegiatan belajar di rumah. tidak berlebihan jika kita melihat bagaimana persebaran covid-19 di seluruh negara-negara dunia ini begitu cepat meluas. bahkan jumlah kasus positif per harinya muncul dengan angka yang sangat besar, ratusan hingga ribuan kasus per harinya. covid-19 yang muncul dan mewabah di indonesia menimbulkan situasi yang sangat tidak diharapkan. hal ini akhirnya menimbulkan pandemi, tidak hanya di indonesia, tetapi hampir seluruh negara di dunia mengalaminya. berbicara tentang mengapa covid-19 terbilang sangat berbahaya, dikutip dari (who, 2020) bahwa covid-19 ini penyakit menular yang disebabkan oleh corona virus jenis baru. ini merupakan jenis virus baru dan sebelumnya tidak dikenal sebelum terjadi wabah di wuhan, desember 2019 yang lalu. penyakit ini menyebabkan infeksi saluran nafas pada manusia mulai dari batuk pilek hingga yang lebih serius seperti middle east respiratory syndrome (mers) dan severe acute respiratory syndrome (sars) (who, 2020). penyebaran penyakit ini tergolong cepat dan mulai bermutasi dengan orang tanpa gejala. terkait hal tersebut, akhirnya pemerintah indonesia mengeluarkan kebijakan bagi semua tingkat satuan pendidikan untuk melakukan kegiatan pembelajaran dirumah saja atau yang kita kenal dengan istilah belajar dirumah atau study from home (sfh). berdasarkan data yang dikutip dari liputan 6.com (2020) hasil survei menyatakan 99% anak menganggap bahwa gerakan di rumah aja adalah hal yang sangat penting, lenny & rosalin deputi menteri pppa bidang tumbuh kembang anak dalam konferensi pers, sabtu (11/4/2020). belajar di rumah pun menjadi solusi ditengah situasi pandemi yang kita tak tahu kapan akan berakhir, maka siswa smk pun termasuk yang diharuskan melakukan belajar di rumah ini. sejak maret 2020, atau lebih tepatnya sejak kasus covid-19 pertama kali muncul, kemudian pemerintah mengambil kebijakan belajar dari rumah, termasuk siswa smkn 1 dringu. siswa diberikan materi produk 36 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 32-40 kreatif dan kewirausahaan secara daring tiap minggunya sesuai dengan jadwal pembelajaran seperti biasanya. tak ada yang berubah baik dari materi maupun jumlah pertemuan, hanya saja pertemuannya dilakukan secara daring. dengan tidak adanya kepastian kapan masa pandemi ini berakhir, berpeluang memicu kejenuhan bagi para siswa yang melakukan belajar di rumah. kejenuhan yang muncul dapat berakibat siswa merasa tidak butuh lagi atau bahkan enggan untuk melanjutkan perkuliahan dengan cara seperti ini (daring). dari hasil interview acak secara sederhana terkait perasaan para siswa smk di smkn 1 dringu yang menjalani pembelajaran secara daring ini memunculkan beberapa gejala yang mengarah pada kejenuhan. mereka merasa lelah secara fisik dan mental, kemudian merasa produktivitasnya menurun. hal ini terbukti dari bagaimana cara mereka menyelesaikan tugas sekolah yang diberikan dengan sistem daring seperti ini. oleh karena itu peneliti mencoba menelusuri dan memperdalam kejenuhan seperti yang diceritakan siswa. metode penelitian ini termasuk dalam penelitian deskriptif. maksum (2018) menjelaskan bahwa penelitian deskriptif adalah penelitian yang dilakukan untuk mengetahui nilai suatu variabel independen, baik satu variabel maupun lebih tanpa melakukan perbandingan atau menghubungkan dengan variabel lain. sampel dalam penelitian ini adalah siswa smkn 1 dringu kelas xi, baik dari jurusan aphpi, apat, dan tkji, yang berjumlah 40 siswa. penelitian in menggunakan kuesioner sebagai instrumen utama pengumpulan data. angket adalah sebuah teknik pengumpulan data yang dilakukan dengan cara memberikan serangkaian pertanyaan atau pernyataan tertulis kepada responden untuk dijawab. kuesioner yang digunakan adalah kuesioner tertutup, sugiyono (2017) menjelaskan bahwa kuesioner tertutup merupakan kuesioner yang diberikan pertanyaan serta jawaban yang dapat dipilih dan dianggap benar oleh sampel penelitian atau responden. dengan menggunakan kuesioner, peneliti dapat menghemat waktu, menghemat biaya, dan menghemat tenaga. oleh karena itu, kuesioner dianggap sebagai salah satu alat ukur yang paling efektif digunakan untuk mengetahui tingkat kejenuhan siswa smk di masa pandemi kali ini. kuisioner dari penelitian ini menggunakan kuisioner burnout dari fatigue et al., (2013). dan berikut ini adalah kisi-kisi dari kuesioner kejenuhan yang dibagikan kepada responden. tabel 1. kisi-kisi angket kejenuhan variabel aspek indikator nomor total kejenuhan internal bosan 1,4,6 3 tidak tertarik 2,7,8 3 lelah 11,13,15 3 gelisah 17,19,20 3 eksternal materi urang bervariasi 3,5,9,10 4 materi sulit dimengerti 12,14,16 3 kurang istirahat 18,24,25 3 kurangnya dukungan dari orang sekitar 21,22,23 3 25 https://jse.rezkimedia.org/index.php/jse/index rinawati & darisman – survei tingkat kejenuhan siswa smk … 37 setelah data terkumpul, selanjutnya dihitung dan dianalisis hingga muncul apakah para siswa smk sudah merasa jenuh selama proses belajar dirumah secara daring ini. analisis data dalam penelitian kuantitatif merupakan kegiatan setelah terkumpulnya data dari semua responden atau sumber data lainnya. teknik analisis data dalam penelitian kuantitatif menggunakan statistik (maksum, 2018). untuk mengetahui tingkat kejenuhan belajar dengan instrumen skala, penentuan kategori kecenderungan masing-masing variabel didasarkan pada norma atau kondisi kategori. berikut ini adalah tingkatan skala likert yang digunakan dalam penelitian ini. tabel 2. skala likert skor pilihan 1 sangat tidak setuju (sts) 2 tidak setuju (ts) 3 cukup setuju (cs) 4 setuju (s) 5 sangat setuju (ss) kemudian kategori disusun dan dianalisis secara deskriptif kuantitatif. tahapan perhitungan sebelum kategorisasi menurut (sugiyono, 2017) adalah sebagai berikut. 1. tentukan skor tertinggi dan terendah skor tertinggi = 4 x jumlah item skor terendah = 1 x jumlah item 2. menghitung mean (m) m = ½ (nilai tertinggi + nilai terendah) 3. menghitung standart of deviation (sd) sd = 1/6 (skor tertinggi skor terendah) kemudian kategori kejenuhan disusun dan dianalisis secara deskriptif kuantitatif. langkah-langkah persiapannya adalah sebagai berikut 1) menentukan skor tertinggi dan terendah skala burnout pembelajaran berisi 28 pernyataan yang masing masing memiliki skor maksimal 5 dan skor minimal 1, sehingga skor total maksimal 28 x 5 = 140, dan skor minimal adalah 28 x 1 = 28 2) tentukan skor rata-rata ideal ½ (skor tertinggi + skor terendah ½ (140 + 28) = 84 3) hitung deviasi standar (sd) 1/6 (skor tertinggi skor terendah) 1/6 (140-28) = 19 selanjutnya skor kejenuhan atlet pemula dapat dikategorikan menurut kurva normal menjadi tiga kelompok dengan interval pada tabel berikut. 38 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 32-40 tabel 3. kategori tingkat kejenuhan kategori interval skor interval rendah x < (m – 1 sd) <65 sedang (m – 1 sd) ≤ x ≤ (m + 1 sd) 65 – 103 tinggi x > (m + 1 sd) >103 hasil dan pembahasan dari angket yang telah dikumpulkan, diperoleh data 40 siswa smk yang tingkat kejenuhannya berada pada kategori rendah sebanyak 18 siswa dan 22 siswa mengalami kejenuhan dengan kategori sedang. atau jika persentase sebesar 45% mengalami tingkat kejenuhan rendah dan 55% mengalami gejala tingkat kejenuhan dengan kategori sedang. hasil data dari kuisioner disebarkan seperti yang ditunjukkan pada gambar 1 berikut. gambar 1. grafik tngkat kejenuhan siswa smk (%) dari gambar 1 dapat dianalisis dan diasumsikan bahwa lebih dari setengah jumlah responden pada siswa smkn 1 dringu kelas xii merasa bosan dan berada pada pada kategori sedang. namun demikian, kejenuhan yang dialami masih tergolong dapat diatasi, hal ini terbukti dari jumlah responden yang mengalami gejala kejenuhan dengan kategori rendah tidak jauh berbeda dengan responden yang mengalami kejenuhan pada kategori sedang. kondisi tersebut secara perlahan jika tidak segera diantisipasi akan mengganggu proses pembelajaran terutama pada mata pelajaran produk kreatif dan prakarya. penjelasan paling sederhana untuk siswa mengapa mereka mengalaminya adalah hal tersebut sebagai bentuk respon psikologis yang tidak tepat terhadap kondisi yang sedang dialami. dengan kata lain, kejenuhan mungkin terjadi akibat belum siapnya mereka menjalani proses pembelajaran yang seharusnya dilakukan secara langsung namun diganti dengan pembelajaran daring. mengutip dari said & jannah (2018) hal yang paling mengkhawatirkan jika seseorang mengalami kejenuhan adalah produktivitasnya akan menurun. ini juga yang akan terjadi pada siswa smkn 1 dringu. ketika merasa jenuh, produktivitas dalam hal ini terkait dengan kemajuan dan prestasi akademik akan menurun. tidak menutup kemungkinan jika nantinya siswa smk akan merasa terpaksa melakukan pembelajaran dengan cara belajar di rumah seperti ini meskipun telah diberikan materi yang menarik dan https://jse.rezkimedia.org/index.php/jse/index rinawati & darisman – survei tingkat kejenuhan siswa smk … 39 menyenangkan. dalam situasi pandemi covid 19 ini, memaksa semua harus dilakukan dari rumah yang dapat menjadi penyebab utama munculnya kejenuhan. tangkudung & mylsidayu (2017) menjelaskan bahwa kejenuhan dapat diatasi dengan 5 cara yakni meningkatkan self awareness, menyeimbangkan jam istirahat dan beraktivitas, memilih aktivitas yang sesuai dengan rencana, mecari dukungan dari lingkungan terdekat, dan mempraktikkan teknik-teknik latihan mental. relaksasi bagi siswa smk dan beberapa teknik mengelola stress juga bisa dilakukan sebagai cara untuk membantu meminimalisir kejenuhan (said & jannah, 2018). kesimpulan stres yang terus menumpuk tanpa diikuti dengan penanganan yang baik, akan mengarah ke titik dimana siswa akan kehilangan minat pada aktivitas belajar, termasuk kemungkinan mengalami kelelahan fisik dan mental serta pikiran yang mempertanyakan kemampuan diri sendiri. dan nilai aktivitas baginya. dengan data 45% siswa mengalami tingkat kejenuhan kategori rendah dan 55% siswa mengalami gejala kejenuhan dengan kategori sedang, ini menjadi sinyal penting bagi guru untuk segera mencari solusi tingkat kejenuhan yang perlahan dirasakan oleh siswa tersebut. gejala kejenuhan yang dirasakan siswa saat dihadapkan pada aktivitas pembelajaran daring secara terus menerus dapat menimbulkan perasaan negatif. perasaan negatif yang akan memperburuk persepsi diri terhadap aktivitas yang diikuti, kemudian dapat menyebabkan siswa perlahan menarik diri dari segala aktivitas yang dilakukannya atau dengan kata lain malas. hasil penelitian ini dapat bermanfaat bagi para guru dan siswa terkait dengan kondisi belajar di rumah secara daring agar dapat secepatnya mencari solusi atas gejala yang muncul. referensi fatigue, a., questionnaire, a. f., fatigue, a., syndrome, c. s., & wilson, j. l. (2013). burnout questionnaire. public welfare, 24–25. fauzia, e., sulistyawati, y., wahyusari, d., & khusnah, n. (2017). modul produk kreatif dan kewirausahaan smk kelas xi. 5. gould, d., & weinberg, r. (2007). foundation of sports and exercise psychology (4th edition). champaign il, human kinetics. li, c., zhu, y., zhang, m., gustafsson, h., & chen, t. (2019). mindfulness and athlete burnout: a systematic review and meta-analysis. international journal of environmental research and public health, 16(3). https://doi.org/10.3390/ijerph16030449 liputan 6.com. (2020). pendidikan di masa pandemi covid 19. maksum, a. (2018). statistik dalam olahraga. unesa university press. moen, f., hrozanova, m., stiles, t. c., & stenseng, f. (2019). burnout and perceived performance among junior athletes—associations with affective and cognitive components of stress. sports, 7(7), 171. https://doi.org/10.3390/sports7070171 said, h., & jannah, m. (2018). penentu kemenangan, problematika dan solusi mental dalam olahraga. unesa university press. https://doi.org/10.3390/ijerph16030449 https://doi.org/10.3390/sports7070171 40 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 32-40 sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. alfabeta. tangkudung, j., & mylsidayu, a. (2017). mental training, aspek-aspek psikologi dalam olahraga. penerbit cakrawala cendekia. tenenbaum, g., & eklund, r. c. (2007). handbook of sport psychology, third edition. new jersey. jhon wiley & son, inc. who (world health organisation). (2020). pertanyaan dan jawaban terkait corona virus. webpages. https://www.who.int/indonesia/news/novel-coronavirus/qa-for-public winarno, m.e. (2020). disrupsi strategi pembelajaran olahraga. tulungagung: akademia pustaka. https://jse.rezkimedia.org/index.php/jse/index ieee paper template in a4 (v1) 69 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 69-75 doi: 10.56003/jse.v3i2.160 issn: 2745-5351 implementation of physical education with blended learning based on teacher readiness in indonesia: systematic review cahyo nugroho sigit1, muhammad aliffajaruddin alfani2, wasis djoko dwiyogo3 1,2,3 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: cahyo.nugroho903@gmail.com received: 28 september 2022 accepted: 24 november 2022 published: 10 december 2022 abstract: this conceptual article is an overview of the implementation of the blended learning model for physical education learning in the modern era, especially in indonesia. the data obtained in this conceptual article is secondary data using the google schoolar database using a systematic review approach with prisma (preferred reporting items for literature reviews) analysis. based on the results of the conclusions related to the systematic review that has been carried out, it can be concluded that the synergy between teacher readiness in mastering technology, the role of government through constructive programs, and high student literacy awareness. the combination of fulfilling these roles creates a good combination in the application of blended learning to physical education learning in this modern era. keywords: blended learning; physical education; teacher readiness. how to cite: sigit, c. n., alfami, m. a., & dwiyogo, w. d. (2022). implementation of physical education with blended learning based on teacher readiness in indonesia: systematic review. journal of science and education (jse), 3(2): 69-75. https://doi.org/10.56003/jse.v3i2.160 introduction education must continue to be present and side by side with the existence of technology that continues to develop, therefore teachers are required to improve competence in the field of learning and especially regarding the latest technological media (warsita, 2017). one of the internet-based learning models as access to learning resources is blended learning. blended learning was popularized since the 1990s and continues to grow today. blended learning in its application is to bring students closer to their learning resources (dwiyogo, 2016). blended learning is believed to be a flexible learning model that relies on the digital fluency of academics (mirriahi et al., 2015). then blended learning emphasizes teachers to provide the appropriate proportion of learning, both online and offline in accordance with student learning load for the success of learning objectives. in this context, the application of the blended learning model provides easy access to information to teachers and students (victoria et al., 2021). the education in the modern era regarding the mastery of technology in education, is a requirement for the implementation of good, blended learning-based learning (dwiyogo, 2016). fother actors supporting learning must also be considered and supported by the government, one of which is facilities and infrastructure. the important obstacles in the implementation of blended learning include poor signal quality in remote areas (nurjanah, 2014). this is evidenced from the perception of teachers, where the implementation of blended learning is still hampered by the quality of learning support networks (akmalia et al., 2021). then according to students' perceptions of online or online learning, which is considered effective https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.160 https://portal.issn.org/resource/issn/2745-5351 mailto:cahyo.nugroho903@gmail.com https://doi.org/10.56003/jse.v3i2.160 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.160&domain=pdf&date_stamp=2022-12-10 70 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 69-75 but, in its implementation, students are burdened with the cost of buying data packages in the implementation of the learning (martina et al., 2021). in this context, teachers and students agree that blended learning can be used as a learning approach that overrides distance, time and place (wulantina & maskar, 2019). however, its implementation is still hampered by the availability of network quality and data packet costs. physical education at this time is predicted to be carried out in a mixed or blended learning manner. judging from the implementation of blended learning during the pandemic, especially in the implementation of face-to-face learning, the percentage of learning implementation is 50% face-to-face and 50% in the network, 75% face-to-face and 25% in the network, and 25% face-to-face and 75% in the network (victorian et al., 2021). then the implementation is carried out with the help of a learning management system (lms) in the form of google classroom, edmodo, and moodle. physical education its application focuses on cognitive, affective and psychomotor aspects. due to the scope of this complex aspect, it is a challenge for teachers and students to carry out blended learning. the purpose of writing this systematic review is to examine the readiness of teachers for the implementation of physical education learning with blended learning, especially in indonesia through the findings in the review. the database used is google schoolar with a search using the keywords "survey" and "blended learning" and "physical education" and "indonesia". this keyword gives rise to 915 data that will later be sorted and presented with a prism table. method the data used is sequential data obtained by collecting articles based on database google scholar. the search was carried out on tuesday, 22 july 2022 with keywords used are "survey" and "blended learning" and "physical education" and "indonesia". the inclusion criteria for the articles collected are: 1). fulltext article, 2). the range of publication of articles in 2018-2022, 3). indexed science and technology (sinta) 4). according to the theme or title 5). survey research. as for the exclusion criterion 1). articles stored in the repository, 2). inaccessible, 3). articles published in proceedings, and 4). e-books. based on these inclusion and exclusion criteria, selected articles are produced and then analyzed through the objectives, topic suitability, samples, research protocols, and results of each article. based on 6 articles that discuss the implementation of physical education learning using blended learing with the subject, namely physical education teachers. with the research method taken is survey research. based on the findings of the article shown in figure 1 as follows: https://jse.rezkimedia.org/index.php/jse/index sigit, alfani, & dwiyogo – implementation of physical education with blended learning … 71 articles worthy of review (n = 6) sinta indexed articles (n =32) literature obtained from the google scholar database (n = 733) featured articles contain fulltext, proceedings, and duplicate articles (n = 364) id e n t if ic a t io n s c r e e n in g article excluded from: 1. duplicate (10) 2. proceeding (22) 3. not indexed by sinta (332) a p p r o p r ia t e n e s s in c l u s io n figure 1. prisma flowchart chart results and discussion in detail the results of article filtering obtained with inclusion criteria as in the prisma flowchart above, as for the corresponding article search results as displayed in table.1 as follows: table 1. data on the readiness and implementation of physical education with blended learning no name & year method sample variable result 1 (anggita et al., 2020) survey 30 teachers understanding, creativity of student activity ease of application ↑, comprehension ↑, creativity ↑ 2 (wicaksono & utama, 2022) survey 70 teachers use of learning media by pjok teachers in blended learning pemanfaatan media berbasis information and communication technology ↑ 3 (rozak et al., 2022) survey 23 teachers efficiency, and perception of teachers functionally and structurally understanding and delivery of material by teachers ↓ 4 (wijaya et al., 2021) survey 14 teachers motivation teacher motivation in teaching ↔ 5 (haryanto et al., 2022) survey 28 teachers knowledge of blended learning implementation teacher's understanding of the implementation of blended learning↓ 6 (jaya et al., 2021) survey 19 teachers mastery of the material, attitudes, methods, creativity planning, execution, and evaluation ↔ description: ↑ increase symbol, drop symbol↓, and sufficient or medium ↔ 72 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 69-75 based on the search related to teacher perceptions of blended learning in physical education learning, teacher readiness for the implementation of physical learning at the junior high school / mts level in functional aspects including clarity of material delivery, and ease of learning is in the low category. then for structural aspects based on time management is in the moderate category (rozak et al., 2022). other findings in the survey study involving 19 physical education teachers concluded that the implementation of learning was in the moderate category, as for the problems found, including thatphysical education teachers had not mastered competencies. thus causing the physical education learning process to not be able to run optimally (jaya et al., 2021). in other articles, it is related to the teacher's experience in physical education learning through aspects of understanding, characteristics and implementation of blended learning is in the high category (haryanto et al., 2022). the application of blended learning requires teachers to use information and communication technology media using media in the form of google classrooms and whatsapp groups in the good category (wicaksono & main, 2022). on the variable of teacher motivation towards learning with blended learning in physical education is in the category of sufficient (wijaya et al., 2021). the application of blended learning in indonesia is considered to be able to achieve learning objectives through various aspects such as effectiveness, efficiency, and attractiveness of the entire learning process (masgumelar et al., 2019). then the application of blended learning to good physical education can significantly increase student learning motivation. blended learning in modern times, can be applied to all subjects (prastyo et al., 2020). including physical education, the application of blended learning models to physical education has produced many learning media products that support physical education learning. the application of blended learning models that are right on target and appropriate can increase student learning motivation (rodriquez et al., 2020). however, to achieve the learning objectives that have been designed, in the application of the blended learning model there are several problems such as expensive quotas, signal quality, and other internal factors (prastyo et al., 2020). this problem can be found in various developing countries, so basically the implementation of learning with a blended learning model requires the role of the government or authorized institutions, as well as all academic communities to synergize with each other. the right proportion in the implementation of blended learning according to needs can overcome the swelling of quota costs in the implementation of learning (dewantara & nurgiansah, 2020). the application of blended learning in learning requires the right proportions. these exact proportions, adapted to the learning objectives and the load of tasks on the students . the proportion of blended learning that is often used in physical education is 50% face-to-face and 50% in networking, 75% face-to-face and 25% in networking, and 25% face-to-face and 75% in networking (utomo & wihartanti, 2019). the proportion of learning can also be adjusted to the problems that occur in the community. problems experienced by the academic community related to the implementation of online learning include teachers having difficulty in packaging their learning attractively so that students are interested and easy to understand in understanding https://jse.rezkimedia.org/index.php/jse/index sigit, alfani, & dwiyogo – implementation of physical education with blended learning … 73 learning, while student problems are in the form of lack of interest in learning, difficulty in signals, and also limited quotas (victoria et al., 2021). then the problem of parents is that there is an additional expenditure to buy children's learning equipment in the form of quotas. another problem besides quotas is poor network quality in several regions in indonesia. the problem of the lack of signal quality in each region, in indonesia itself through the ministry of communication and informatics of the republic of indonesia has made efforts to improve network quality in each region, this is evidenced by the increase in base transceiver station (bts) towers in 2003 has been as many as 4,820 towers and continues to grow, until in 2013 it has increased to 69,905 bts throughout indonesia through operators telkomsel. at present indonesia itself, in addition to continuing to increase the number of bts, has planned to carry a 5g network to overcome the problems of poor signal quality in the 3t (outermost, frontier, and disadvantaged) areas. then the infrastructure development that continues to be realized by the indonesian state through government programs that build and are predicted will overcome the problem of poor signal quality in remote areas (rahmawan et al., 2015; andalisto et al., 2022). meanwhile, the inhibiting factors in the learning process according to internal factors are the motivation of students, and external factors in the form of the learning environment, family environment, teacher competence, facilities and infrastructure. therefore the teacher in carrying out learning must also pay attention to the inhibiting factors and strive to deal with them with different approaches . then the difference that occurs markedly where teachers experience a significant decrease in competence towards age addition . however, blended learning approach and balanced with proficiency in the use of technology, teachers get an improvement in the quality of learning with a variety of information through various social media platforms (winarni & lismadiana, 2020; sujarwo & rachman, 2020). the use of technology in the modern era in physical education learning and combined with blended learning models, can increase students' understanding cognitively and psychomotorly (sabillah & nasrulloh, 2022). conclusion problems in the application of blended learning models in this modern era have gradually begun to be resolved with a series of teacher training programs related to the mastery of the latest technology-based learning media in learning, with the aim of attracting students' interest in physical education learning. so that the achievement of learning objectives both in cognitive, affective and psychomotor aspects. meanwhile, it has become the role of the government in supporting and providing learning facilities and infrastructure on the blended learning model in the form of good signal quality. based on this, it can be concluded that synergy between the government through constructive programs, as well as increasing teacher competence in mastering technology, and 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(2019). persepsi peserta didik terhadap metode blended learning dengan google classroom. jurnal inovasi matematika, 1(2), 110–121. https://doi.org/10.35438/inomatika.v1i2.156 https://doi.org/10.5281/zenodo.5816229 https://doi.org/10.31800/jtp.kw.v7n1.p30--44 https://doi.org/10.26740/jossae.v6n1.p94-106 https://doi.org/10.31800/jurnalkwangsan.v5i2.42 https://doi.org/10.20527/multilateral.v21i1.12226 https://doi.org/10.35438/inomatika.v1i2.156 ieee paper template in a4 (v1) 176 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 176-183 doi: 10.56003/jse.v3i2.170 issn: 2745-5351 creating a circuit training model to improve the agility of seven-year-olds tatok sugiarto1, arief darmawan2*, zihan novitasari3, nadia milkhatun nadlifah4, primita nur mazzidah5 1,2,3,4,5 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: arief.darmawan.fik@um.ac.id received: 22 september 2022 accepted: 15 november 2022 published: 20 december 2022 abstract: : the objective of this study is to create an efficient circuit training model for 7-year-old kids. research and development from borg and gall are the research methods used. there are 24 variations as a result of this research and development. four training posts were developed by researchers, each of which tries to train one or two aspects of physical fitness. strength, endurance, muscular power, speed, flexibility, agility, coordination, and balance are the 10 elements of physical fitness. following a review of the literature on the characteristics of children aged 7 years, the researchers only created 4 posts, each of which may train one to two physical fitness components. on elementary school pupils in grade 1, this circuit training model's development and research were tested. the test results can be correctly implemented. following the phases of study and development, it has been determined that this model can be used in schools. keywords: development; circuit training; agility. how to cite: sugiarto, t., darmawan, a., novitasari, z., nadlifah, n. m., & mazzidah, p. n. (2022). creating a circuit training model to improve the agility of seven-year-olds. journal of science and education (jse), 3(2): 176-183. https://doi.org/10.56003/jse.v3i2.170 introduction particularly for kids who have specific hobbies or special aptitude in sports, maintaining a good physical state should start early. this is because the body's performance will be significantly impacted by the physical component. the stimulation of learning by physical activity has a positive effect on cognitive function. physical activity is positively correlated with iq, verbal, memory, and numeracy skills as well as perceptual ability. cardiovascular endurance, muscular endurance, balance, flexibility, speed, stamina, agility, muscle explosiveness, coordination, and accuracy are some of the physical requirements that must be met (yuliandra et al., 2020). the development of a child's motor skills must begin at a young age, with infants being taught to hold and lift items, raise their arms and legs, and other tasks. when children reach school age, which is between the ages of 6 and 13, their development is most significant and progressive since at that point they start to explore a lot of their play environment and the outside world, including school. children learn by playing during playgroups and paud, as can be shown. when a child is 7 years old, they are growing, learning, and developing. this age is also known as the active era, when kids are actively exploring the environment. children at this age are curious and actively engage in unfamiliar activities in order to learn through hands-on experience. https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.170 https://portal.issn.org/resource/issn/2745-5351 mailto:arief.darmawan.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.170 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.170&domain=pdf&date_stamp=2022-12-20 sugiarto, darmawan, novitasari, nadlifah, & mazzidah – creating a circuit training model … 177 health and exercise physical education classes are among the most popular courses among students since they take place outdoors of a traditional classroom setting or on a playing field, allowing students to play and exercise while also learning and developing new skills. however, if a teacher does not offer physical education lectures well, what happens is that students become bored, and because of boredom, the material cannot be channelled effectively. educators who comprehend the evolution of education and the curriculum's materials are said to provide excellent education, according to the adage "quality education is also produced by quality teachers”. national education aims to develop students' potential to become human beings who believe in and fear god almighty, have a noble character, are healthy, knowledgeable, capable, creative, be independent, and become a democratic and responsible citizen. national education serves to develop capabilities and shape dignified national behaviour and civilization (article 3 of law number 20 of 2003) (pratiwi & kristanto, 2015). physical education is an essential component of education, thus this researcher, who plans to teach in the future, is interested in developing creative teaching or play materials to develop the motor skills of 7year-old kids that can be used in and outside of the classroom. children's first need is to play. children can be creative and energetic through play, which will help their development progress. all youngsters should enjoy and benefit from their education. playing games or learning while playing can both include learning. playing is a learning activity that doesn't require an end goal but is a fulfilling process that can promote kid development success (baiti, 2020). one kind of game that can be created to improve kids' motor abilities is a circuit game. the circuit game is made up of a number of activity posts, and each post contains a game that helps develop kids' motor abilities. each activity or post advances activities that include components of activities that are modified to the degree of development success. circuit games will accelerate children's motor development because those activities are the focus of each article. due to the interdependence of each component of development, other aspects are indirectly promoted as well. additionally, this circuit will encourage the child's mindset to become more patterned and directed. it is best to play this circuit game outside. children can have their motor skills developed without exerting too much effort through this circuit game (paramitha & supiati, 2020). the ability to shift course while retaining speed and managing the direction and position of one's body is known as agility. individual or group games can be played using this circuit training methodology that is focused on games (relay at each post). cooperative learning includes team games, which can enhance a variety of abilities, including motivation to acquire motor skills, learning outcomes, learning attitudes, and critical thinking, social, creative, and problem-solving abilities. in addition, team games allow students to demonstrate their skills to the utmost and put in a lot of effort to win, according to studies, making them a memorable training model. consequently, the circuit model may be the best way to improve learning results 178 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 176-183 and student motivation in pjok disciplines (luo et al., 2020). from here, the author hopes to modify the game's circuit design into an exercise that will improve the agility of 7-year-old kids. method the goal of the research was to identify and create a useful circuit model product. the process of creating involves making an effort to extract originality from previously created inventions that have been modified to meet the demands, goals, and tools of a time that is simultaneously testing the veracity of information (riyanto & hatmawan, 2020). the researcher decided to apply borg and gall's research steps in the development procedure for this study. 20 to 40 kids 7 years old will be used as research participants by the researchers. researchers employ borg & gall's research and development stages, which are listed below, to make research simple, systematic, and routinely carried out. figure 1. stages of research and development research by borg & gall research and data collecting are the first steps in the process, which start with an examination of the issues and requirements for training models for 7-year-old children. so that students or youngsters are not bored and joyful while engaging in the learning or practise process, modifications are done to generate fresh varieties of educational materials. since the sources and training media used have a significant impact on students' development, an analysis of the most frequently used learning resources and training media by elementary school physical education, sports, and health subject teachers for grade 1 elementary school students is also necessary at this stage. the researcher will create product designs that are simple to grasp and adaptable to changing situations and needs if the learning medium is insufficient. in the second stage, activity concepts were created that were organised in training models or modified training models that were established in response to the needs of children between the ages of 7 and 12. if you employ different versions, you will still attain the same aims and outcomes since modifications are made while still keeping in mind the learning objectives. the researchers developed a circuit training model to train the motor skills of children aged 7 as a means of learning and teaching at school or as a way of playing research and information planning develop preliminary preliminary field testing operational product revision main field testing main product revision operational field testing final revision dissemination & implementation https://jse.rezkimedia.org/index.php/jse/index sugiarto, darmawan, novitasari, nadlifah, & mazzidah – creating a circuit training model … 179 children at home after assessing the issues and needs of students. the researchers created a number of game circuits during the planning stage, each with four posts. the initial product's preparation is the third stage. currently, the researcher has created a product design that includes information about the product's benefits, functions, and implementation guidelines. the first step in creating an initial product that will be tested in a small field is initial product preparation. initial product concepts are tested in short field tests on delicate subjects. in a modest field trial, 10 elementary school pupils in the first grade or 7-year-old children will be invited to play and practise their motor skills using this training paradigm. while 30 kids in all participated in the large group trial. these phases are helpful in determining whether the circuit model's configuration can affect the agility of 7-year-old children. results and discussion a 7-year-old child is the topic of this study and development, which includes multiple gaming posts. students are required to finish the prepared activities in each post. additionally, there are numerous types of circuits in this circuit training system so that every student or youngster can face unique difficulties while working toward the same objective. four training stations will be developed by researchers, each of which will train one or more aspects of physical fitness. there are 10 components of physical fitness, namely strength, endurance, muscular power, speed, flexibility, agility, coordination, and balance. 4 posts for making circuit models, 1 post can be used to train some of these components of physical fitness. like the example below: 1. circuit 1 has several posts including: a) balance training: walking on a 10-meter block, b) explosive power and ankle strength training: playing the traditional game of airplane crank, c) accuracy training: throwing the ball into the basket with a distance of 4 meters for 30 seconds, d) muscle endurance training: creeping 8-meter winding track, e) flexibility exercise: walking backward over the bar at the subject's average chest level, f) speed, agility and cardiovascular training: shuttle run moving the hoop in the mat and returning it to all forms. 2. circuit 2 has several posts including: a) balance exercises: standing by lifting one leg for 10 seconds, b) explosive power and ankle strength exercises: going up and down stairs two feet for 30 seconds, c) accuracy exercises: reaction to touching an object 5 times, d) muscle endurance exercises: lunge position during 10 seconds, e) flexibility exercises: sitting in an upright body position, legs straight ahead and hands trying to touch the feet for a count of 2 x 8, f) speed, agility and cardiovascular exercises: zig-zag running 5 kun then back 3. circuit 3 has several posts including: a) balance training: airplane attitude for 10 seconds, b) explosive power and ankle strength training: jump right-left with a distance of 20-30 cm for 30 seconds, c) accuracy training: kick the ball into the goal 5 times, d) muscle endurance training: playing depending on “monkey bar for kids”, e) flexibility 180 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 176-183 exercises: kiss the knees while sitting with a count of 2x8, f) speed, agility and cardiovascular exercises: run to form the number 8 3 times. a) circuit 4 has several posts including: a) balance training: playing the trampoline for 30 seconds, b) explosive power and ankle strength training: plyometric left foot 5 times and right foot 5 times, c) accuracy training: throwing arrows at the target 5 times, d) muscle endurance training: playing climbing spider webs up and down, e) flexibility exercises: kiss the knees for 10 seconds while standing, f) speed, agility and cardiovascular exercises: use shadow badminton with a running axis in the middle and utilize 3 shuttlecocks to be moved to the right, left and back then put it back to the front. small and large group trials which aim to determine the feasibility of the product and find out the advantages and disadvantages that need to be improved. researchers have high hopes for this training method so that it can have a visible impact on the motor development of children aged 7 years. therefore choosing 10 components of physical fitness as a measure of the value of motor training. the results of the small test and large test can be described in table 1 below: table 1. description of the results of small group trials and large group trials no model small & large test no model small & large test 1 sg 1 variation 1 worthy 13 sg 3 variation 1 worthy 2 sg 1 variation 2 worthy 14 sg 3 variation 2 worthy 3 sg 1 variation 3 worthy 15 sg 3 variation 3 worthy 4 sg 1 variation 4 worthy 16 sg 3 variation 4 worthy 5 sg 1 variation 5 worthy 17 sg 3 variation 5 worthy 6 sg 1 variation 6 worthy 18 sg 3 variation 6 worthy 7 sg 2 variation 1 worthy 19 sg 4 variation 1 worthy 8 sg 2 variation 2 worthy 20 sg 4 variation 2 worthy 9 sg 2 variation 3 worthy 21 sg 4 variation 3 worthy 10 sg 2 variation 4 worthy 22 sg 4 variation 4 worthy 11 sg 2 variation 5 worthy 23 sg 4 variation 5 worthy 12 sg 2 variation 6 worthy 24 sg 4 variation 6 worthy the results above show that the small test and large tests can be carried out properly so that the product can be said to be feasible. after carrying out the large test the researcher carried out the 8th step, namely the effectiveness test. this test uses the one-shot case study, which means that there is only one group that is given treatment and then given a post-test. design of the study this use the one-shot case study. as the design could see on a table under this: table 2. design study subject treatment test 1 group x q information: x : treatment q : tests after given (treatments) https://jse.rezkimedia.org/index.php/jse/index sugiarto, darmawan, novitasari, nadlifah, & mazzidah – creating a circuit training model … 181 the motor ability test is only taken for balance. the test norms took from arnheim and sinclair. the steps are as follows: kun is placed 1.5 meters by forming a straight line. on the "yes" signal, the children must run as fast as they can in a zig-zag pattern around the cone that the child has passed for 20 seconds. for running over a cone-shaped obstacle course and back again, the child receives 8 points. table 3. agility test values name agility run name agility run 1 21 13 27 2 22 14 28 3 22 15 28 4 19 16 28 5 32 17 30 6 32 18 33 7 28 19 32 8 28 20 32 9 29 amount 559 10 30 average 28 11 28 max value 32 12 30 min value 19 the results of the agility test can be seen in table 3 above. there are 20 children involved. the maximum value is 32. the minimum value is 19 and the average is 28. the data in figure 3 of the agility run graph can be seen below (figure 2). figure 2. agility run graph the final test data acquisition can be seen in detail once the test has been run using spss. the significance level (p) 0.05 is shown by the data sign (2-tailed) value of 0.00. the results after applying a circuit training model demonstrate a good level of relevance, it may be said. table 4 displays the outcomes of the calculations made using the full version of spss. table 5. one-sample statistics n means std. deviation std. error means agility run 20 27.9500 4.00625 .89582 182 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 176-183 table 6. one sample test result testvalue = 20 t df sig. (2tailed) mean differenc es 95% confidence interval of the difference lower upper agility run 8,875 19 .000 7.95000 6.0750 9.8250 based on the table above, detailed data can be seen. obtained final test data, then the data using spss is shown in the table. this shows that the significance level is (p) <0.05. so, it can be concluded that the results after being given a circuit training model show a significant increase. after getting the results of the next research to the discussion stage. the results of this study indicate that the significance level is (p) < 0.05. so, the results of the study showed a significant increase. this is in line with the results of research from sonchans et al. (2017) that circuit training programs increase muscle strength, agility, and cardiovascular endurance (sonchan et al., 2017). so that the study of the research can be used as a guide to improve physical fitness. meanwhile, the results of research from malar & maniazhagu showed that agility performance increased significantly during six weeks of training. period for circuit training combined with agility speed training and circuit training combined with jumping rope training (malar & maniazhagu, 2022). the results of the study from raj & maniazhagu showed that upper body muscle endurance performance increased significantly during the six-week training period for circuit training combined with speed agility quickens and circuit training combined with jump rope exercises (raj & maniazhagu, 2022). the two selected exercise interventions, namely circuit training combined with speed agility quickens exercises and circuit training combined with jump rope exercises, produced the same effect on muscle endurance in the upper body run (jadhav, 2020; mitra et al., 2016). conclusion on elementary school pupils in grade 1, this circuit training model's development and research were tested. the test results can be used effectively. significant findings from the efficacy test indicate that this strategy can be used in classrooms. researchers have suggested that a control group is required for evaluating effectiveness in order to see how the outcomes differ. references baiti, n. (2020). desain pengelolaan lingkungan bermain dalam. jurnal pendidikan islam anak usia dini, 3, 98–106. jadhav, r. (2020). effect of fartlek training on speed and endurance among athletes. international journal of multidisciplinary educational research, 9(12), 123–129. https://jse.rezkimedia.org/index.php/jse/index sugiarto, darmawan, novitasari, nadlifah, & mazzidah – creating a circuit training model … 183 luo, y. j., lin, m. l., hsu, c. h., liao, c. c., & kao, c. c. (2020). the effects of team-game-tournaments application towards learning motivation and motor skills in college physical education. sustainability (switzerland), 12(15), 1–12. https://doi.org/10.3390/su12156147 malar, s., & maniazhagu, d. (2022). effect of circuit training combined with speed agility quickness drills and jump rope drills on agility. asian journal of applied science and technology (ajast), 6(1), 111-121. https://doi.org/10.38177/ajast.2022.6113 mitra, s., kumar diswar, s., mitra ast professor, s., shiv kumar diswar, c., & choudhary, s. (2016). comparative effect of saq and circuit training programme on selected physical fitness variables of school level basketball players. international journal of physical education, sports and health, 3(5), 247–250. https://www.researchgate.net/publication/343181210 paramitha, m. v. a., & supiati, v. (2020). efektifitas permainan sirkuit dalam menstimulus kemampuan motorik halus anak usia dini. jurnal golden age, 4(02), 443–450. https://doi.org/10.29408/jga.v4i02.2615 pratiwi, y., & kristanto, m. (2015). upaya meningkatkan kemampuan motorik kasar keseimbangan tubuh anak melalui permainan tradisonal engklek di kelompok b tunas rimba ii tahun ajaran 2014/2015. jurnal penelitian paudia, 18–39. raj, d. s. l., & maniazhagu, d. d. (2022). effect of circuit training combined with speed agility quickness drills and jump rope drills on upperbody muscular endurance. journal of advances in sports and physical education, 5(2), 24–30. https://doi.org/10.36348/jaspe.2022.v05i02.003 riyanto, s., & hatmawan, a. a. (2020). metode riset penelitian kuantitatif penelitian di bidang manajemen, teknik pendidikan dan eksperimen (1st ed.). cv budi utama. sonchan, w., moungmee, p., & sootmongkol, a. (2017). the effects of a circuit training program on muscle strength agility anaerobic performance and cardiovascular endurance. international journal of sport and health sciences, 11(4), 176–179. https://www.researchgate.net/publication/334535073 yuliandra, r., nugroho, r. a., & gumantan, a. (2020). the effect of circuit train-ing method on leg muscle explosive power. journal of physical education, 9(3), 157–161. https://doi.org/10.3390/su12156147 https://doi.org/10.38177/ajast.2022.6113 https://www.researchgate.net/publication/343181210 https://doi.org/10.29408/jga.v4i02.2615 https://doi.org/10.36348/jaspe.2022.v05i02.003 https://www.researchgate.net/publication/334535073 ieee paper template in a4 (v1) 196 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 196-205 doi: 10.56003/jse.v3i2.175 issn: 2745-5351 blended learning in badminton subjects laili nabella pebriani1*, wasis djoko dwiyogo2 1,2 sport education program postgraduate, universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: lailinabellapebriani@gmail.com received: 5 october 2022 accepted: 7 december 2022 published: 29 december 2022 abstract: : this study aims to determine the effect of blended learning on badminton learning. the method used in this study is the literature review method. sources were obtained online with google scholar and books from 2018 to 2022. the results of the data search have been found by the authors, which are influenced by several factors. the biggest thing that influences this research is the limited facilities and infrastructure owned by students, but there is an increase resulting from several previous studies. keywords: learning; blended learning; badminton. how to cite: pebriani, l. n. & dwiyogo, w. d. (2022). blended learning in badminton subjects. journal of science and education (jse), 3(2): 196-205. https://doi.org/10.56003/jse.v3i2.175 introduction education in indonesia in the future will continue to develop and advance rapidly so that individuals must be able to adapt to ongoing developments, in the future the world of education tends to develop in the form of open education by implementing a distance education system (masgumelar, 2021). since the outbreak of the covid-19 has affected almost all elements, including in the realm of education, with a circular issued by the government on march 18, 2020, all indoor and outdoor activities had to be suspended in order to reduce the spread of disease caused by the corona virus. especially in the education sector, faceto-face learning is difficult to do for the safety of the teacher and the students themselves. this is in line with the circular issued by the minister of education and culture of the republic of indonesia on march 24, 2020, number 4 of 2020 concerning implementation of education policies in the emergency period of the spread of covid explaining that the learning process is carried out at home through online or distance learning. learning is an interaction between teachers and students who carry out learning activities to develop existing knowledge and add new knowledge to maximize the knowledge possessed by students. teachers are not the only source of knowledge because students can learn from anywhere such as from experts, practitioners, students (other students), books, journals, communities, magazines, newspapers, internet, cd roms, television, videos, social media and others (dwiyogo, 2016). blended learning consists of two words namely blended which means combination or mix and learning which means learning, another term that is often used is usually called a hybrid course, hybrid is the same as mixed and course is the same as courses, the most common meaning of blended learning is learning which combines f2f (face to face) face-to-face learning with online and offline computer-based learning (dwiyogo, 2016). according to graham in zheng, https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.175 https://portal.issn.org/resource/issn/2745-5351 mailto:lailinabellapebriani@gmail.com https://doi.org/10.56003/jse.v3i2.175 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.175&domain=pdf&date_stamp=2022-12-29 pebriani & dwiyogo – blended leatning in badminton subjects … 197 ma, & lin (2021) defines blended learning as follows: the combination of face-to-face instruction and computer mediated instruction" and "the thoughtful experience integrating face-to-face and online learning. blended learning is a combination of face-to-face, online and offline learning, this makes it very easy for students and teachers where if one day the teacher or student is unable to attend during the learning process they are not fixated on face-to-face learning only, but can do so using learning activities online so that no subject matter is missed and learning is carried out more efficiently. literally blended learning is a unit that is attached to one another, this means traditionally combining face-to-face learning with online components (glazer, 2012). another opinion says that blended learning is mixed learning that combines through the use of technological media such as cd-roms, e-mail, video streaming, podcasts, voicemail, skype and so on (thorne, 2003). sport is a physical activity related to regulations, training education, supervision, and innovation, as well as sports learning which is carried out in schools with physical education and sports subjects, as well as subjects in tertiary institutions especially for those majoring in sports. badminton learning is one of the lessons both in school learning and learning subjects in lectures. the sport of badminton itself is one of the most popular sports by the people of indonesia and has a lot of enthusiasts, it can be seen from the achievements that have been made by indonesian athletes who cannot be doubted, such as rudy hartono, taufik hidayat, susi susanti, alan budi kusuma, markis kido, liliyana natsir, marcus gideon, kevin sanjaya, and others who cannot be mentioned one by one, this proves that indonesia itself has many of the world's top athletes. in the process of learning badminton there are several factors that influence the skills or proficiency of students, the most important of which is from within themselves, then the teacher or lecturer, learning resources, infrastructure, environment. it would be nice if the badminton learning process used blended learning, because it combines face-to-face, online and offline, so it is very effective in achieving the goals of learning outcomes and practice can be carried out optimally. the results of the study el-saied (2015) state the importance of the effectiveness of using educational technology aids in improving the educational process of better quality in volleyball learning. with the application of blended learning, it can be an alternative learning which so far has experienced many problems, therefore learning based on blended learning is an ideal choice. from this, it became a driving force for writers on how to implement learning using blended learning in badminton courses on campus, it can be seen that not much learning has been implemented on several campuses in indonesia. method the method used in this writing uses a literature review which obtains secondary sources of information obtained from several research articles that have been published, so that there are updates to the authors providing limitations in the aspect of time, publications starting from 2017 to december 2022 in a period of 5 last year. the secondary data that will be used is the result of national and international articles. the data 198 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 184-195 collection in this article uses one database, namely google scholar. number of articles as secondary data for national and international articles. the keywords used in identifying relevant articles are, blended learning, hybrid learning, badminton learning. the criteria for the articles analyzed included publications for the last 5 years between 2017 and 23 december 2022, national and international articles. article standards for national indexed sinta full text articles that can be accessed, the sample used is students, the method in this study uses the development model method. the stages of article analysis use the prism flow chart. prisma makes it easier for writers to improve the reporting of systematic reviews and meta-analyses (moher, 2009). data analysis using prism, namely identification, selection, eligibility, and inclusion, is depicted in figure 1. figure 1. prisma flowchart results and discussion based on the findings, 4 articles were worthy of review, the criteria used resulted in the type of article and were in the same research scope. the results that have been obtained are as in the table 1. table 1. search results no author and year research methods characteristics and number of respondents research result publications index 1 prayogo (2018) experiment students of smkn 40 jakarta, as many as 34 from the results of the study, it was proven that there was an increase in the ability to lob strokes in sinta 4 https://jse.rezkimedia.org/index.php/jse/index pebriani & dwiyogo – blended leatning in badminton subjects … 199 students badminton games by 26.38% 2 huy, & vu (2020). experiment 20 students the implementation went smoothly with an increase in student enthusiasm for learning badminton which increased student learning outcomes q4 3 prastyo, kurniawan, resita (2020) experiment 38 students of ma nurul huda there is an influence from the side of student motivation on blended learning learning, where students are more enthusiastic in participating in learning sinta 5 4 feng (2017) experiment cooperative 75 students in general, there is an increase in the ability to teach badminton using blended learning, in terms of performance and efficiency q3 based on data from existing study articles, it shows that there is a change in each application of blended learning in a better direction. almost all studies have obtained good results, but there are still some obstacles faced by research where limited facilities and infrastructure are still an obstacle to ongoing implementation. learning concepts learning is an effort to condition students so that learning events occur. learning has a term that is often referred to as "instructional" or instruction, in this century the term is more well known among the public which has an active meaning from teachers to provide learning to students, compared to the concept in ancient times known as teaching (teaching) which is similar to learning activities. delivery of subject matter from the teacher to students. this seems to illustrate that students look less active and don't contribute too much in the learning process. the quality of learning is a very important aspect of education which must provide an important reference in improving the education system, especially in the quality of learning. according to rusman (2011). in learning there are four learning patterns that are grouped, namely: 1. traditional learning patterns: objectives determination of content and methods teacher – student 2. traditional learning patterns: objectives determination of content and methods teacher with media – students 3. teacher and media learning patterns: determining content and methods – teacher/media – students 4. media learning patterns: objectives determination of content and methods media students. 200 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 184-195 based on the learning above, we can be given an illustration that over time with the many changes that have occurred in this world, it requires teachers to be able to convey learning objectives by optimizing various learning resources from various media and current technology. from the various conditions and potential that exist, efforts that can be made in improving the quality of learning is to develop learning that focuses more on students. learning like this can be carried out by building a learning system that allows students to have the ability to learn more varied, interesting and interactive, students are emphasized to have better competencies for the future. learning like this is of course not so difficult anymore where this is not something new for students, with the incident of the covid 19 virus there is a lesson that we can take where in the world of education students and teachers are no longer strangers to the blended learning system, where at the time of covid 19 students and teachers were learning online, this of course made students and teachers quite proficient in operating computer and mobile smartphone, with this blended learning would be very easy to implement for teachers and students. a good learning model can help teachers convey material correctly, effectively, can create and enrich learning experiences, can describe events as realistically as possible, and can increase student activity and skills (aryanti, 2021). history of badminton the early history of badminton developed around 2000 years ago in ancient egypt. the shape is similar to a shuttlecock, but in the jianzi game you don't use a racket. the rules for playing this game are to keep the ball in the air as long as possible, but you can't use your hands. the beginning of the modern badminton sport began in medieval england which was carried out by children, this sport was known as battledores, at that time children used paddles or sticks instead of rackets, this game was quite popular at that time, no off the streets of london, it is estimated that in 1854 there was a magazine called punch, adding to the popularity of this game by issuing cartoons for this game. british residents at that time spread this game to asian countries where their power at that time was in china, siam and japan, this game was very popular at that time among local children. the game of badminton was later developed into a competitive sport carried out by british army officers in pune india in the 19th century who began adding rules and netting to the game. then the soldiers brought this game back to england, which was estimated in 1850, after a decade passed people started calling it badminton, this can be seen from a pamphlet made by a british toy dealer entitled "badminton battledore a new game” this sport is played at the badminton hall on the duke of beaufort's estate in gloucestershire, england. in the beginning, badminton was called badminton, but because it is seen from the notion that this sport has another name, namely badminton which literally comes from two words, namely feather and badminton, the word feather is taken from the shape of ashuttlecockmade of goose feathers, while the word badminton taken from the word parry and the essence of this sport is the countermovement of the shuttlecock (mahardhika, 2020). in learning badminton students should be able to master the basic techniques in playing https://jse.rezkimedia.org/index.php/jse/index pebriani & dwiyogo – blended leatning in badminton subjects … 201 badminton, including, (1) serving; (2) lobs; (3) dropshots; (4) smashes; (5) drives; (6) netshots; (suhairi, 2020), apart from the basic techniques that students must master, rules and competition systems are also not spared for students to understand. the objectives of blended learning include (1) helping students to develop better in a learning process that is in accordance with learning styles and references in learning. (2) provide space that is practically realistic for teachers and students in learning independently, is useful and continues to grow. (3) schedules can be more flexible for educators, by combining the best aspects of face-to-face and online instruction (anam, 2017). if someone wants to be able to do badminton to the fullest, one must be able to make good hitting movements from all directions. from all angles, the badminton strokes that are made must pay attention to good grip and footwork (alhusin, 2007). results of badminton learning research regardless of the good or bad results that will be obtained regarding the application of blended learning, from several sources it shows positive results in terms of the use of space and time, this is of course inseparable from the negative impacts that are obtained, for example, as experienced by students in the use of blended learning learning systems is that students have difficulty adapting independently and cannot directly ask questions when students experience problems in understanding the material provided. the negative impact felt, the authors found that there were two studies related to badminton learning based on blended learning. retrieval of data using questionnaires and interviews. from these results, the results obtained were that most of the students had good perceptions about the use of blended learning in badminton learning activities. conduct teaching programs for students to practice. with the blended learning method, educators can create good perceptions in students so that teachers can use this to inspire students, this method can help teachers make learning even more interesting with discussion topics, interesting assignments so as to create an environment that can enhance cooperative learning (huy, 2020). research on learning badminton at sun yat-sen national university kaohsiung taiwan was conducted on research on badminton courses using the "pose application" technique in badminton learning, departing from student anxiety who complained about the burden received from instructors with very limited time. this prompted researchers to developed an application that initially could not be accessed flexibly then the pose application was developed so that it could be accessed at any time with a new development called "openpose" to overcome the obstacles experienced by most students at that time showing satisfactory results from the majority of students tested, the results of this test show an increase in smash skills in students with satisfactory results, this application is also of course very helpful to students because students' initial skills are no longer a big problem because of this application (lin, 2021). research on the use of cooperative blended learning that combines cooperative learning between stad types and edmodo online media can increase the attractiveness of learning techniques, especially lob shots in badminton games for class x students of office administration at smkn 40 jakarta. from the results 202 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 184-195 obtained it is evident that collaboration between face-to-face and online learning which is packaged with cooperative blended learning using edmodo has succeeded in increasing student learning outcomes with the material of the lob technique in badminton games (prayogo, 2018). continuing with the research conducted at fik unimed which carried out android-based application development which was carried out with four basic techniques namely service, lob, dropshoot, and smash getting technically significant results, the presentation that was carried out every face-to-face in this lesson was to collect videos from students regarding the basic technique, then it will be corrected further by the researcher if you experience less effective movements. the results of this research analysis show that there has been a significant increase in technical results, so it can be concluded that learning applications can fulfill the learning needs of students (nasution, 2021). conclusion from these results it shows the positive things that were obtained from previous research, as well as an increase in terms of technique and student motivation in learning badminton which is applied to blended learning. learning is an interaction activity between students and teachers who carry out activities where the teacher directs and acts as a mentor for students to find new knowledge, as well as existing knowledge to perfect the knowledge that has been learned by students. badminton learning is a learning activity that emphasizes field practice rather than the application of theory, which can be seen from several obstacles from the research that has been done, but for the author the results of the research have not fully been able to become a real picture because there are only two journals that can be found by researchers, the journal found in 2020 is likely to have a new covid 19 virus and students are still very unfamiliar with learning using media other than the teacher or the teacher himself, the authors assume that if this is done now, of course the obstacles as found by the previous author can be overcome. from these results it shows the positive things that were obtained from previous research, as well as an increase in terms of technique and student motivation in learning badminton which is applied to blended learning. references alhusin, s. (2007). gemar bermain bulutangkis. surakarta: cv seti aji. anam, m. s. (2017). pendidikan jasmani, olahraga dan kesehatan berbasis blended learning. seminar nasional pendidikan olahraga, (pp. 64-86). aryanti, s. v. (2021). video pembelajaran pada materi teknik dasar footwork bulutangkis. jurnal patriot, 329-339. dwiyogo, w. d. (2016). pembelajaran blended learning model rancangan pembelajaran dan hasil belajar pemecahan masalah. malang: wineka media. el-saied, a. a. (2015). evaluating the use of education technology aids in teaching the curriculum of volleyball at the faculties of physical education. journal of applied sports science, 36-43. feng, s. (2018). applied research on college sports blended learning based on moodle platform. educational sciences: theory & practice. https://jse.rezkimedia.org/index.php/jse/index pebriani & dwiyogo – blended leatning in badminton subjects … 203 glazer, f. s. (2012). blended learning: across the disciplines, across the academy (p. 1). virginia: stylus publishing. huy, c. v. (2020). blended learning in badminton training for professionals: students’perceptions and performance impacts. european journal of physical education and sport science, 6(6). lin, k. c. (2021). the effect of real-time pose recognition on badminton learning performance. interactive learning environments, 1-15. mahardhika, a. n. (2020). permainan bulutangkis. modul mata kuliah. masgumelar, n. k. (2021). pembelajaran pendidikan olahraga berbasis blended learning untuk sekolah menengah atas. jurnal kejaora (kesehatan jasmani dan olah raga), 133-144. moher, d. l. (2009). preferred reporting items for systematic reviews and meta-analyses: the prisma statment. plos medicine. nasution, u. &. (2021). development of application-based badminton learning model at faculty of sports science medan state university. in 6th annual international seminar on transformative education and educational leadership (aisteel 2021) (pp. 847-849). medan: atlantis press. prastyo, g. m. (2020). pengaruh model pembelajaran blended learning dalam kebugaran jasmani terhadap motivasi belajar siswa kelas 12 sekolah ma nurul huda. jurnal literasi olahraga. prayogo, g. (2018). pengaruh penerapan pembelajaran cooperative blended pada kemenarikan pembelajaran bulutangkis. biormatika: jurnal ilmiah fakultas keguruan dan ilmu pendidikan,. rusman, d. k. (2011). pembelajaran berbasis teknologi informasi dan komunikasi. . bandung: rajawali pers. suhairi, m. a. (2020). development of smash skills training model on volleyball based on interactive multimedia. the learning and technology libaraty. thorne, k. (2003). blended learning : how to integrate online and traditional learning. usa: kogan page limited. zheng, w. m. (2021). research on blended learning in physical education during the covid-19 pandemic: a case study of chinese students. sage open. ieee paper template in a4 (v1) 151 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 151-158 doi: 10.56003/jse.v3i2.167 issn: 2745-5351 the development of mobile learning based physical fitness learning media in grade x high school students in pasuruan regency ali mahfud1, siti nurrochmah2*, fahrial amiq3 1,2,3 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: siti.nurrochmah.fik@um.ac.id received: 29 september 2022 accepted: 26 november 2022 published: 19 december 2022 abstract: : this research aims to develop a mobile learning-based learning media based on physical fitness material for high school students in grade ten. the method used in this study is research and development. the data collection technique uses interviews with sports teachers and the distribution of questionnaires to grade ten students at senior high school 1 purwosari, senior high school 1 gondangwetan, and senior high school 1 lumbang. the data analysis technique in this study utilized a likert scale which examined the gradation of the score. the products are firstly validated by experts, such as media, learning and material experts. the score results of each validator are 93% of the scores from the validation of media experts, 82% of the scores from the validation of learning experts, and 84% of the scores from the validation of material experts, while for large group trials, the score obtained is 85%. thus, referring to the data results, the development of the product in this research is feasible, can be used and disseminated. keywords: physical fitness; learning media; mobile learning. how to cite: mahfud, a., nurrochmah, s., & amiq, f. (2022). the development of mobile learning based physical fitness learning media in grade x high school students in pasuruan regency. journal of science and education (jse), 3(2): 151-158. https://doi.org/10.56003/jse.v3i2.167 introduction education is a real and systematic effort to produce the spirit of studying through the learning process in order to push students to play an active role to foster their potential in mastering religious spiritual power, self -regulation, noble character, and be able to have the expertise they need for the society, nation and country (president of the republic of indonesia, 2003). in general, what is meant by physical health is a person's resilience in carrying out activities every day efficiently and without feeling excessively tired so that they can return to their activities when filling their free time (irianto, 2004). the basic components contained in physical fitness that needs to be considered include: the endurance of the heart and lungs, muscle endurance, muscle strength and flexibility. preliminary study was carried out by interviewing 3 sports teachers and the needs analysis was held in the form of distribution of questionnaires to 90 grade ten students from three different schools. the preliminary study was held on 21-24 january 2020. the results of the interviews with the sports teachers at senior high school 1 purwosari, senior high school 1 gondangwetan and senior high school 1 lumbang exposed that each school has incomplete sports facilities and infrastructure, but for the learning and teaching activities indoor, there were computer laboratories and lcd screen projectors available which were commonly used as teaching media. https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.167 https://portal.issn.org/resource/issn/2745-5351 mailto:siti.nurrochmah.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.167 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.167&domain=pdf&date_stamp=2022-12-19 152 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 151-158 the sports material given in grade x is in accordance with the current curriculum, one of which is physical fitness material. the sports teachers in two schools held 2 meetings, whereas one school had more than 4 meetings to complete the physical fitness material in one semester. only one of the schools applied learning inside and outside the classroom, while the other schools conducted learning outside the classroom for physical practice. the teaching materials used also vary. some teachers only refer to the curriculum, using teaching books, but there are also those who use materials from the internet. the performance of the learning process in physical education, sports and health subjects in the three schools is still low, because the teachers were unable to optimally integrate the use of learning media. referring to the results of the needs analysis in the form of questionnaire distribution to 90 students of grade 10 prove that there is a compatibility with what the sports teacher stated during the interview. there were 76% students from each school who use textbooks to help them understand the physical fitness material better, and 68% of students say that they rarely receive online learning assignments to be done at home, and 83% of students agree if in learning sports, especially on the materials of health fitness, such as the components of heart and lung endurance, muscle endurance, muscle strength and flexibility should also be developed in the form of mobile-learning based learning media, because it is necessary to recognize the correct movements and theories besides that it can also be done from home. learning is an interaction involving educators and students which is supported through various learning resources such as printed books that can be considered effective in achieving a student’s learning outcomes (mae, 2017). based on a research conducted by pamungkas & dwijoyo (2020), 100% students felt the need to learn using mobile-based learning media, 65% of students never used mobile applications, 100% of students felt the urge for having learning media as learning tools, 70% of students have ensured that mobilelearning based learning media is an appropriate learning tool, and 100% of students need mobile-learning media to understand physical fitness materials better. the educational process that often prioritizes physical activity, sports and games, as well as having the use to develop physical, mental and emotional conditions in every individual or student effectively and thoroughly is through physical education (lengka & sofa, 2017). there are various materials in sports subjects, one of which is physical fitness. physical fitness can be interpreted as the physical or body endurance of each individual when able to carry out activities every day without experiencing excessive fatigue and able to move to other activities (alamsyah et al. 2017). various kinds of physical fitness components that can be used as a benchmark of one's fitness include speed, strength, endurance, flexibility, balance, etc (gumantan et al. 2020). the purpose of learning media is that students are expected to be motivated and their learning desires to be increased when classes take place in order to achieve the desired learning goals. as the times pass, education and technology are required to be able to adjust with each other in order to meet the challenges https://jse.rezkimedia.org/index.php/jse/index mahfud, nurrochmah, & amiq – the development of mobile learning … 153 impacted by the evolution of individual needs from complex levels to an instant as a result of a new discovery in order to create modern education (titting, et al., 2016). research conducted by purwaningtyas (2017) entitled, “development of online electronic modules of physical education, sports and health grade 11 through the use of edmodo”, explained that the research development that has been carried out has reached trials in small groups and was categorized as good, proven through acquisition of a percentage of 82.5% from 12 students who voted at random elections. however, during the field trial (large group), the research received a higher percentage of 85.66% with the research subjects of 30 students. thus, it can be concluded that online-based learning media can be effective if used as a teaching material for physical and health education. based on the background literature which has been presented, it can be drawn that in learning sports, specifically on physical fitness material, it is necessary to develop mobile learning-based learning media as to its practicality and flexibility to be used inside and outside the classroom. the hope of the implementation of the development of this product is to help students when understanding the material and that they are motivated to be active in the learning process. therefore, the researcher will conduct a study entitled, "development of mobile-learning based physical fitness learning media in grade ten of high school students in pasuruan regency". method this research and development will refer to the multimedia development model that has been presented by darmawan (2015) with the following steps: (1) analyzing the needs, (2) identifying the material, (3) determining the learning model, (4 ) creating a flowchart design or description of the procedure of the program, (5) writing a story board or explanation of each plot, (6) submitting the collection of graphics materials, (7) submitting the collection of animated materials, (8) programming, (9) finishing or final stage, (10 ) trial, (11) product revision. the stated steps are used to solve a research problem in which the results are in the form of a product. the instrument used to collect data from experts and subjects of both small group and large group trials in the development of mobile learning-based learning media on physical fitness material is a questionnaire that suits the product needs. questionnaires for specified experts are focused on the product that has been developed. the data analysis technique in this study uses a likert scale by looking at the score gradation. sugiyono (2012) explains that the likert scale is used to measure the attitudes, opinions, and perceptions of individuals or groups of people about social phenomena. based on the quantitative analysis, answers can be assessed from a scale of 1 to 5. the assessment scale is elaborated in the following table 1. 154 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 151-158 table 1. assessment scoring rubric (sugiyono, 2012) no. scoring detail score 1. strongly agree 5 2. agree 4 3. hesitant 3 4. disagree 2 5. strongly disagree 1 results and discussion based on a survey conducted on high school students in grade ten in pasuruan regency, when researchers-initiated observations by distributing questionnaires and interviews, it was inferred that there was a lack inthe delivery of the teaching material or learning media used, as almost all schools only use printed teaching materials such as the book given by the ministry, without any other supporting teaching media, such as applications or video playbacks. media is one of the teaching tools that can help achieve learning goals because it is a tool that can be utilized as a communication channel (liu et al., 2018). learning media is a tool that can function as a liaison of information from the source of information to the recipient (umar, 2021). learning media is the ability of an object/tool used to direct information from its sources to students as the recipients (arrasyid et al., 2020). mobile learning refers to any application that is able to bridge teachers and students through an online learning process. mobile learning is made with the aim of bridging boundaries between the teacher and students, especially in terms of different time, place, condition and circumstances. mobile learning is made with the aim that both teachers and students can facilitate the learning process at any time and anywhere, without having to be in the same time and space when the learning process takes place (biswas et al., 2020). in connection with the statement that has been quoted, the researcher concludes that learning media or mobile learning is needed as a supporting tool so that the learning process can be easily done anywhere and anytime. mobile learning media is expected to facilitate the achievement of learning objectives in accordance with the established competency standards. based on the data collection obtained by the researchers, the needs analysis, learning media expert data, teaching expert data, material expert data and group trial data will be described as follows. needs analysis there are 76% of students from each school who use textbooks to support the physical fitness learning process and 68% of students said that they rarely receive online learning assignments to be done at home. additionally, 83% of students agreed if in learning sports, especially on the physical fitness material, mobilelearning based learning media is developed in order to comprehend the context on heart-lung endurance, muscle endurance, muscle strength and flexibility better, because it is felt necessary to understand the correct movements and theories. to add, students were expected to be able to experiment it themselves at home. the results of the interviews with sports teachers at senior high school 1 purwosari, senior high school 1 gondangwetan and senior high school 1 lumbang stated that the sports material given in grade https://jse.rezkimedia.org/index.php/jse/index mahfud, nurrochmah, & amiq – the development of mobile learning … 155 ten was 100% in accordance with the latest curriculum. the meeting held outside in each school is 65% of all meetings. the teaching materials used vary, as 75% of the respondents used only textbooks, whereas the 25% used not only textbooks, but also internet. the teaching of physical education, sports and health in those three schools is still considered low quality because the teachers were unable to optimally utilize learning media in the classrooms. based on the preliminary research, namely the needs analysis, which was done by distributing the questionnaires to grade ten students, proves that there is a compatibility with what the sports teachers stated during the interview. based on the survey distributed, 83% of the students agreed that in sports subjects, the teaching of physical fitness materials should be further developed. the researchers inferred the interview results which explained that the learning media used mostly only referred to textbooks, without any interesting application or other supporting teaching media used. according to previous research conducted by prayoga et al. (2022), there needs to be developments in the form of innovative learning models that are modified into fun games to provide students with a sense of comfort and to avoid having them feel forced to participate when the learning process takes place. learning media expert data in connection with the data that has been obtained through the validation of the r&d experts, a percentage of 93% is obtained as the average score of all aspects. furthermore, it is elaborated that in the aspect of text assessment, a score of 100% is obtained, while in the aspect of picture/photo, a score of 96% is received. additionally, the audio/sound aspect obtained 100%, the video aspect obtained 87%, the design aspects/display obtained 85%. thus, the data above classified the product quality assessment criteria to be scaled in the “very good” criteria. the product of developing mobile learning based physical fitness learning media in grade ten high school students in pasuruan regency can be continued in group trials referring to a previous study carried out by arief et al. (2021), the assessment of media experts that the team developed consisted of 6 aspects, in which the average of the percentage obtained is 91%, so it shows that the product developed is valid and feasible to be used in group trials. based on previous research by arief et al. (2021) and what has been carried out by researchers there is a similarity that the products made have the criteria for "very good" and can continue research on group trials in the next stage. teaching expert data related with the data that has been obtained through the validation of learning experts, a score of 82% is obtained of the average of all aspects outlined; the clarity assessment obtained 88%, aspects of accuracy obtained 80%, aspects of suitability 80%, aspect of convenience obtained 80%, and aspect of attractiveness obtained 80%. from the data above, it can then be drawn that the product quality assessment criteria received the "very good" criteria, so group trials can be carried out in the next stage. referring to the data that has been obtained through the validation of learning experts, an average score of 82% is obtained from the average of all aspects of the assessment, therefore the conclusion obtained is that 156 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 151-158 the product of developing mobile learning-based physical fitness learning media for grade ten high school students in pasuruan regency can be trialed for testing try groups. referring to previous research data conducted by ardilla et al. (2021) in which the assessment of learning experts consisted of three aspects, the percentage obtained was 90%. this indicates that the product developed is valid and suitable for use in group trials. material expert data in line with the data that has been obtained from the validation of teaching experts, an average percentage of 84% is obtained of all aspects, which when translated into the clarity assessment aspect obtains 81%, the accuracy aspect obtains 100%, the suitability aspect obtains 80%, the convenience aspect obtains 80%, and the attractiveness aspect 80%. the data obtained is then classified in the product quality assessment scale criteria. it was concluded that the product of developing mobile learning-based physical fitness learning media for grade ten high school students in pasuruan regency also obtained the criteria of "very good", so group trials can be carried out for the next stage. in regards with the data that collected through material expert validation, 84% is obtained as the average score of all aspects of the assessment, therefore the conclusion obtained is that the product being developed can be used for testing try groups. similarly, the product developed by firdaus et al. (2020), in which the expert assessment of physical fitness there are 5 aspects, the percentage obtained is 88%, indicating that the development product is valid and suitable for use in group trials. group try out concerning the results obtained from the validation of large group trials, an average of 85% of all aspects was obtained, which was then elaborated into: the clarity assessment aspect obtained a score of 85%, the attractiveness aspect obtained 85%, the convenience aspect obtained 84%, the usability aspect obtained 86%, and the score for conformity aspect was 85%. after that, these data were classified in the product quality criteria rating scale. thus, it can be concluded that the product of developing mobile learning-based physical fitness learning media for grade ten students in pasuruan regency has received the criteria of "very good" and receive no revisions, which meant that it can be used in high school / equivalent for grade ten. referring to the data that has been obtained through large group trials, an average score of 85% of the average of all aspects is received. nevertheless, the conclusion that can be obtained is that the product of developing mobile learning-based physical fitness learning media for grade ten students in pasuruan regency has been categorized into very good criteria, thus it can be used in high school/equivalent schools for grade ten and received no revisions. this was supported by a study conducted by mukhlis et al. (2020), in which after conducting group trials, a percentage of 87% was obtained, indicating that the product developed is valid and feasible to use without any revisions. https://jse.rezkimedia.org/index.php/jse/index mahfud, nurrochmah, & amiq – the development of mobile learning … 157 conclusion to conclude, with the development of a physical fitness learning media product for grade ten high school students, sports teachers are to find convenience and practicality in terms of delivering physical fitness material inside and outside class hours. the product can be used to enhance student knowledge and is able to motivate students' learning desires, even though they are studying inside or outside school hours. it is also expected that students will gain new knowledge when practicing independently or in groups. based on this explanation, the conclusion obtained is that the developed product of physical fitness material for grade ten high school students is feasible to be used as teaching materials as well as learning resources, and can also be used as a reference for future related product developments. acknowledgment the researcher cannot express further gratitude towards all the respectful parties who have supported and provided facilities for the commencement of this research. additionally, the researcher would like to extend their sincere thanks to the faculty of sports and science of state university of malang and the physical health and recreation study program, the teachers, the headmasters, and students of senior high school 1 purwosari, senior high school 1 gondangwetan, and senior high school 1 lumbang. references alamsyah, d. a. n., hestiningsih, r., & saraswati, l. d. 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(2021). implementation of e-learning on the teaching english as global language in the pandemic-era. jurnal inovasi penelitian, 1(10), 2095-2098. https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.37742/jo.v3i1.67 https://doi.org/10.1111/bjet.12581 https://doi.org/10.21831/jk.v5i1.12772 http://journal2.um.ac.id/index.php/jfik/article/view/11828/5768 https://doi.org/10.17977/um062v2i102020p500-510 https://doi.org/10.16309/j.cnki.issn.1007-1776.2003.03.004 https://doi.org/http:/dx.doi.org/10.17977/jp.v2i1.8471 https://doi.org/10.15640/jpesm ieee paper template in a4 (v1) 113 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 113-121 doi: 10.56003/jse.v3i2.164 issn: 2745-5351 survey on physical fitness levels of athletes aged 13-15 years old at satria mandiri soccer school, bojonegoro regency arjuna arya nugraha1, moch. yunus2, prisca widiawati3* 1,2,3 universitas negeri malang,jl. semarang no 5, malang city, east java province, indonesia e-mail: prisca.widiawati.fik@um.ac.id received: 19 september 2022 accepted: 12 november 2022 published: 13 december 2022 abstract: physical fitness is one of the important components in the sport of football, because the game of football is played within 2x45 minutes so that a valid fitness status is needed in order to play football optimally. this study was conducted to determine the status of physical freshness in athletes aged 13 to 15 years at ssb satria mandiri, bojonegoro regency. the method in this study is descriptive quantitative with survey techniques. the population and samples used were athletes aged 13 to 15 years at the satria mandiri football school which totaled 22 athletes. data collection includes several tests, a 50-meter running test using a running track, a body lift hanging test using poles/bars, a 60-second seating test, an upright jumping test using a board, a 1000-meter running test using a running track. data analysis in this study is quantitative descriptive statistics. the results of this study obtained that of the 22 athletes who were subjects, 12 athletes obtained the moderate category with a percentage of 54.54%. the conclusion obtained from this study is that the level of physical freshness in athletes aged 13-15 years at the satria mandiri football school as a whole shows a moderate category. keywords: surveys; physical fitness; football. how to cite: nugraha, a. a., yunus, m., & widiawati, p. (2022). survey on physical fitness levels of athletes aged 13-15 years old at satria mandiri soccer school, bojonegoro regency. journal of science and education (jse), 3(2): 113-121. https://doi.org/10.56003/jse.v3i2.164 introduction football is actually just an ordinary game that is done to exercise and maintain the fitness of every human being. the game of football has developed into a game that is most in demand by all people in indonesia. football is played by two teams where the two teams are against each other with the aim of scoring goals in order to achieve victory (alfi et al., 2019). misbahuddin & winarno (2020) argues that the time played in a soccer game in each half is 45 minutes long with no more than 15 minutes of rest time. football is one of the efforts to maintain physical fitness in order to stay in good condition and fit. football for players is a game as a team so it takes good teamwork and is supported by the abilities of each individual (adityatama, 2017). playing soccer can improve the skills that exist in the human body so as to make the psyche of people who play soccer happy and happy (samsudin et al., 2020). in the game of soccer, physical fitness is needed to support the performance of athletes in achieving achievements. factors in playing football include physical, technical, tactical, and psychological factors (bujnovsky et al., 2019). physical fitness is related to human activities regarding work and active actions. physical fitness is an individual's capacity to carry out productive activities without causing excessive fatigue(joseph, 2018). physical fitness can be a benchmark for someone to be healthy or unhealthy (murbawani & firiana, 2017). physical fitness is not only needed in sports activities, but also in living daily life. the level of individual https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.164 https://portal.issn.org/resource/issn/2745-5351 mailto:prisca.widiawati.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.164 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.164&domain=pdf&date_stamp=2022-12-13 114 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 113-121 physical fitness can affect the individual's physical readiness to be able to accept the workload received. to become a high-quality and high-achieving soccer athlete, athletes must not only master technical skills, but also must be accompanied by an adequate level of physical fitness so that each athlete can achieve the desired achievement. one way to improve fitness includes a combination of regular exercise and the abilities possessed by an athlete. physical fitness can affect a person's condition, be it physically, mentally and mentally so that every day they can accept the workload given (maisaroh et al., 2020). the purpose of regular exercise is to be able to maintain physical condition so as to improve physical fitness. with good conditions, individuals are in their best performance to achieve achievements. in addition to obtaining achievements, physical fitness can also improve human resources towards a healthy lifestyle (shofan et al., 2021). physical fitness is the capacity and ability of the body given to him so that he can make adjustments to conditions and the environment without causing excessive fatigue (hartanti & mawarni, 2020). physical fitness can be in the form of physical activity, games or sports to be able to achieve certain goals (warni et al., 2021). to be able to increase the level of physical fitness, several ways that can be done are to regulate your diet regularly, get enough rest, and do sports activities regularly (rahmawati & hariyanto, 2020). a healthy condition for a person is a necessity that is very helpful in supporting daily physical activities (nursena, 2019). athletes with adequate physical fitness status will be able to carry out training activities well (abdurrahim & hariadi, 2018). in order to improve physical condition, athletes can do physical exercise in a programmed and good manner so that it affects the individual and the quality of the team (sadewa & nurrochmah, 2020). adequate physical ability will be able to do the job well suddenly or additionally (fida & candra, 2020). doing physical fitness activities is one way to maintain physical condition (valentino & nurrochmah, 2020). physical fitness tests in soccer are very important because physical fitness can affect the physical condition of athletes at ssb satria mandiri. physical fitness is one of the supporting components in determining the achievement of an athlete, including in the game of football. physical exercise programs must be well planned and programmed so that athletes can achieve good and maximum performance(setiawan & pamot, 2021). if the achievement of an athlete increases, then the athlete will be able to raise the name of both the region and the country (rofik et al., 2021). looking at the characteristics of the game of football, the elements that are required in the physical condition of the game of football include strength, endurance, speed, power, agility and other physical components (wibowo, 2020). it can be concluded from the discussion above that some athletes at ssb satria mandiri are still lacking in physical fitness. according to the observations of the ssb satria mandiri coach, the level of physical fitness of the ssb satria mandiri athletes is still lacking. during the training process the coach has never held tests and measurements to find out how big the level of physical fitness in soccer athletes aged 13-15 years at ssb satria mandiri, bojonegoro regency. so that the coach does not have data on how big the level https://jse.rezkimedia.org/index.php/jse/index nugraha, yunus, & widiawati – survey on physical fitness of athletes aged 13-15 years … 115 of physical fitness in soccer athletes at ssb satria mandiri. it is feared that this will affect the athlete's achievement, so that the athlete is not in his best condition. in order to determine the level of physical fitness. method this study was carried out with the aim of knowing the category of physical fitness level in soccer athletes aged 13-15 years at ssb satria mandiri, bojonegoro regency. the population used is all athletes aged 13-15 years at ssb satria mandiri, totaling 22 athletes. this research was conducted on april 11, 2021 at the ssb satria mandiri soccer field located on jl. youth development ii, purwosari, bojonegoro regency. the test that will be used is the tkji (tes kebugaran jasmani indinesia) for the age category 13 to 15 years old which includes several tests, including: 1) a 50 meter run test, 2) a hanging lift test, 3) a 60 second lying down test, 4) a vertical jump test. , 5) 1000 meter run test (irawan, 2019). the data collection used is a measurement technique in the form of a test. the stages carried out include: first, making preparations, second, carrying out research, third, making a report on the results. data analysis used percentage description. to clarify the assessment in the percentage, the test points will be analyzed using a table of values to determine the results of good and bad physical fitness levels, then all points are added up to determine the athlete's physical fitness status. after knowing the physical fitness status of each athlete, the data will be described in the form of percentage results. the data obtained is then processed using the help of the spss statistics 16.0 version application. the formula for determining the percentage: x 100% information: p = yield percentage f = subject frequency n = number of subjects table 1. norms for tkji categories aged 13 to 15 years boys no total value classification 1 22-25 very good 2 18-21 good 3 14-17 medium 4 10-13 bad 5 5-9 very poor results and discussion the test results in this study include several kinds of tests with different units of calculation. this study is a presentation of data obtained from a survey of physical fitness of athletes aged 13 to 15 years at ssb satria mandiri, bojonegoro regency. in this chapter, we will discuss the mean, standard deviation, median, maximum value, minimum value, mode. the test results that have been obtained will be described in this chapter. by grouping the test results according to several tests carried out, including: a) running 50 meters, b) 116 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 113-121 hanging up, c) lying down for 60 seconds, d) jumping upright, e) running 1000 meters. so that the data can be analyzed and given an assessment of the score data from the measurement of physical fitness level, then all physical fitness test scores will be calculated. the data results are in the table 2. table 2. descriptive statistics of tkji results for age 13-15 years descriptive statistics fitness test n mean sd minimum maximum median run 50 meters 22 7.6582 .59827 6.85 8.82 7.8200a hang lift body 22 7.55 2,087 4 12 7.38a sitting down 60 seconds 22 24.68 4.412 17 32 24.50a jump straight 22 44.59 3,500 39 53 44.00a run 1000 meters 22 4.1950 .85888 3.22 6.08 4.1667a valid 22 in the discussion table above, the overall results of the tkji test and the results of data analysis on the tkji test of russian athletes 13 to 15 years old at the ssb satria mandiri school, bojonegoro regency are obtained. can be seen in the following table 3. table 3. overall results of tkji for ssb satria mandiri athletes category score f percentage very good 22 – 25 0 0% good 18 – 21 6 27.27% medium 14 – 17 12 54.54% bad 10 – 13 4 18.18% very poor 5 – 9 0 0% amount 22 100% based on table 3 recapitulation of the results of the study, it was found that the category of the level of physical fitness of athletes aged 13 to 15 years at ssb satria mandiri, bojonegoro regency, none of the athletes were in the very good and very poor category, 6 athletes got the good category with a percentage of 27 ,27%, 12 athletes got the medium category with a percentage of 54.54%, 4 athletes got a bad category with a percentage of 18.18%. it can be concluded that the level of physical fitness of athletes aged 13 to 15 years at ssb satria mandiri is in the moderate category. 1. 50 meter run test the results of the 50-meter run test were given to athletes in the 13-15 year age category at the satri mandiri soccer school, bojonegoro regency, totaling 22 athletes. the overall test results were in the good and medium categories. this proves that speed is one of the most prominent physical components in football. the data results are in the table 4. https://jse.rezkimedia.org/index.php/jse/index nugraha, yunus, & widiawati – survey on physical fitness of athletes aged 13-15 years … 117 table 4. results of the 50 meter run test category f f% very good 0 0% good 9 40.9% medium 12 54.54% bad 1 4.54% very poor 0 0% amount 22 100% 2. hanging test body lift the test results were given to athletes aged 13 to 15 years at ssb satria mandiri, bojonegoro regency, totaling 22 athletes. the overall test results are in the medium category. the data can be seen in the table 5. table 5. results of the hanging lift test category f f% very good 0 0% good 2 9.09% medium 14 64% bad 6 27.27% very poor 0 0% amount 22 100% 3. 60 second lying sitting test the test results were given to athletes aged 13 to 15 years at ssb satria mandiri, bojonegoro regency, totaling 22 athletes, overall in the good and moderate categories. the data results are in the table 6. table 6. results of the 60 second lying sitting test category f f% very good 0 0% good 10 45.45% medium 11 50% bad 1 4.54% very poor 0 0% amount 22 100% 4. upright jump test the results of the vertical jump test given to soccer athletes aged 13-15 years at ssb satria mandiri, bojonegoro regency, totaling 22 athletes, were overall in the moderate category. the data results are described in the table 7. table 7. vertical jump test results category f f% very good 0 0% good 1 4.54% medium 18 81.81% bad 3 14% very poor 0 0% amount 22 100% 118 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 113-121 5. 1000 meter run test the test results given to athletes aged 13 to 15 years at ssb satria mandiri, bojonegoro regency, totaling 22 athletes, the overall test result data were in the medium category. this is very good for supporting athletes in order to maintain their physical condition so that they can complete training and matches well. the test results as explained by the researcher in the table 8. table 8. results of the 1000 meter run test category f f% very good 0 0% good 5 22.72% medium 10 45.45% bad 6 27.27% very poor 1 4.54% amount 22 100% physical fitness is the body's capacity to complete daily activities without causing fatigue. physical fitness can be estimated by carrying out various tests according to the age category of the test taker. according to hartanti & mawarni (2020) physical fitness is the actual part of overall fitness, which allows individuals to live a productive life, without causing excessive fatigue so that they are able to perform other productive tasks. physical fitness is the initial reference in determining the level of the athlete's physical condition. physical fitness plays an important role for all athletes. physical fitness in the game of soccer is very necessary for an athlete to be able to play and practice well. athletes with a good level of physical fitness will adapt more quickly to the training given to them. because athletes are trained and prepared to be able to achieve achievements both individually and as a team. so that a good physical fitness status is needed so that athletes can achieve their best conditions in achieving achievements. without good physical fitness status, athletes will not be able to develop their abilities to achieve the best performance and can hinder the physical activities they will do. for adolescent athletes, the level of physical fitness of an athlete can be increased from the training process given to him. the role of the coach is also very necessary to train athletes in order to improve their physical fitness. the training method for adolescent athletes will affect the physical condition of the athlete in the future, so that the training method is of special concern to the coach in order to provide training methods that are appropriate to the age group of the students he trains. physical factors, techniques, tactics are factors that influence the game of football in order to play well (samsudin et al., 2020). in line with the research that has been carried out by putra (2021) argues that to be able to complete an activity efficiently and effectively, every human being must have an adequate physical fitness status, because the level of adequate physical fitness affects mental health and also affects the achievement to be achieved. sani & hariadi (2020) states that physical fitness has advantages for individuals from completing optimal https://jse.rezkimedia.org/index.php/jse/index nugraha, yunus, & widiawati – survey on physical fitness of athletes aged 13-15 years … 119 work. according to zulfa & kurniawan (2019) someone with a high level of productivity will have a fit body condition, this can support their learning process. according to anggita et al. (2019) physical fitness contributes a lot to student learning achievement, with an effective contribution. opinion by arifandy et al. (2021) a person can do physical exercise by involving various components of physical fitness and the correct training method in order to achieve excellent physical fitness. highly qualified physical fitness will be able to do a reasonable job without reducing its quality and intensity (prontenko et al., 2019). physical fitness is one of the important components in obtaining the productivity of the activities carried out so as to achieve maximum results (saputro, 2018). the more a person does exercise, and the greater the variety of activities carried out, the more fit the body will be (sari & nurrochmah, 2019). research that has been carried out by setia & winarno (2021) concluded that the level of physical fitness of a person can be determined from the quality of the exercise used, the better the quality of the exercise used so as to achieve maximum physical condition. research conducted by yuliana & sugiharto (2019) about the level of physical fitness in athletes aged 14 years at ssb tugumuda semarang included in the good category. while the research that has been done by shofan et al. (2021) regarding the survey on the physical fitness level of ssb karlos players, malang city aged 15 years, it is included in the less category. based on the results of tests that have been carried out in this study, the level of physical fitness in athletes aged 13-15 years at the satria mandiri soccer school, bojonegoro regency as a whole, obtained results with criteria, very good 0 out of 22 athletes or (0%), 6 athletes received good category with percentage (27, 27%), 12 athletes got medium category with percentage (54, 54%), 4 athletes got less category with percentage (18, 18/%). most of the physical fitness of athletes aged 13 to 15 years at ssb satria mandiri are in the moderate category. conclusion based on the results of the physical fitness test for ssb satria mandiri athletes aged 13-15 years that had been carried out, 22 athletes were the subject of the study. the data obtained by the physical fitness level of athletes aged 13 to 15 years at the satria mandiri soccer school as a whole did not have any test items that scored very good. therefore, more attention is needed from the coaches at the satria mandiri soccer school so that they can improve the physical fitness level of the athletes and the test results are monitored regularly as material for evaluating training programs. references abdurrahim, f., & hariadi, i. 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(2022). using rfm approach with pbl to course design. journal of science and education (jse), 3(1): 1-12. https://doi.org/10.56003/jse.v3i1.133 introduction problem-based learning (pbl) has been widely applied to a course design methodology for teaching for many years. there is much research using it for engineering education application (chen et al.,2021), improving learning quality (nurtanto et al.,2019; cîmpean & bocoş, 2022), exploring student engagement in the course (naji et al., 2020), measuring its effectiveness between traditional teaching skill (strobel & van barneveld, 2009). problem -based learning (pbl) is defined as unstructured problems that are presented as unsolved, so students come up with multiple ideas not only about the cause of the problem but also about how to solve it (barrow, 2002; strobel & van barneveld, 2009; zhang & hwang, 2022). pbl focuses on students learning environment in the form of problem-solving with analytical and data skills (nurtanto et al., 2019). thus, it is a student-centered approach in which students derive the critical issues of the problems they face, and teachers act as facilitators and tutors. in other words, pbl is aligned with professional or "real world" practice (barrow, 2002; strobel & van barneveld, 2009; sihombing & iswara, 2022). unlike past disciplines that used pbl in their courses, the adoption of pbl was usually at a practical level, such as medicine or nursing. this study applies the pbl concept as a process in business management discipline to the customer relationship management (crm) course designing. in this course, the https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i1.133 https://portal.issn.org/resource/issn/2745-5351 mailto:hoyasophia2020@gmail.com https://doi.org/10.56003/jse.v3i1.133 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i1.133&domain=pdf&date_stamp=2022-09-30 2 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 1-12 implementation of the pbl framework is proposed. to follow steps by steps in this framework, students can learn not only the theory of crm but also how to conduct a customer database analysis and finally procedure the outcome of an advertising scrip. in the pbl framework, a rfm (recency, frequency, monetary) approach which is most applied in crm analysis is used. then, based on the results of rfm segment of service industries, students themselves should create advertising scripts to improve the customer value form the chosen target. the article is constructed as, firstly, the literature review of rfm and advertising design are demonstrated. secondly, the detail of the course design in this paper will be descript. it includes the purpose of this course, the multiple steps of pbl, and the student’s information. finally, the results of rfm analysis and advertising scripts that students create are demonstrated. the conclusion is made for future allocation. the literature review this research is use pbl approach in crm course for students to make rfm analysis application and based on the results of rfm to produce advertising scripts. in the literature review, the pbl approach and rfm concept are introduced. the previous research of pbl strobel & van barneveld (2009) conduct meta-analyses to compare different conceptualizations of learning and demonstrate how to measure them. they identify common and generalizable findings to the effectiveness of pbl and find that pbl is superior when it comes to skill development and satisfaction of students and teachers. however, the results also show that traditional approaches are more effective for short-term retention as measured by standardized board exams. nurtanto et al. (2019) use the pbl method to apply literacy campaigns and character values to improve the quality of life and career skills in gasoline engine course learning. they conduct the elliot action model in two classroom action cycles. they find that the literacy movement was observed as successfully implemented with an increase and inducing character values improves student behavior. and strengthening the competency of students in the gasoline motorbike curriculum is also fined. naji et al. (2020) explored forms of student engagement in pbl settings, drawing on empirical data of observations and group interviews with project teams in different pbl undergraduate civil engineering courses at qatar university. they find that pbl types and their appropriateness to the nature of the course, students’ prior experiences with pbl, and team dynamics will influence student engagement in a project team. the patterns of engagement as autonomy and connection have significant student engagement in a pbl setting. but relational and emotional engagement has been positive yet slight for student engagement in a pbl setting. chen et al. (2021) illustrates the variety of pbl implementation at various levels, which includes the project level, the course and cross-course level, and so on. the author explores the various levels to discuss the challenges and practice of pbl, which is currently reported and being implemented. across these levels, https://jse.rezkimedia.org/index.php/jse/index huang – using rfm approach with pbl to course design … 3 similar challenges are demonstrated for teachers and students at the individual level, as well as at the institutional level and the cultural level. they also provide directions for future research of engineering education researchers, and suggestions for engineering faculty and staff are proposed to optimize pbl curriculum design and inform future pbl implementation. this study uses pbl method to design crm course. it provides a framework of pbl implementation as a process to help students steps by steps to learn crm application. the rfm concept rfm stands for recency, frequency, and monetary value. these three factors are defined (kumar & reinartz, 2018) as: 1.recency: a measure of how long it has been since a customer last placed an order with the company. 2. frequency: a measure of how often a customer orders from the company in a certain defined period. 3. monetary value: the amount that a customer spends on an average transaction. rfm technique utilizes these three metrics to evaluate customer behavior and value and is often used in practice (kumar & reinartz, 2018), especially in customer relationship management (crm). it can help to distinguish high contribution customers in the customer segment. such as heldt et al. (2021) integrate the product and customer marketing perspectives and propose a new approach to predict customer value based on an rfm per product model (rfm/p). the process of the traditional rfm analysis approach is as follows. firstly, the customer data is sorted in descending order based on the most recent purchase date criterion. the earliest purchasers are listed on the top, and the oldest are listed at the bottom. the sorted data are further divided into five groups of equal size (20% in each group). the top-most group is assigned a recency code of 5, the next group is assigned a code of 4, and so on, until the bottom-most group is assigned a code of 1 (kumar & reinartz, 2018). secondly, the frequency coding process is the same as the recency coding process discussed. however, to sort the group of customers based on the frequency metric, we need to know the average number of purchases made by a customer per month. the choice of the appropriate period depends on the usual frequency of purchases. in this case, customers with the highest number of purchases per month are grouped at the top, while those with a lower number of purchases per month are listed below. here again, the sorted list is grouped into five quintiles. those in the top are assigned a code of 5, and those at the bottom a code of 1 (kumar & reinartz, 2018). thirdly, the monetary value coding process is precisely the same as the recency and frequency coding processes but sorts the group of customers based on the monetary value metric. the index can be the average of monetary spending or the total amount of monetary. as with recency and frequency, the customer data are sorted, grouped, and coded 5 to 1 (kumar & reinartz, 2018). finally, there are 5*5*5 groups (total segments are 125groups). the numbers of group sorting can be decided by different industries and depending on different situations such as the sample size of database or 4 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 1-12 the budge of marketing (abbasimehr & shabani, 2021; heldt et al.,2021; rahimac et al., 2021). this paper is demonstrated different numbers of groups segmented by the database and the attribution of industry. the detail is describing in the next section. the rfm analysis is most used in teaching students about crm applications. thus, this study uses rfm as an analysis tool to help students learn how to make customer segments by diffrerent crm value. method the process of course design this research based on pbl concept to conduct rfm approach creating an advertising script from the data analysis of rfm in customer relationship management (crm) course. the rfm analysis is the popular approach and widely used to measure customer value which is an important main concept of crm. different from other course of crm, which pay attention on the usage of technical tool teaching such as the crm information computing software, the course design of this research first introduces basic knowledge of crm including the marketing elements of service industries and rfm segment for capture high customer value targets. then, as the pbl, the students are asked to use rfm method to make segment from the customer database of service industries. in this stage, the crm technique can be made practice by students themselves. according to the results of rfm segment, students can compare different segments from their customer values and choice one segment for their marketing target. an advertising scripts creation will induce to let students themselves make brain stoning of forming ideals to construct the advertising plots. the story of advertising includes the video and audio parts and must be fitted with the target segment that is analyzed from rfm. different from other advertising creating course (rojprasert et al., 2020), the scripts creation of this course is a part which induced from pbl of the rfm results. the students themselves should find out the characteristics of target segment based on the demographic variables and according to these traits to form their advertising scripts. the design and implementation of pbl was completed in multiple steps (figure 1). https://jse.rezkimedia.org/index.php/jse/index huang – using rfm approach with pbl to course design … 5 fig. 1 the design and implementation of pbl steps the course the crm course is an option course for second years college students in the department of advertising& public relations. thus, the outcome of pbl is to create the scripts of advertising from rfm segmentation. there are 21 females and 8 males into seven groups as a team work to conduct the rfm method of customer segmentation and form the advertising scripts. in the first third semester, students learn about the basic theory of crm which includes the customer value calculation, how to keep good relationships with customer. in the first topic, students should know about rfm approach, and the segmentation causes are used to demonstrated by a customer database of service industries. in the second topic, the service marketing is induced to help students learning about the impact factors during the purchase process divining into pre-purchase, service encounter and pos-purchase. in the prepurchase stage, the expectation that forms from customer will influence the adequate service and desire service and the tolerance zone between these two levels can construct different relationships of customer and company. in the encounter service stage, the different service models such as theatrical metaphor are introduced. the students also learn about impact variables of service encounters. in the pos-purchas stage, the service perceptions are introduced includes service quality that service company should provide. for step 1: to prepare the knowledge base. to conduct rfm approach analysis for customer segments step 2: to set the segment levels. to conduct computer software to decide each level of rfm segments step 3: to analysis the demographic data of each rfm segments step4: to use pbl method for analysis the characteristics of each rfm segments. to extract the different traits and make comparisons of these difference between target segments step5: to create the advertising scripts from these extractions of different traits from different target segments. 6 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 1-12 example, the reliability which is ability to perform the promised service dependably and accurately; the assurance which is the knowledge and courtesy of employees and their ability to inspire trust and confidence; tangibles which is physical facilities, equipment, and appearance of personnel; empathy, which is caring, individualized attention the firm provides its customer; responsiveness which is the willingness to help customers and provide prompt service. the students can base on this theory learning as a material to create the advertising script. in the middle third of the semester, students start to use rfm approach to segment data according to the order of the recency, frequency and monetary number of transactions respectively. each customer will be assigned to one of the 2*2*2 groups such as 111, 211, 121, …,222, based on her respective rfm code. an overview of the rfm procedure is given in figure 2. fig. 2. the analysis framework of rmf in figure 2, (1,1,1) means the customer purchase recency is remark as 1 (r=1), prucahse frequency is remark as (f=1) and purchase monetary is remark as (m=1). the empirical data from fashion industry is used to students for rfm segment practice. the empirical data firstly will be divided into two groups of people equally according to the recency of the purchase date. the people in the group of r=2 is more recent than which of r=1. then, in the two groups of r=1 and r=2, they are divided into two groups respectively according to purchase frequency (f). the people in the group of f=2 is more frequency than which of f=1 in https://jse.rezkimedia.org/index.php/jse/index huang – using rfm approach with pbl to course design … 7 the same r group. finally, each f group is divided into two groups equally again according to purchase monetary (m). thus, the group (1,1,1) which means r=1, f=1, m=1 is longer pruchas recency, less purchase frequency and less monetary spending than group (2,2,2) which is r=2, f=2, m=2. in the remaining third of the semester, students find the characteristics of segment group and choice one group for their target customers. they should figure out the problem of the target segment in service industries. and according to the results of rfm segment, they create the advertising scripts in which the circumstance of service (expectation, service encounter, and service perception) and solution of solving the problem should be demonstrated. results and discussion a cause of fast fashion industry it demonstrates the results that a group of students use the ffm approach with pbl method in the case study of fast fashion industry. it is followed the steps that this paper proposed from step 1to step 5. step 1. to prepare the knowledge base the empirical data is obtained from a fashion industry to use for the practice of rfm segment. the sample size is 5236. there are 2122 (40.5%) male and 3114 (59.5%) females. for the education level, there are 969 (18.5%) bachelor’s degree, 247 graduated degree (4.7), 111 (2.1%) ph.d. degree, 603 (11.5%) college degree, 1406 (26.9%) high school degree and 1900 (36%) lower than high school degree. for the purpose of this paper is to use rfm framework to portray the purchase behavior in different service industries. the transaction data in this data base includes the last purchase date, the last consumption amount, the highest amount of monetary spending, the average amount of monetary spending, and the frequency during the transactions. step 2. to set the segment levels for the fashion industry, this database includes the purchase behavior of a certain brand of fast fashion chain store. it is also segment total data into two groups by r which is defined as the days since last transaction. according to this industry, the first hierarchy “r” is 18 days. frequency is number of transactions in the past month. it is used four times as standard. monetary is the total monetary amount of transactions in the past month. the threshold levels of eight groups are less or more than 3537, 2498, 1717, 1127 respectively. to conduct computer software to decide each level of rfm segments, the results of rfm segment in fast fashion chain store is demonstrated as figure 3. 8 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 1-12 fig 3. the analysis results of rpm in fashion industry step 3. to analysis the demograhic data of ecah rfm after making rfm segmentation, it is compared the group of (1,1,1), (2,2,1), and (2,2,2) for the average consumption amount per transaction, the maximum consumption amount of transaction, the total consumption amount in the past month and the transaction frequency. according to the segment in figure 3, the people in group (1,1,1) are r =1, f=1 and m=1 which demonstrates the days since last transaction in the past month (recency) is larger or equal to 18 days (renceny≧18) , number of transactions (frequency) is smaller than 8 times (frequency=8) and the monetary spending in total amount of transactions (monetary) is smaller than 11278 nt. dollars (monetary<11278). the people in group (2,2,1) are r =2, f=2 and m=1 which demonstrates the days since last transaction in the past month (recency) is less than 18 days (renceny<18), number of transactions (frequency) is larger or equal than 8 times (frequency≧8) and the monetary spending in total amount of transactions (monetary) is smaller than 35374 nt. dollars https://jse.rezkimedia.org/index.php/jse/index huang – using rfm approach with pbl to course design … 9 (monetary<35374). the people in group (2,2,2) are r =2, f=2 and m=2 which demonstrates the days since last transaction in the past month (recency) is less than 18 days (renceny<18), number of transactions (frequency) is larger and equal than 8 times (frequency≧8) and the monetary spending in total amount of transactions (monetary) is larger or equal than 35374 nt dollars (monetary≧35374). for comparing (2,2,2) and (2,2,1), the mean of average consumption amount per transaction in the past month of (2,2,2) is 1445.48 n.t. dollars which is 1.5 times higher than 999.46 n.t. dollars in group (2,2,1). for the mean of transaction frequency, group (2,2,2) is 1.07 times and group (2,2,1) are 3.16 times. it can be seen that the customers in (2,2,2) who have a high single consumption amount but low consumption frequency and the customers in (2,2,1) who have higher transaction frequency but low single consumption amount. for comparing (1,1,1) and (2,2,1), the mean of maximum consumption amount of group (1,1,1) is 6098.3 n.t. dollars and which of (2,2,1) is 5605.2 n.t. dollars. there is little difference between these two groups. it is also little different for the mean of transaction frequency in group (1,1,1) and (2,2,1). group (1,1,1) is 2.12 times and (2,2,1) is 3.16 times. but the total consumption amount and the mean of average consumption amount per transaction, (1,1,1) are both about twice as much as (2,2,1). the mean of total consumption amount of (1,1,1) is 18035 n.t. dollars and which of (2,2,1) is 9384 n.t. dollars. the mean of average consumption amount per transaction of (1,1,1) is 5823 n.t. dollars and which of (2,2,1) is 999.46 n.t. dollars. to sum up, it can be seen that the maximum spending power and consumption frequency of the two groups of customers (2,2,1) and (1,1,1) are very close, while the amount of each consumption of (1,1,1) is significantly higher (table 1). table 1. the detail information of group (1,1,1), (2,2,1), and (2,2,2) group (1,1,1) (2,2,1) (2,2,2) rfm score r=1, f=1, m=1 r=2, f=2, m=1 r=2, f=2, m=2 recency (the days since last transaction) ≧18 (days) <18 (days) <18 (days) frequency (number of transactions in the past month) = 8 (times) ≧8 (times) ≧8 (times) monetary (the total monetary amount of transactions in the past month) <11278 (n.t. dallars) <35374 (n.t. dallars) ≧35374 (n.t. dallars) mean of average consumption amount per transaction 5823 (n.t. dollars) 999.46 (n.t. dollars) 1445.48 (n.t. dollars) mean of transaction frequency 2.12 (times) 3.16 (times) 1.07 (times) mean of maximum consumption amount 6098.3 (n.t. dollars) 5605.2 (n.t. dollars) mean of total consumption amount 18035 (n.t. dollars) 9384 (n.t. dollars) 10 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 1-12 step 4. to use pbl method for analysis the characteristics of each rfm segments group (1,1,1) is choice to become the target consumer. because this group of consumers can provide the largest consumption amount, the highest consumption frequency, and the number of recent consumption days. in the field of fast fashion, these are very important indicators. there are a total of 655 people in this group. the number of the days since last transaction are between 2-17 days. the number of transactions in the past month is between 2-6 times. the total amount of transactions in the past month is between 353830353 n.t. dollars. step 5. to create the advertising scripts from these extractions of different traits from different target segments thus, based on characteristics of target consumers with rfm segment, the creation of advertising scrip is demonstrated in table 2. table 2. the advertising script of fashion brand video audio first act a woman walks confidently to the fashion store for outside to inside. *audio: a fashionable bgm, clop-clop (the sound of high heels). 2 second act walking confidently in the fashion store and passing by dazzling and numerous clothing. *audio: a fashionable bgm, clop-clop (the sound of high heels). 2 third act choosing and taking a few clothing and walking toward fitting room. *audio: a fashionable bgm. 3 fourth act keeping going clothing shelf and fitting room back and forth. (feeling a little impatience.) *audio: a fashionable bgm. 3 fifth act word card: “now, you won’t waste your time any longer”. *audio: a fashionable bgm. 1 sixth act walking confidently in the fashion store and passing to another dazzling and numerous clothing. *audio: a fashionable bgm. 2 seventh act staring to click the digital signage to choose the clothing that she wants to have a fitting trial. *audio: a fashionable bgm. 4 eighth act having a fitting trial in front of the digital signage and striking many kinds of pose like model. *audio: a fashionable bgm. 3 ninth act after the fitting trial, clicking the digital signage to choose those lists which are satisfied. (having a relaxed mood). *audio: a fashionable bgm. 3 tenth act carrying lots of paper bags filled with purchase and walking out of the fashion store. *audio: a fashionable bgm. 2 eleventh act blurring the scene and the logo of the fashion store appears. *audio: a fashionable bgm. 2 huang – using rfm approach with pbl to course design … 11 conclusion this paper uses rfm approach with plm method to design the crm course. the contribution of the research is combining the quantitative attribute and qualitative /creating attribute in the teaching approach. the students not only learn about the core technical knowledge, rfm, in the crm but also conduct this approach to analyze a real customer database by themselves. through finding the highest value of segment as the target customer, they should focus on the characteristic of their choice target and create an advertising script to attract this segment by their traits. it is found that students follow the framework of pbl is more easily to learn crm theory and make it application in marketing. these processes of steps can provide the course design of crm or advertising project to make creation from customer targeting. in the future, other method such as survey can be used to explore the psychological variables as an impact factor for customer segmentation. beside to the advertising script creation as the outcome of pbl, other output can be suggested to connect the rfm techniques with pbl. for example, research can consider a teamwork task project as the outcome. finally, this framework of course design can be application for other kind of course. references abbasimehr, h., & shabani, m. (2021). a new framework for predicting customer behavior in terms of rfm by considering the temporal aspect based on time series techniques. journal of ambient intelligence and humanized computing, 12(1), 515-531. https://doi.org/10.1007/s12652-020-02015-w barrows, h. (2002). is it truly possible to have such a thing as dpbl?. distance education, 23(1), 119-122. chen, j., kolmos, a. and du, x. (2021). forms of implementation and challenges of pbl in engineering education: a review of literature. european journal of engineering education,46(1), 90-115. https://doi.org/10.1080/03043797.2020.1718615 cîmpean, e., & bocoş, m. (2022). developing digital competence and media literacy through pbl: web 2.0 tools used in# digitaleu–we'll do! etwinning project. educatia 21, (22), 88-96. heldt, r., silveira, c. s., & luce, f. b. (2021). predicting customer value per product: from rfm to rfm/p. journal of business research, 127, 444-453. https://doi.org/10.1016/j.jbusres.2019.05.001 kumar, v., & reinartz, w. (2018). customer relationship management: concept, strategy, and tools. berlin, german: heidelberg springer. naji, k. k., ebead, u., al-ali, a. k. & du, x. (2020). comparing models of problem and project-based learning (pbl) courses and student engagement in civil engineering in qatar. eurasia journal of mathematics, science and technology education, 16(8), 1-16. https://eric.ed.gov/?id=ej1272452 nurtanto, n., fawaid, m. and sofyan, h. (2019). problem based learning (pbl) in industry 4.0: improving learning quality through character-based literacy learning and life career skill (ll-lcs). journal of physics: conference series, 1573,315-323. https://iopscience.iop.org/article/10.1088/17426596/1573/1/012006/meta rahim, m. a., mushafiq, m., khan, s., & arain, z. a. (2021). rfm-based repurchase behavior for customer classification and segmentation. journal of retailing and consumer services, 61, 102566. https://doi.org/10.1016/j.jretconser.2021.102566 12 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 1-12 rojprasert, s., neanchaleay, j., boonlue, s., & sinlarat, p. (2020). designing and implementing constructionist learning in a blended advertising photography course. international journal of technology enhanced learning, 12(1), 20-37. sihombing, v. i. c. & iswara, p. d. (2022). effects of project based learning model assisted by picture media on advertising text writing skills. proceedings in the 4th international conference on elementary education, 4(1), 874-822. http://proceedings2.upi.edu/index.php/icee/article/view/2066 strobel, j. and van barneveld, a. (2009). when is pbl more effective? a meta-synthesis of meta-analyses comparing pbl to conventional classrooms. interdisciplinary journal of problem-based learning, 3(1), 44-58. https://doi.org/10.7771/1541-5015.1046 zhang, d. & hwang, g. j. (2022). effects of interaction between peer assessment and problem-solving tendencies on students' learning achievements and collaboration in mobile technology-supported project-based learning. journal of educational computing, 60(4), 135-152. https://doi.org/10.1177/07356331221094250 ieee paper template in a4 (v1) 184 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 184-195 doi: 10.56003/jse.v3i2.171 issn: 2745-5351 development of front and back rolling mobile learning media for class x students of sman 1 pamekasan dwi akbar fitriliyanto1, usman wahyudi2*, rama kurniawan3 1,2,3 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: usman.wahyudi.fik@um.ac.id received: 24 september 2022 accepted: 19 november 2022 published: 20 december 2022 abstract: : many students do not understand the gymnastic movements being taught and become bored with the movement, as well as the learning method. this study aims to produce a learning media device in physical education, sports and health in the form of mobile learning floor exercise with front roll and back roll material for student’s class x of sman 1 pamekasan so that it can be a teaching material. in this study, the research and development (r&d) from lee and owens was. so that only 5 steps are in accordance with the conditions in the field. (1) needs analysis, (2) product design, (3) development related to the material to be developed (4) application/implementation, (5) product evaluation by experts and product trials. results of product development data obtained the first result (91.3%) with 32 students and the second group (87.4%) with 115 students. from the results of these data, it can be concluded that the criteria for learning media products for floor exercise materials based on mobile learning have very valid criteria and are suitable for use in learning activities in schools. keywords: mobile learning; learning media; gymnastic. how to cite: fitriliyanto, d. a., wahyudi, u., & kurniawan, r. (2022). development of front and back rolling mobile learning media for class x students of sman 1 pamekasan. journal of science and education (jse), 3(2): 184-195. https://doi.org/10.56003/jse.v3i2.171 introduction in the current era of technology and information is developing very rapidly. these developments lead to changes in lifestyle, way of thinking, training systems, and other sides. as a result of this, the generation born in 1995-2010 is usually called generation z. according to subandowo (2017) generation z is called the net generation, igeneration, or internet generation, who were born in 1995-2010. when the rapid development of it, the net generation or generation z was born. so that this generation is fluent in technology, interacts intensely on social media, multitasking, fast switcher, also likes to share (wijoyo, 2020). currently, most elementary or advanced school students are generation z. with the z generation, learning methods are required to experience development and innovation by using more modern media learning, in order to create a more active and effective learning atmosphere. one of the subjects included in the national curriculum is physical education, sports and health. according to the ministry of national education 2006, physical education is a subject that is taught at certain school levels and overall, that prioritizes physical activity and fostering healthy living for growth and physical activity. in the assessment there are several aspects, the first is cognitive, the second is affective, and the third is psychomotor. cognitive in the form of knowledge or intelligence of children, affective in the form of attitudes, or behaviour, and psychomotor movement skills. https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.171 https://portal.issn.org/resource/issn/2745-5351 mailto:usman.wahyudi.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.171 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.171&domain=pdf&date_stamp=2022-12-20 fitriliyanto, wahyudi, & kurniawan – development of front and back rolling mobile … 185 the curriculum is a guide for learning activities that discuss plans and arrangements regarding the content, objectives, and learning materials to achieve predetermined educational goals. permendikbud no. 68 of 2013, explains, "that the 2013 curriculum aims to prepare indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative, and affective and able to contribute to the life of society, nation, state, and civilization. world". floor gymnastics is a learning material in the 2013 curriculum. floor gymnastics exercises are teaching materials that are taught in physical education subjects ranging from elementary school to high school. in kd 4.6 for sma it reads "practicing the results of simple series of motion analysis in specific floor gymnastics activities". the material is delivered through concepts and learning practices, so that students are expected to be able to master a series of different basic movements according to the material being taught and will later be analysed together. according to muhajir (2006), gymnastics is a body exercise activity on the floor or equipment that aims to increase immunity, endurance and flexibility of the body, and self-control. gymnastics is an important activity to improve physical and movement abilities, this was conveyed by muhajir (2006). the front roll and back roll movements, including floor gymnastics lessons, are carried out on the floor using a mat to develop the ability to perform various types of floor gymnastics. to create a more active and effective learning atmosphere, it is necessary to use learning media. by using the media as learning can help how to learn and teach (ahmad, 2009). it can be concluded that the provision of good learning services to students is able to bring up intrinsic motivation in children (kurniawan, et al., 2021). in the same presentation, it can be said that learning media has an important role in every teaching and learning process. the use of media during a well-prepared learning process can be quite easy for students to follow and understand the material (muhson, 2010). learning media must meet several principles, be interesting, easy to see, useful/useful, simple, true/accountable, reasonable/legitimate, and well-structured in planning for media use (nursetya & kriswanto, 2014). the use of media applications is expected to increase student interest in learning. application media can be in the form of animations or videos that are more interesting than images or print media, this is supported through (arya et al., 2016) previous research regarding the use of media in this case involving technology can increase the effectiveness of the learning process. therefore, by using application media in learning, it is hoped that the movement learning process can be maximized. the advantage of using technology-based learning media is that it is hoped that later students will be able to understand the material presented, because by using technology-based learning media, students can slow down the movement so that they understand well the steps in doing these gymnastic movements. students can also repeat examples of movements until they really understand so as to avoid mistakes in the learning process. learning media can also make it easier for teachers to give directions regarding learning materials. 186 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 184-195 the learning time can also be shorter because the application media determines the playback time of the motion video. at this time many teachers have used mobile learning in the teaching process. mobile learning is a learning media device that can be used by educators to provide lessons to students using electronic media, such as laptops, tablet pcs, smartphones. mobile learning media allows students to easily get teaching materials, according to the direction of the teacher. one of the advantages of mobile learning is that it can be accessed anywhere and there is limited time during the learning process. nealbert et al. (2014) also states that one advantage of using mobile learning-based teaching materials is the ease of getting information anywhere and at an unspecified time. this agrees with purbosari (2017) statement that one option to give students time to study independently is by using mobile learning. media development using autoplay media studio on floor gymnastics is able to increase students' interest, motivation and interest in learning, then help teachers in adding teaching material references (kurniawan et al., 2022). so, it is hoped that the use of media in the teaching and learning process of physical education material, especially on floor exercise material, can be more effective in terms of increasing student understanding. previous research conducted by kurniawan, et al., (2022) stated that the presence of interactive media in learning floor gymnastics can improve students' understanding and help teachers as additional teaching materials in schools. based on observations and interviews conducted during physical education lessons to teachers and students at sman 1 pamekasan, it can be said that most students consider the forward roll and back roll movements difficult. in addition, the interest of students to study in books has decreased, especially physical education subjects, they are more interested in technology-based learning. floor gymnastics learning that is carried out through theory and practice is expected to be more easily accepted and implemented by students, but in reality, students tend to follow the teacher's orders with a conventional learning model, namely by exemplifying the movement and then asking students to do the movement in turn. this causes students to get bored and wait a long time for their turn (mukhlis et al., 2020). according to ahmad (2009) the process of exemplifying the movement sometimes some students cannot catch the movement material properly because the movement is too fast or because the conditions are not conducive, so many students cannot understand well the gymnastic movements being taught and tend to get bored with the movement, the learning method, and not all teachers are able to give examples of forward and backward roll movements perfectly due to the age factor. media development using autoplay media studio on floor gymnastics is able to increase students' interest, motivation and interest in learning, then help teachers in adding teaching material references (kurniawan et al., 2022). to strengthen the observations, the researchers distributed questionnaires to students at sman 1 pamekasan. the number of questionnaires distributed was 34 for students and one questionnaire for physical education teachers. from filling out the questionnaire, the following results were obtained. the results obtained (73%) of students stated that learning the front roll and back roll movements was difficult to do, https://jse.rezkimedia.org/index.php/jse/index fitriliyanto, wahyudi, & kurniawan – development of front and back rolling mobile … 187 (70%) students stated that it was very necessary to have learning application media in the form of videos of the front roll and back roll exercise models, (67%) students often used mobile phones to help the learning process, (100%) students agreed to use mobile learning application media. the results of the questionnaire addressed to one physical education teacher were obtained (100%) the teacher gave floor exercise material every year, (100%) the teacher had never used the mobile learning application, (100%) the teacher by using the application could facilitate the delivery of material, and (100 %) stated that the teacher agreed with the mobile learning application media for front roll and back roll for floor exercise material. so, the researcher decided to conduct this research. method this study used the research and development (r&d) method from lee and owens. so that only 5 steps are in accordance with the conditions in the field. (1) analyzing needs, (2) product design, (3) developing media, (4) implementing, (5) evaluating a product. the procedure is used to solve problems that exist in the field, so as to create a product. this series of research processes is used in order to be able to compile and create mobile learning media products, especially the front and back roll floor exercises. the procedures for developing front and back roll learning mobile learning media are: (1) the initial step, conducting observations, interviews with teachers, and distributing questionnaires. (2) product design, in the form of material contained in multimedia. (3) development of the initial product form in the form of a mobile learning application product design. (4) the implementation or application of this product is carried out with expert validation. if the product is said to be feasible by the experts, then it is tested in small groups and large groups. (5) product evaluation aims at the feasibility of a media developed through several expert validations, and small group trials of 32 students, as well as 115 large group students. the cauldron and quantity data are taken in this process. assessments from experts and needs analysis questionnaires will later become qualitative data, for quantitative data obtained through group test results, both small groups and large groups. the data processing technique used in the development of front and back roll mobile learning media for class x students of sman 1 pamekasan uses a likert scale. to make the conclusions reached, the percentage classification is determined as in the following table: table 2. clasification percentage no score information 1 80% 100% very thorough, very valid, very effective, can be used without repair 2 61% 80% complete enough, effective enough, valid enough to be used but needs minor improvements 3 41% 60% less complete, less effective or less valid, needs major improvements, it is recommended not to use it 4 21% 40% incomplete, ineffective, invalid, unusable 5 0% 20% very incomplete, very ineffective, very invalid, very unusable 188 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 184-195 results and discussion the data described in this discussion includes data: firstly the results of the development of front and back roll mobile learning products, secondly validation of a media expert, third validation of a learning expert, fourth validation of a floor gymnastics expert, five small group trials, six large group trials. a. result product development of front and back rolling mobile learning development of front and back rolling mobile learning products development products are packaged in the form of mobile learning applications and can be accessed via smartphones. in the application there are several menus, namely, understanding floor exercises, history of floor exercises, ki/kd, front and back roll videos, how to help front and back rolls, author bio and quizzes. initial view of the application main menu display. figure 1. results of the development of front and back rolling mobile learning products. b. validation data processing was obtained from 1 media expert who assessed aspects of suitability, accuracy, convenience, clarity, and effectiveness: table 3. media expert analysis data no aspect percentage category 1 accuracy 96% very valid 2 attractiveness 100% very valid 3 suitability 100% very valid average 98,6 very valid https://jse.rezkimedia.org/index.php/jse/index fitriliyanto, wahyudi, & kurniawan – development of front and back rolling mobile … 189 figure 2. percentage diagram of media expert assessments on learning media the amount of the results of the analysis of media experts is 98.6%. this is obtained from various aspects which are then converted to several levels of appropriateness so that it can be concluded that the product development has met the criteria for being very effective and is also feasible to use. however, there are some suggestions and inputs submitted, namely adding learning objectives or ki/kd. c. validation of learning experts processing data from 1 learning expert in the form of aspect accuracy, ease, effectiveness, clarity, and suitability. table 4. data from the analysis of learning experts no aspect percentage category 1 accuracy 87% very valid 2 convenience 100% very valid 3 effectiveness 100% very valid 4 clarity 100% very valid 5 suitability 93% very valid average 96% very valid figure 3. diagram of the percentage of learning expert assessments the magnitude of the results of the analysis of learning experts is 96%. this is obtained from various aspects which are then converted to several levels of appropriateness so that it can be concluded that the 190 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 184-195 product development has met the criteria for being very effective and is also feasible to use. however, there are some suggestions and inputs submitted, namely adding learning ki/kd. d. validation of gymnastics experts data processing was obtained from 1 floor exercise expert who assessed suitability, accuracy, attractiveness, and clarity. table 5. data from the analysis of floor gymnastics experts no aspect percentage category 1 suitability 91,6% very valid 2 accuracy 91,6% very valid 3 attractiveness 87,5% very valid 4 clarity 91,6% very valid average 90% very valid figure 4. diagram of the percentage of floor gymnastics expert assessments. the result of the gymnastics expert's analysis is 90%. this is obtained from various aspects which are then converted to several levels of appropriateness so that it can be concluded that the product development has met the criteria for being very effective and is also feasible to use. however, there were several suggestions and inputs, namely that each floor exercise material was given stages before doing the core movements, using a better mattress, and dubbing videos or verbal explanations. e. small group trial data obtained from 32 students and aspects include accuracy, convenience, attractiveness, clarity, and suitability. table 6. small group trial no aspect percentage category 1 accuracy 90,2% very valid 2 convenience 95,6% very valid 3 attractiveness 90,6% very valid 4 clarity 91,4% very valid 5 suitability 89% very valid average 91,3% very valid https://jse.rezkimedia.org/index.php/jse/index fitriliyanto, wahyudi, & kurniawan – development of front and back rolling mobile … 191 figure 5. diagram of the percentage of small group trial results the results of the small group test get a percentage of 91.3%. with a fairly high average result from the specified aspect, it can be concluded that the product has met the very valid criteria and is suitable for use. f. large group test data obtained from 115 students and aspects include accuracy, convenience, attractiveness, clarity, and suitability. table 7. large group test result data figure 6. diagram of the percentage of large group trial the average percentage is 87.4%. with most of the aspects getting a fairly valid classification, it can be concluded that the product has met the criteria for use. the use of books in the learning process tends to no aspect appropriateness category 1 accuracy 89,1% very valid 2 convenience 88,4% very valid 3 attractiveness 85,1% very valid 4 clarity 84,6% very valid 5 suitability 90,2% very valid average 87,4% very valid 192 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 184-195 make students bored because they are only in the form of words and sentences, therefore it takes the help of other learning media in order to foster an interest in reading students, this agrees with (christianto & dwiyogo, 2020) that is by using multimedia can make activities easier reading. with the learning media, it is hoped that it can foster a child's desire to learn in physical education subjects. the statement conveyed by (kurniawan, et al., 2021) stated that the use of online media makes lessons more innovative, active, creative and not bored. this media can also be a source of new teaching materials for teachers to make lessons more efficient and effective (kurniawan, et al., 2022; kurniawan, et al., 2022; kurniawan, et al., 2022). opinions hidayah et al. (2018) multimedia can also be a tool or means for students to understand the material taught by the teacher. according to supriyono (2018) by using interesting multimedia, students' willingness to learn increases. the use of interactive multimedia as a tool can help students and make it easier to understand floor exercise material (wijayanto et al., 2020). this product will be in the form of mobile learning about floor exercise which includes text, images, music, and videos. the use of mobile learning can make students overcome the problem of lack of time and place to study (adi & fathoni, 2020). according to darmawan (2013) mobile learning is a medium that can be accessed anywhere. this was also conveyed by kim et al. (2013) that mobile learning can also be used by teachers to provide learning materials anywhere and anytime. so mobile learning media can be a breakthrough in the world of education for teachers to use in delivering material to students using electronic media such as laptops, tablet pcs, and smartphones that can be implemented anytime and anywhere. this smartphone will later be used to support students' lessons to obtain various desired information (albó et al., 2019). one of the studies conducted by pamungkas & dwiyogo (2020) proves that the use of multimedia in physical fitness activities for class x smk with a mobile learning model, in this case involving technology, can increase the effectiveness of the learning process. as revealed by amiq & angga (2021) mobile learning about futsal refereeing can improve students' understanding. other findings also show that the use of forward and backward rolling motion media, especially in gymnastics learning, is more effective in increasing students' understanding, so that it can attract interest or motivation to learn (kurniawan & hasan, 2021). some of the advantages of mobile learning according to junita (2019) are that it can be accessed at any time, the price of the device is affordable compared to a pc, it can be taken anywhere, and it is light, can-do learning over long distances, can increase interaction between students and teachers, and the material can be updated. so, the researcher wants to use the multimedia floor exercise application to learn these movements more optimally. the advantages of using technology-based learning media are expected to be able to ease students' understanding of floor exercise material, because by using technology-based learning media, students can repeat the movements so that they understand well the steps in doing the gymnastics movements. learning media can also make it easier for teachers to give directions regarding https://jse.rezkimedia.org/index.php/jse/index fitriliyanto, wahyudi, & kurniawan – development of front and back rolling mobile … 193 learning materials. the learning time can also be shorter because the application media determines the time for playing the motion video and the delivery of the material to be delivered. the results of the front and back roll learning mobile learning media products have several advantages, this was found after expert validation tests and trials were carried out several times for revisions, the first product was in the form of an app containing front and back roll material. second contains teaching materials in the form of front and back roll videos. the three front and rear roll products are based on mobile learning that can be installed on smartphones. these four products can be used by students and teachers as a learning tool. this media only has front and back roll movements for class x in the form of a mobile learning application using a smartphone. in the application there are several menus, namely, understanding floor exercise, history of floor exercise, ki/kd, front and back roll videos, how to help front roll, back roll, author bio and quizzes. later this product can be used as teaching material in the classroom to provide explanations about floor exercise material in learning activities in the field. the development of this product in floor exercise learning is expected to be more modern and varied in order to motivate and interest students and also increase teacher knowledge about the field of technology which will later be quite useful for the teaching and learning process of physical education, especially floor exercise subjects, especially front and back roll learning. conclusion based on the desciption above, it can be concluded that the development of multimedia learning media for mobile learning front and back rolls for class x students of sman 1 pamekasan is able to provide understanding to students about floor exercise material. this is obtained from the assessment of students to the media that will be used. furthermore, the development of mobile learning learning media for front and back rolls can be used for physical education learning at the x grade high school level. it is hoped that this product can make it easier for teachers to deliver up-to-date material to students. some of the advantages of mobile learning are that it can be accessed at any time, the price of the device is affordable compared to a pc, it can be carried anywhere, and it is light, and its can-do long-distance learning, it can increase the interaction between students and teachers, and the material can be updated. however, this product can only be installed on android smartphone devices. the material is limited to the front and back roll floor exercises. its use must be connected to the internet. references adi, s., & fathoni, a. f. 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(2020). generasi z & revolusi industri 4.0. pena persada. https://doi.org/10.17977/um062v3i22021p40-53 ieee paper template in a4 (v1) 141 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 141-150 doi: 10.56003/jse.v3i2.166 issn: 2745-5351 development of imagery exercises to increase confidence in penalty stroke for ehc (eleven hockey club) male hockey athletes meywah khofifah1, kurniati rahayuni2*, yulingga nanda hanief3, supriatna4 1,2,3,4 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: kurniati.rahayuni.fik@um.ac.id received: 26 september 2022 accepted: 17 november 2022 published: 19 december 2022 abstract: : imagery training is needed by ehc (eleven hockey club) hockey athletes in order to increase selfconfidence, especially during penalty strokes. the purpose of this study was to develop imagery exercises to increase confidence in video-based format. the method used in this research is the research and development (r&d) method with the following steps: needs analysis, product design, expert validation, product revision, small group trial, large group trial and final product. the subjects used in this study were athletes, coaches and expert validators. development analysis using interview instruments. the product is validated by 3 expert validators: 1 (one) psychology expert, 1 (one) hockey coaching expert, 1 (one) hockey expert and the results of the validator's assessment showed 89.28% to 100% rate which assign the product are very valid. the video product then tested by a small group of 5 (five) hockey athletes and a large group of 10 (ten) hockey athletes. from the results obtained from the small group trial, namely 80.83% (very valid) and the results from the large group 98.75% (very valid). so it can be concluded that the development of imagery exercises to increase confidence in doing penalty strokes for video-based hockey athletes is feasible to use. keywords: hockey; penalty stroke; imagery training; self-confidence; concentration. how to cite: khofifah, m., rahayuni, k., hanief, y. n., & supriatna, s. (2022). development of imagery exercises to increase confidence in penalty stroke for ehc (eleven hockey club) male hockey athletes. journal of science and education (jse), 3(2): 141-150. https://doi.org/10.56003/jse.v3i2.166 introduction hockey is a sport in the form of a game played by two teams, both male and female, using a bat, namely a curved stick (muhammad, setijono, & nurhasan, 2017). moreover, hockey has a fast style of play, by playing with the ball a little, passing the ball quickly, running towards the goal quickly, and trying to enter the ball to score goals (nugraha, 2016). playing hockey must be done by working as a team well in order to achieve success together. however, it is not enough just to work together; every player must also be proficient in fundamental hockey skills (rustandi, 2019). so as the basic skills, sufficient psychological skills are also needed to excel in hockey. the researcher chose the ehc (eleven hockey club) club as the research place since it is one of the hockey clubs in malang city who coached by certified coach. when compared to other clubs in malang city, the club frequently training and participating in competitions, lead to wealth of expertise and a long list of victories. on the other hand, the ehc club had never employed imaging exercises during training, therefore the researchers embraced this development research to increase the participants' confidence. https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.166 https://portal.issn.org/resource/issn/2745-5351 mailto:kurniati.rahayuni.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.166 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.166&domain=pdf&date_stamp=2022-12-19 142 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 141-150 based on interviews by researchers conducted on october 23, 2021, with ehc coaches and athletes, it was found that the problem was that athletes had low self-confidence. mental training has also never been done on athletes. then the researcher observed the trial and exercise activities at the ehc, it turned out that in doing the penalty stroke, players did it poorly. this was evidenced by the athletes being in a hurry and doing things they shouldn't have done, so they didn't take advantage of the opportunities they had for scoring. some ehc athletes claim that they are less capable while competing against opponents who are capable of exceeding them. this occurs because they are worried due to a lack of confidence, which causes them to be unable to concentrate. while penalty shootout exercises are common during club training, training is balanced with technical, tactical, and game-setting activities. as a result, visualization training is necessary to increase the athlete's confidence and enable them to concentrate when taking penalties. imagery is a focused action that involves thinking about or reflecting back on an idea of an item, event, or motion that is nice and proper and will be remembered (nurfadhila, 2016). in the form of movement and self-image, imagery is a type of mental exercise (maya, 2019). imagination is the process of an exercise to enhance an athlete's mental strength, such as adding aspects of focus, delivering action to a goal according to the plan, managing feelings and psychophysical circumstances" (firdaus, 2012). since visualization training has a significant influence on boosting athlete performance, it is frequently employed as an exercise technique in a variety of sports, including hockey (wahyu et al., 2021). in the sport of hockey, imagery training could has a very positive effect and offers numerous advantages or benefits for hockey players in order to simulate the sensation of motion in the brain and enable players to exhibit motion extremely effectively, particularly when performing penalty shots (maya, 2019). based on hockey experience, vision training, in which an athlete increases his talents using visualization exercises. for example, a hockey athlete takes a penalty shot and then "imagines" shooting the puck exactly towards the goal, culminating in a goal. visualization exercises may be done step by step or by viewing media, such as movies, to practice the penalty stroke technique in hockey (rahmat, 2016). numerous experts provide their definitions of self-confidence. it refers to a person's attitude and conviction in their own talents, which are built and taught via the learning process with the goal of achieving self-happiness (wicaksono, 2009). in the opinion of mirhan (2016), the ability to form a good opinion of oneself as well as the circumstances or environment in which one finds oneself is referred to as having selfconfidence. furthermore, understanding and thoroughly knowing oneself is necessary to define one's level of self-confidence. as a result, elements including psychological problems, achievements, objectives, emotional state, and physical attributes may have an influence on one's self-concept (adawiyah, 2020). based on the description of the definition of self-confidence given above, it can be concluded that selfconfidence is a good and extremely positive assessment of a person with regard to the skills and abilities that he or she possesses, aiming to face various challenges and situations as well as the mental capacity to reduce https://jse.rezkimedia.org/index.php/jse/index khofifah, kurniati, hanief, & supriatna – development of imagery exercise … 143 negative influences and things. uncertainty motivates a person to succeed or fail without relying on others and daring to take the responsibility. a penalty stroke may be executed well if the athlete is very focused, which will boost self-confidence. as a result, ehc athletes pl a high value on visualization training. a defender receives a penalty stroke if he fouls an opponent or makes a mistake in the circle area, or if he clearly blocks the ball from going into the goal in the incorrect direction or in the defensive or attacking circle (mahfud, yuliandra, & gumantan, 2020). because penalty stroke is an opportunity to gain points or score goals, it creates an extremely stressful environment for sportsmen that employ it. in addition, high self-confidence is necessary for penalty stroke so that players can focus and have faith in their talents to do it flawlessly. as a result, the athlete's confidence is impacted by a variety of circumstances, both internal and external to the athlete. the stressful environment during a penalty shot typically results from spectators cheering for each competing team on the field area. other outside influences include opponents who might disrupt focus, such as a goalie who strikes the leg guard with their stick very forcefully. lack of penalty stroke practice, which causes players to always wait for their coach's instructions before acting, is a typical example of an internal factor that affects performance. this may seriously interfere with focus and prevent athletes from feeling confident. similarly, according to a study by prawitama & aulia (2020), football participants at the persegat padang pariaman academy showed an improvement in their level of self-confidence after receiving a mental training intervention. imagery training that is provided consistently and correctly has been demonstrated to be extremely successful in raising the confidence of male athletes at the panorama volleyball club in bengkulu city (raibowo & nopiyanto, 2020). volleyball coaches are advised to be able to design and use visualization exercises on a regular basis. according to the findings of the studies they conducted, vision exercises to boost selfconfidence are highly successful if delivered repeatedly in the form of visualization. based on the difficulties that were discovered during the study at the ehc club (eleven hockey club), the researchers performed research and development to create a product in the form of a video. however, this product was not successful in passing the product test. method product development uses the research and development (r&d) method using the borg and gall model to use a desired product (supriyono, 2022). this research and development method was used in stages, beginning with data collection and finishing with product creation. in ghatering data by the questionnaire, the bord and gall strategy employs up to nine stages of study that are restricted to creating visual training items to boost penalty stroke confidence. the bord and gall strategy employs up to nine stages of study completely focused on producing visual training elements to increase confidence in completing penalty strokes. 144 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 141-150 figure 1. research and development flow based on borg and gall this research was conducted at the ehc (eleven hockey club) hockey club. this development research's purpose and intention is to build a product that contains a video of developing visualization exercises to help hockey sportsmen improve self-confidence. the process of creating an imagery script involves several steps, including (1) planning, (2) writing, (3) delivering, and (4) assessing each screenplay or script. according to the needs analysis conducted on this product, it will be presented as a video at the request of hockey sportsmen. the study's participants were hockey coaches and players from the ehc (eleven hockey club). in addition, the research product validators are 1 (one) sports psychology expert, 1 (one) hockey coaching expert, and 1 (one) hockey expert. the hockey field of the ehc (eleven hockey club) served as the site of this study's testing. in this investigation, both a small group trial and a large group trial were employed. there were five hockey players in the small group experiment and 10 hockey players in the big group trial. the study produced both qualitative and quantitative datasets. product design (march 28th, 2022) needs analysis (october 23rd, 2021) 3 ehc (eleven hockey club) athletes and 1 coach 1 expert hockey, 1 psychologist, 1 expert coaching expert validation (april 18th, 2022) product revision (april 25th, 2022) small group trial (may 10th, 2022) 5 ehc (eleven hockey club) athletes the final product (june 6th, 2022) large group trial (june 2nd, 2022) 5 ehc (eleven hockey club) athletes https://jse.rezkimedia.org/index.php/jse/index khofifah, kurniati, hanief, & supriatna – development of imagery exercise … 145 table 1. research data research phases research subjects number of subjects type of data needs analysis ehc (eleven hockey club) coaches and athletes 3 (three) athletes and 1 (one) coach qualitative product design quantitative validity test and expert evaluation psychologist, coaching specialist, hockey, and hockey expert 3 (three) experts qualitative and quantitative small group test ehc (eleven hockey club) hockey athletes 5 (five) athletes quantitative product revision qualitative lage group test atlet hockey eleven ehc (eleven hockey club) 10 (ten) athletes quantitative member products quantitative this qualitative data includes evaluation findings from specialists who spoke with ehc athletes and coaches in interviews (eleven hockey club). while numerical data, in the form of the numbers 4, 3, 2, and 1, is gathered from the findings of an expert validator's assessment of the validity of a product draft (arikunto, 2010). in order to process data per person, the data will be processed using validity percentage formula and table norms (akbar, 2013). to facilitate drawing inferences from the aforementioned data, the following categorization criteria are set: table 2. percentage validation criteria table percentage validation criteria meaning 75,01% 100,00 % very valid can be used without revision 50,01 75,00 % quite valid can be used with minor revisions 25,01% 50,00% less valid can not be used 00,00% 25,00% invalid forbidden to use source: modification from (akbar, 2013) results and discussion according to the overall tsev score, the results of this study's validation of one each of three experts— one in psychology, one in hockey coaching, and one in hockey—according to the total tsev score yielded scores of 25, 28, and 28 for the s-max from seven items. the results of the data processing indicate that this development product falls within the category of exceptional legitimacy and justifies use. it obtained 100 percent from hockey specialists, 100 percent from hockey coaches, and 89.28% from psychologists. table 3. validation results from experts experts value psychology 89,28% hockey coaching 100% hockey 100% 146 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 141-150 based on the validation of the psychology experts, hockey coaching experts, and hockey experts, the researchers obtained some suggestions as improvement materials that would be processed into product revisions so that this product would be even better to be tested immediately on hockey athletes. there are several inputs given by the experts, which can be seen in table 3. based on the results of the validity of the experts, it is proven that the assessment of a video product is very valid and can be continued to the next stage. table 4. feedback or suggestions from experts experts suggestions psychology instead of performing the 15to 30-minute exercise, specify how many repetitions of the visualization exercise should be performed in each activity. hockey coaching combined with relaxing music accompaniment hockey it is possible to simply improve video quality. following expert validation testing and receiving feedback on how to enhance a video product, the product may be evaluated directly in small group tests and large group tests. following expert validation testing and input on how to improve a video product, the product may be tested directly in small and large group tests. small group trial five hockey players from the ehc (eleven hockey club) participated in the trial of the product. the information evaluated relates to a number of different factors, including: (1) clarity of instructions in the video; (2) clarity of imagery sentences; (3) conformity in imagery systematics; (4) conformity of parts of sound with parts of sentences; and (5) clarity in rhythm and tone of voice. using the overall tsev score to calculate the small group trial data, the data findings showed that 80.83% of the goods created by the researchers fell into the category of being extremely valid and practicable. large group trial the large group product testing with the hockey players from the ehc (eleven hockey club) involved up to five (five) hockey players. the information analyzed was related to a variety of traits, including: (1) clarity of the video's directions; (2) clarity of imagery sentences; (3) conformity in imagery systematics; (4) conformity of parts of sound with parts of sentences; and (5) clarity in rhythm and tone. 98.75% of the items developed by the researchers fit into the extraordinarily valid category and are eligible for usage, according to data acquired from the small group trial and computed using the overall tsev score. based on expert validation, the results of the product's trial produced final data of 80.83% for the small group test, 98.75% for the big group test, 100% for the results of the hockey expert and hockey coaching expert, and 89.28% for the psychologist. the outcomes of the data graph analysis conducted by psychology experts, hockey coaching experts, and hockey experts in the small group test and big group test may be summed up as follows: https://jse.rezkimedia.org/index.php/jse/index khofifah, kurniati, hanief, & supriatna – development of imagery exercise … 147 89,28% 100,00% 100% 81% 99% 0,00% 20,00% 40,00% 60,00% 80,00% 100,00% 120,00% sports psychologist hockey coaching expert hockey expert small group large group product trial data analysis results figure 2. graph of imagery product trial data analysis final product specification an imagery training film that attempts to increase players' confidence when playing penalty stroke hockey at ehc is the end result of this research and development (eleven hockey club). table 5. validation results from experts concept variable indicator development of visualisation exercises to boost confidence in performing penalty strokes presented as video products a. video display 1. definition of imagery 2. definition of penalty stroke hockey 3. a form of imagery practice 4. penalty stroke training variations 5. 15-30 minutes workout guide for 3-5 training sessions per week (petitpas, a. j., giges, b., & danish, n.d.). b. videos accessed on youtube c. the advantage of this video is that it can be used wherever and whenever we are d. the disadvantage of this video is that people have to use the internet when accessing it. the video product is in the form of imagery training equipped with penalty stroke hockey training. the final product of the study was a video that used the essential ideas of hockey penalty stroke training to provide self-confidence-boosting visualization exercises. the imagery training model displayed a video 148 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 141-150 instruction on the fundamentals of the penalty shot in hockey together with an imagery training handbook. before and after a practice, before and after a game, and in the break between a session and a competition, images can be rehearsed. the practice of mental visualization involves a mechanism. sports psychologists have allegedly made an effort to understand the processes and mechanisms of visualization, according to sheikh & korn (1994). according to the theory suinn created, "visuomotor behavioral rehearsal" (vmbr), which combines exercise practice with progressive relaxation mental imagery, is one of numerous approaches to increase cognitive function (weinberg & gould, 2003). there are 3 phases to the vmbr technique: (1) relaxed athletes; (2) mental preparation of athletes in accordance with the demands of their individual sports; and (3) exercising specific technical or physical abilities while in motion (festiawan, 2021). according to this notion, hockey players from the ehc (eleven hockey club) engage in comparable mechanisms during mental imagery training. based on the results of this study, it is believed that imagery training contained in video can help players in their training and increase their confidence when shooting penalty shots for the hockey club ehc (eleven hockey club). the results of the imaging study conducted by riyan and prima to increase the confidence of soccer players at the persegat padang pariaman academy were enhanced. prakosa, hariyanto, & ismalasari (2021) discovered that offering imaging exercises was more helpful at raising fencing scores in their study on the development of imagery exercises to boost self-confidence. the findings of additional research are also supported by wibowo and rahayu, who found that shooting athletes will have a positive mentality if they receive mental imagery training because they will be highly motivated and self-assured, which can help athletes concentrate so they can focus more when shooting (wibowo & rahayu, 2016). this development is only until the product has not yet been tested. researchers hope that this product will serve as a reference in the psychological aspects of athletes and will be used for further research and development. imagery exercises are carried out before training for between 8–10 minutes for 3-5 sessions per week. exercises involving imagery can be performed for 15 to 30 minutes either either before bed or right after waking up. the primary objective of this product research and development is to assist coaches and make it simpler for ehc (eleven hockey club) hockey players to practice their skills, especially when it comes to penalty stroke techniques. as a result of the creation of these products, players can perform these drills anywhere and at any time. this product, which was developed as a video, can be utilized anywhere and at any time and is practical for usage in the ehc (eleven hockey club) club. the product in the form of this video has been examined or validated by 3 (three) experts, in large-scale trials and small-scale trials, and it has obtained a very valid category, meaning that it may be used by all ehc (eleven hockey club) hockey participants. the benefits of this product involve making it simpler for hockey players to master penalty strokes and offering accurate examples of penalty stroke execution. these are the restrictions for video products: they must utilize the internet while opening video items. https://jse.rezkimedia.org/index.php/jse/index khofifah, kurniati, hanief, & supriatna – development of imagery exercise … 149 conclusion it may be concluded from the findings of this development research that visualization exercises can be developed to help hockey players from ehc (eleven hockey club) feel more confident when they execute penalty strokes. 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(2009). pengaruh kepercayaan diri, motivasi belajar sebagai akibat dari latihan bola voli terhadap prestasi belajar atlet di sekolah. yogyakarta: universitas negeri yogyakarta. https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.31949/jr.v1i1.1062 https://doi.org/10.13140/rg.2.2.10113.94566 microsoft word rev2. rachmaniah mirza hariastuti.doc 48 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 2, 2021, 48-59 available online to https://jse.rezkimedia.org/index.php/jse issn 2745-5351 rectangular learning through video, is it effective during the covid-19 pandemic? lisa fitriana1, rachmaniah mirza hariastuti2*, novita purnamasari supahmi3, & risa farroh maulida4 1,2universitas pgri banyuwangi, indonesia 3pkbm al-fayyad banyuwangi, indonesia 4smp it al uswah banyuwangi, indonesia e-mail: mirzarachmania@gmail.com received: 27 january 2021 revised: 1 february 2021 accepted: 1 february 2021 abstract: the covid-19 pandemic is a challenge for teachers and students in the learning process, especially to implement technology-based learning. learning mathematics with the characteristics of abstract objects makes teachers have to innovate in the knowledge transfer process. however, not all teachers can make technology-based material innovations. for this reason, it is necessary to develop learning media in the form of videos on rectangular material so that they can become additional references for teachers in learning. the videos were created with the microsoft powerpoint application based on the addie development model. the data was collected by using questionnaires, tests, and documentation. data analysis was carried out qualitatively based on predetermined indicators. the development results show that the video is valid according to expert judgment and the results of the student response questionnaire after the implementation process. however, in terms of material, the video has not provided effectiveness in students’ mathematical understanding. keywords: learning video; microsoft powerpoint; rectangular. abstrak: pandemi covid-19 menjadi tantangan bagi para guru dan siswa dalam proses pembelajaran, khususnya untuk menerapkan pembelajaran berbasis teknologi. pembelajaran matematika dengan ciri-ciri benda abstrak membuat guru harus berinovasi dalam proses transfer pengetahuan. namun, tidak semua guru bisa melakukan inovasi materi berbasis teknologi. untuk itu perlu dikembangkan media pembelajaran yang berupa video pada materi segi empat agar dapat menjadi referensi tambahan bagi guru dalam pembelajaran. video tersebut dibuat dengan aplikasi microsoft powerpoint berdasarkan model pengembangan addie. pengumpulan data dilakukan dengan menggunakan angket, tes, dan dokumentasi. analisis data dilakukan secara kualitatif berdasarkan indikator yang telah ditentukan. hasil pengembangan menunjukkan bahwa video valid menurut expert judgement dan hasil angket respon siswa setelah proses implementasi. namun dari segi materi, video belum memberikan efektifitas dalam pemahaman matematis siswa. kata kunci: video pembelajaran; microsoft powerpoint; persegi panjang. how to cite: fitriana, l., hariastuti, r. m., supahmi, n. p., & maulida, r. f. (2021). rectangular learning through video, is it effective during the covid-19 pandemic?. journal of science and education (jse), 1(2): 48-59. introduction the coronavirus (covid-19) pandemic has hit indonesia since march 2020. until now, this condition still causes various obstacles in various processes, one of which is education. one of the policies made by the government is to implement e-learning. these e-learning policies cause disruptions in the learning and assessment process (aji, 2020). the policy also creates an obligation for teachers and students to know the course of e-learning, although not all are proficient with technology, and not all regions have the maximum network for e-learning (anshori & illiyyin, 2020). fitriana, hariastuti, supahmi, & maulida – rectangular learning through video … 49 indirectly the covid-19 pandemic forces teachers to shift direct learning into e-learning, which in practice must consider the use of technology in education (especially mathematics) to increase student involvement (attard & holmes, 2020). through teachers, schools seek e-learning in various ways. in general, teachers can use multiple applications such as ruang guru, google classroom, google form, zoom, webex, youtube, tv channels, or whatsapp groups to provide material and practice questions as a form of evaluation to students (dewi, 2020; mansyur, 2020). however, not all subjects can be accepted readily by students through these applications. mathematics is a subject that requires an intensive process of understanding. mathematics contains a variety of symbols and a fairly abstract mathematical language. incomprehension from the start will lead to errors in students’ mathematical understanding because there is no connection between mathematics concepts. applications used in learning that have been carried out have not had a maximum impact on students because the material provided is not in accordance with student understanding, which is still not optimal. meanwhile, mathematics learning is expected to develop students’ problem-solving skills, mathematical communication, and mathematical connections (utami, alan, & cahyono, 2020). for this reason, there is a need for efforts to convey mathematical concepts in a practical, straightforward way, according to the characteristics of student understanding, one of which is by making learning media. learning media is a means for transferring learning from teachers to students (mahnun, 2012). gerlach & ely discusses the importance of developing learning media, namely: (1) fixative, (2) manipulative, (3) distributive (santyasa, 2007). fixative means that it can capture, store, and display an object or event again, then it can be saved and shown back in its original form when needed. manipulative means that the media can display items or events with various changes (manipulations) as needed and the presentation can be repeated. meanwhile, distributive means that the media can be reached by more audiences in each presentation. in several schools in banyuwangi, it is known that there are difficulties in implementing e-learning, especially in learning mathematics. even though learning must still be carried out in various ways so that learning concepts can be maximally conveyed to students. for this reason, effective media is needed so that mathematics learning can be more easily accepted and understood by students, such as learning videos. video is said to be effective in e-learning because it contains a detailed explanation of the material to be played back if students do not understand the material (kusumaningrum & wijayanto, 2020). video is a teaching material in the form of a moving image display accompanied by sound with a clear delivery flow. the teacher can make videos and then send to students via social media and used by students to learn independently from home. video can be developed with computer applications, one of which is microsoft powerpoint. video development is adapted to the current learning conditions, which must be done more with an online system but easy for students to access and understand. 50 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 48-59 microsoft powerpoint is a computer application used for presentation purposes and contains objects, text, graphics, video, sound, etc., and can be converted into a video format. microsoft powerpoint has several advantages and disadvantages in learning (rosyid, sa’diyah, & septiana, 2019). the advantages are: (1) it makes it easier for users to make presentation slides; (2) equipped with various tools; (3) has a variety of templates; (4) can be exported to pdf; (5) has collaboration features; (6) there is a cloud service feature in the form of a save to one cloud option as the default storage before users put in local storage; and (7) very advanced authoring features. the weakness are: (1) only used on the microsoft platform; (2) document instability in each version; (3) the price is too high; and (4) classified as a thought program. power point is often used in learning. one form of learning media that the powerpoint application can produce is video. making videos using the powerpoint application is quite easy because, in powerpoint, various templates (backgrounds) are provided. there are animations to support the movement of images and audio to export (change the file format) sound. powerpoint is considered suitable for use in the development of instructional media. this is following the results of previous studies, such as: microsoft powerpoint-based media is very suitable and important to use as interactive learning media to improve students’ critical thinking skills (busra, festiyed, & ramli, 2015); learning media based on microsoft powerpoint that was developed had a potential effect on student learning outcomes as much as 83% (marfuah, zulkardi, & aisyah, 2016); macros based powerpoint mathematics learning media is effectively applied to achieve classical completeness (muktisari, rasiman, & murtianto, 2017); the development of mathematics learning media in the form of powerpoint vba is effectively used to achieve student learning completeness of 96,88% (mubarok & zahroh, 2018). the results of these studies indicate that microsoft powerpoint-based instructional video media can be developed to be alternative support for learning mathematics, especially during the covid-19 pandemic. based on the above discussion, this study's focus is aimed at describing the effectiveness of mathematics learning videos on rectangular material. the video's material is limited to the various rectangular, the properties of the rectangular, and the perimeter and area of the rectangular. method this study aims to develop mathematics learning videos and determine their effectiveness in the covid19 pandemic conditions in the context of e-learning. for the reason, videos that have been developed and declared appropriate by the validator are then uploaded to youtube. content links are provided to students through the teacher. learning videos were developed using the addie model with additional validation steps after the product was produced. the implementation was carried out in five junior high schools, namely: smp negeri 5 banyuwangi, smp it al uswah, smpk santa maria genteng, mts. puspabangsa cluring, and mts negeri 11 banyuwangi. these schools were selected because: (1) the students at the school had already done fitriana, hariastuti, supahmi, & maulida – rectangular learning through video … 51 e-learning; (2) the material contained in the media is in accordance with the intended school curriculum; and (3) there has never been a similar media development in that school before. respondents were students in grade 7 in each school. the data was collected by using questionnaires, test, and documentation. questionnaires are used to determine student responses to instructional video media and material contained in the video. the student questionnaire contains a check list using the guttman scale which consists of two choices: “yes” or “no” (mulyatiningsih, 2012). the test is given online, the results are uploaded via google form along with filling out a questionnaire. the test was conducted to determine the achievement of student learning completeness. meanwhile, documentation is used as a method to collect all documentable research results, such as student test results. while the student response questionnaire using the guttman scale was converted by scoring as follows : yes = 1, no = 0. then the conversion results were analyzed to obtain the percentage of “yes” answers with the following formula. % sr = (y⁄q) × 100% (1) note : sr : student responses y : lots of “yes” answer q : many questions times the number of respondents source : iskani (2014) the results of the analysis were then adjusted to the following student response standards. table 1. student response standards percentage criteria 51% 100% valid <50% invalid source : iskani (2014) the test description form is given to students in 3 questions. the test results were analyzed based on the assessment guidelines that had been developed with the student test instruments. the test results are adjusted to the minimum completeness standard in this study, which is 70. the learning video is said to be effective if the media is valid based on the student response questionnaire results and the achievement of all respondents' classical completeness is at least 70%. results and discussion this research was conducted from july to december 2020. the development of video was carried out using the addie model. the analysis, design, and development steps were carried out for approximately three months (july – october 2020). meanwhile, the implementation stage was carried out from october to november 2020, and the evaluation was carried out in december 2020. the analysis step was carried out on the conditions of learning in schools, the curriculum, and the learning materials. based on observations, literature reviews, and interviews with teachers at the target schools for implementation, it is known that the learning process in banyuwangi is still being carried out 52 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 48-59 online and will continue until banyuwangi leaves the red zone status. analysis of the curriculum based on permendikbud number 37 of 2018 concerning core competencies (ki) and basic competencies (kd) in the 2013 curriculum, results are obtained as in table 2 below. table 2. core competencies (ki) and basic competencies (kd) on rectanguler core competencies (ki) basic competencies (kd) 3. understand knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, art, culture related to visible phenomena and events. 3.11 relating the perimeter and area formulas for different types of rectangular (square, rectangle, rhombus, parallelogram, trapezoid, and kite) 4. trying, processing, and presenting in the realm of the concrete (using, unraveling, arranging, modifying, and making) and the abstract realm (writing, reading, counting, drawing, and composing) according to what is learned in school from other sources the same in the point of view/theory. 4.11 solving contextual problems related to the area and perimeter of rectangular (square, rectangle, rhombus, parallelogram, trapezoid, and kite). table 2 is the basis for analyzing the material developed in the video. based on the limitations at the beginning of the study, the material analysis resulted in the material being produced in the learning video including : (1) the definition of rectangular; (2) various kinds of rectangular; (3) the properties of the rectangular; and (4) the concept of perimeter and area of the rectangular. the video design includes learning goals, material development plans, and video slides. the goals are : (1) students can determine examples and not examples from the rectangular; (2) students can mention the properties of the rectangular; (3) students can determine the perimeter and area of the rectangular; and (4) students can solve problems related to the perimeter and area of the rectangular. the material design is made according to the flow in figure 1 below. fitriana, hariastuti, supahmi, & maulida – rectangular learning through video … 53 fig. 1. material concept mapping flowchart furthermore, the media design was developed with the microsoft powerpoint application. the media is made in twenty-six slides containing the title, learning goals, concept mapping, definition of rectangular, various kinds of rectangular (square, rectangles, rhombus, parallelogram, trapezoid, and kite), the properties of rectangular, concept perimeter, and area as well as an example of problem-solving, and conclusions. an example of the slide can be seen in figure 2 below. fig 2. examples of slides in the media two-dimentional figure rectangular various kinds of rectangular the properties of rectangular perimeter and area application and problem solving 54 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 48-59 the slides that have been arranged are animated and given sound, then exported as a video. videos were tested for their feasibility (validation) on material experts (7th-grade mathematics teachers) and media experts (informatics engineering lecturers). the validation results are obtained as in table 3 below. table 3. validation results results of material validation results of media validation item aspects of the assessment score item aspects of the assessment score 1. media according to the curriculum 4,5 1. the font size is clear and legible 4,5 2. the learning goals are clearly stated 5,0 2. appealing media display 5,0 3. the material is conveyed clearly 5,0 3. interesting media color combination 5,0 4. the content of the material is according to ki and kd 5,0 4. media design consistency 4,5 5. the content of the material is in accordance with the learning goals 5,0 5. music and media voice is clear 4,5 6. the writing is clear and in accordance with the material 5,0 6. interesting image selection 5,0 7. the language used is in accordance with the eyd 5,0 7. selection of images according to the material 5,0 8. the language used is easy to understand 4,5 8. interesting media animation 5,0 9. media animation according to the material 5,0 total 38,5 total 43,5 the average validation of the material gave a result of 4,8, and the media's validation gave a result of 4,8. both of these results indicate that the media is valid for implementation. videos that have been valid are then uploaded to youtube, and the link is shared with students through teachers in each school. the implementation was carried out in five junior high schools, namely: smp negeri 5 banyuwangi, smp it al uswah banyuwangi, smpk santa maria genteng, mts. puspabangsa cluring, dan mts. negeri 11 banyuwangi. the implementation was followed by 7th-grade students. after giving the learning video, students were given a test, and the results were uploaded together with filling out a questionnaire via a google form. research respondent data can be seen in figure 3 below. fig. 3. student response data in filling in the questionnaire and uploading test results fitriana, hariastuti, supahmi, & maulida – rectangular learning through video … 55 the blue line in figure 3 shows the number of students in each school who participated in the implementation (received the learning video link). meanwhile, the red line indicates the number of students in each school who sent responses in questionnaires and tests. based on this data, it can be seen that students' response was 32% from smp negeri 5 banyuwangi, 65% from smp it al uswah, 68% from smpk santa maria, 100% from mts puspabangsa, and 42% from mts negeri 11 banyuwangi. overall, there were 55% responses from research respondents. the results of student responses given through a questionnaire can be seen in table 4 below. table 4. results of student responses in the questionnaire item questionnaire components number of answers yes no 1. clarity of material 105 1 2. understanding of the material presented 102 4 3. language according to the level of discussion of the material and the level of development of student understanding 104 2 4. the image and symbols used are easy to understand 101 5 5. the font size is clear and eligible 104 2 6. language is easy to understand 102 4 7. appealing media display 102 4 8. color combinations in interesting media 102 4 9. music and voice sounded clear 101 5 10. selection of attractive images and in accordance with the material presented 103 3 11. the use of animated media is interesting and in accordance with the material presented 100 5 based on formula (1) in the method, the questionnaire's student response can be determined by a percentage of 97%. the student’s response shows that the video is valid to be implemented. in addition to the response to the use of video in learning, students are also given an evaluation in tests. the test contains description questions of 3 items. tests are given to know students’ abilities in achieving basic competencies, namely linking the perimeter and area formulas for various rectangular and solving contextual problems related to the perimeter and area of the rectangular. the test is done independently, and the results are sent in jpg or pdf format on google form. the results are shown in figure 4 below. 56 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 48-59 fig. 4. student’s test result completeness data the blue line in figure 4 shows the number of students who uploaded test results on the google form, while the red line shows the number of students who completed. the percentage of completeness of smp negeri 5 banyuwangi students is 9%, smp it al uswah students is 29%, smpk santa maria students is 59%, mts. puspabangsa students is 0%, and mts negeri 11 students is 20%. the overall completeness percentage looks like the diagram in figure 5 below. fig. 5. the percentage of student completeness the percentage in figure 5 is not used to compare the achievement of completeness of each school. but it is an illustration that completeness in the implementation of this research has not been maximally achieved. based on the results obtained in the previous five steps (four addie steps and one validation step), an evaluation was carried out as the final step in this study. evaluation is carried out to determine the effectiveness of developing videos in rectanguler material, especially in e-learning. based on the analysis, design, and development, it is found that : (1) the media is in accordance with the applicable curriculum; (2) contains learning goals and materials that are appropriate and clearly conveyed; (3) the material is in accordance with ki, kd, and learning goals; (4) the writing is clearly legible and in accordance with the material; (5) the language used is in accordance with the eyd and is easy to understand; (6) media display, fitriana, hariastuti, supahmi, & maulida – rectangular learning through video … 57 color combination, image selection, and media animation attractive to students; (7) the design is consistent with the media; (8) music and voices in the media are clearly heard; (9) selection of images and media animation according to the material. these results indicate that the video is valid with a validation result of 4,8. this is in accordance with hobri (2010) which states that media validation in the 4 ≤ va < 5 interval provides valid or feasible results to be implemented. this means that the developed media is liked by students in appearance and material. this is accordance with research alshatri, wakil, jamal, & bakhtyar (2019) which states that audiovisual-based learning media is preferred by students with a percentage of 80%, compared to visual-based learning media by 6% and audio-based media by 14%. implementation was carried out in five schools that had implemented e-learning during the covid-19 pandemic. based on the results of this study, it can be seen that only 55% of students responded in the form of filling out questionnaires and uploading test results. this happens because there are still many students who have problems in the learning process with e-learning. as stated by mailizar, almanthari, maulina, & bruce (2020) the most significant obstacles experienced by students are the lack of knowledge and skills in using e-learning, as well as lack of access to devices and internet connections. whereas the availability of supporting facilities and infrastructure as well as internet access facilities are indispensable in the e-learning process (febrianto, mas’udah, & megasari, 2020). mathematics e-learning allows students to learn more comfortably at home as long as the needs of digital devices are met, acces to the internet, affordable internet costs, and supplies electricity is adequate (mulenga & marbán, 2020). the test given to students showed an average percentage of completeness of 23%. this means that there are still many students who have difficulty applying the material that has been learned in the video to solve the problems given. even though the existence of media in mathematics learning is expected to make students understand abstract mathematical concepts and make learning more meaningful (widodo & wahyudin, 2018). in addition, the self-regulated of student in e-learning conditions also has a big influence. the self-regulated of students in indonesia is low in the conditions of covid-19 pandemic so that they are less able to regulate the e-learning process (churiyah, sholikhan, filianti, & sakdiyyah, 2020). for this reason, it is necessary to pay attention to the readiness of students in carrying out e-learning. this is in accordance with one of the prinsiples of learning practice that has a high impact in e-learning, such as : the quantity, difficulty, and length of the learing content must match the readiness of students in terms of academics and student characteristics in the e-learning process (bao, 2020). conclusion technology-based learning media are urgently needed at this time, especially during the covid-19 pandemic. however, it is possible that the need for technology-based learning media will also occur in the future. for this reason, teachers are required to be able to innovate in developing technology-based learning media, such as videos, to facilitate the learning process carried out. based on the results of research and discussion, it is known that the learning videos developed are valid. these criteria are obtained from expert 58 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 48-59 judgment and from student responses after learning implementation. however, there are still many students who are not familiar with technology-based learning so that the media cannot be said to be effective as conveying learning messages. this can be seen from the findings in the test results which indicate the existence of inappropriate concepts and processes carried out by students. the results of this study are the basis for the development of the next media that is more maximal in the transfer of knowledge so that students can visualize abstract concepts in mathematics more easily. the development of students’ knowledge and skills regarding the use of e-learning tools also needs to be done, so that students can do more optimally in carrying out learning, especially during the covid-19 pandemic. acknowledgment thanks to the leaders, teachers, and students of smp negeri 5 banyuwangi, smp it al uswah, smpk santa maria genteng, mts puspabangsa cluring, and mts negeri 11 banyuwangi, who have given research permits and assisted the research process so that it can be carried out optimally. references 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(2018). selection of learning media mathematics for junior school students. turkish online journal of educational technology tojet, 17(1), 154–160. retrieved from http://ezproxy.lib.uconn.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eri c&an=ej1165728&site=ehost-live ieee paper template in a4 (v1) 221 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 3, 2023, 221-231 doi: 10.56003/jse.v3i3.173 issn: 2745-5351 teachers’ challenges, capabilities, and needs in teaching learners with reading difficulties leylanie adao1, cesar chester relleve2, joel salazar3, katrezia fiel macawile4, marites chavez5 1,2,3,4,5 curriculum implementation division, department of education, city schools division of dasmariῆas, cavite, region iv-a calabarzon, philippines e-mail: cesarchester.relleve@deped.gov.ph received: 28 december 2022 accepted: 13 march 2023 published: 30 march 2023 abstract: this study aims to understand the teachers’ challenges, capabilities, and resources in teaching learners with reading difficulties. it utilized a qualitative descriptive approach and data were collected using single focus group discussion. a descriptive thematic approach was employed following the method of braun & clark to analyze the data and describe the experiences of the informants. participants of this study are 17 teachers from junior high school in one public school in the city schools division of dasmariñas who encountered students with reading difficulties in the conduct of their classes during the first quarter of school year 2022-2023. findings revealed that in terms of challenges, the following themes emerged 1) low participation in class, 2) unmet learning competencies; as regards to capabilities 3) language teachers are capable, 4) content teachers have inadequate skills, and when it comes to teachers’ needs 5) capacity building, 6) intensification of reading intervention, and 7) learning resources for reading. keywords: literacy; teachers challenges; capabilities; learning loss; reading difficulties. how to cite: adao, l., relleve, c. c., salazar, j., macawile, k. f., & chavez, m. (2023). teachers’ challenges, capabilities, and needs in teaching learners with reading difficulties. journal of science and education (jse), 3(3): 221-231. https://doi.org/10.56003/jse.v3i3.173 introduction reading is one of the most crucial core skills that students should learn because, without it, it is difficult to become proficient in other subject areas. if reading competence is not well-founded, the teaching and learning process will be challenging for both teachers and pupils. reading skill impacts academic performance of the students (bano et al., 2018). reading fosters critical thinking in students and enhances reading comprehension, which is advantageous in many academic areas (whitten et al., 2019). responsibilities in the acquisition of this skills is a trifocal responsibility of parents, teachers, and learners. children's reading habits are formed with the help of their parents, and ongoing encouragement of reading improves the academic performance of the children (kamala, 2022). students are more likely to develop a deep attitude to reading if teachers clearly educate students how to read academic texts in subjects that are aligned and provide them with plenty of opportunities to do so throughout the term (hermida, 2009). the motivation of the students to read is crucial factor in enhancing their reading skills, otherwise it could be a hindering factor if they do not have the desire to learn (sari et al., 2020). in 2018, the philippines participated in the programme for international student assessment (pisa) of the organization for economic co-operation and development (oecd) for the first time to establish a https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i3.173 https://portal.issn.org/resource/issn/2745-5351 mailto:cesarchester.relleve@deped.gov.ph https://doi.org/10.56003/jse.v3i3.173 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i1.134&domain=pdf&date_stamp=2023-03-30 222 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 221-231 baseline educational performance through globally accepted standards (oecd, 2019a). the philippines scored 340 in reading, 353 in mathematics, and 357 in science, all below average and the 78th among 79 participating nations (oecd, 2019b). the learning crisis has been made worse by the covid-19 pandemic, and this generation's human capital is expected to suffer long-term effects (urgent, effective action required to quell the impact of covid-19 on education worldwide, 2021). temporary school closures resulted in significant learning loss, especially for pupils with low achievement, teachers also had difficulties due to distance learning environments (schult et al., 2022). teaching reading and writing remotely, being unable to reach the pupils, the parents' disinterest, and students disobeying classroom regulations like speaking up and raising their hands are all negative effects of the pandemic (özdemi̇r & önderöz, 2022). the department of education (deped), philippines understands how the pisa results reflect the overall national academic performance of learners in the country, and it is further exacerbated by the pandemic. deped believes that education should continue despite the imminent difficulties. to address the learning losses particularly in literacy, the department, prior to providing interventions, must be able to understand the experiences of teachers in the classroom since the reopening of schools. according to the data presented, the country is on the far bottom of the list among economies when it comes to reading and one way to grasp the situation is to determine the capacity of teachers as well as their needs in teaching reading. relative to this, the researchers seek to answer the following questions: 1. what are the experiences of teachers handling learners with difficulties in reading? 2. how would the participants describe their capabilities in teaching reading? 3. what are the assistance needed by the participants to enhance their skills in teaching reading? numerous studies and books have been published regarding how reading can be taught usually for young learners. learning from a young age is important because, children who are behind in their reading and writing development in their early years have a difficult time keeping up in later years (qizi, 2021). the supposed strengthening of reading ability and capability of the students should happen in the elementary level, but due to the change in the delivery of learning due to the pandemic covid-19, it aggravated the learning loss of the students, particularly in reading. the required competencies for high school students cannot be attained if students have difficulty in reading, more so in comprehension. teachers in secondary education are considered learning areas expert compared to elementary teachers who are more generalist, in fact even in the preservice preparation for secondary teachers there is no concrete program that teachers are reading teachers as well. it should not come as a surprise that typical classroom practices frequently deviate significantly from what is advised by our most reliable sources given that a large portion of research is sadly not yet included in teacher preparation programs, widely used curricula, or professional development, as a consequence most learners do not accomplish at a high level in reading (moats, 2020). thus, this research wanted to find how teachers could be assisted to enhance their skills in teaching reading, particularly based on their needs, difficulties, and perceived capabilities. https://jse.rezkimedia.org/index.php/jse/index adao, relleve, salazar, macawile, &chavez – teachers’ challenges, capabilities, and … 223 method this study utilized a qualitative design, specifically descriptive. qualitative approach is used to understand people's opinions, deeds, encounters, and beliefs (pathak et al., 2013). qualitative descriptive design is more appropriate when the study is not theoretically engrossed but still intends to describe participant experience (doyle et al., 2020), and the researcher just wanted to have a straightforward delineation of the phenomena (sandelowski, 2000). participants of this study are the 17 public school teachers at congressional integrated high school, specifically: 4 head teachers and 13 classroom teachers in different learning areas. these teachers encountered students with learning difficulties in the conduct of their classes during the first quarter of the school year 2022-2023. purposive sampling technique is used in this study. in order to choose informants who, have specific knowledge of or experience with the subject of the empirical investigation, researchers used a purposive sampling strategy (robinson, 2014). likewise, when a small number of people may serve as primary data sources because of the nature of research design and its aims and objectives, the purposive sampling method may prove useful (camposano et al., 2021). the researchers constructed a semi-structured interview guide which is parallel to the research aims. the researchers sent the semi-structured interview guides together with the working title, and problem statements to the experts in language and reading. comments and suggestions from the experts were incorporated. a single focus group discussion (fgd) was used to collect responses from the participants. instead of using a statistically representative sample of a larger population, an fgd is widely used as a qualitative method to collect information and an in-depth awareness of situations from a chosen group of people (taneichi & rokkaku, 2019). responses of the teachers during the fgd were recorded with the use of the audio-phone application, and to ensure clarity and context, one of the researchers encoded answers as well while the lead researcher is conducting an interview, then the audio recorded responses were transcribed for analysis. a descriptive thematic approach was employed to analyze the data and described the experiences of the informants of this study (sundler et al., 2019). in doing the thematic analysis the researchers used the approach of braun & clarke (2006) which is recursive and not merely linear: 1) researchers familiarization of the data, 2) commence with the coding, 3) search for the themes, 4) review the themes, 5) define and name the themes, and 5) write the report. results and discussion the results of the study will be presented and analysed according to the objective of understanding the experiences of teachers in handling learners who are struggling with reading, determining teachers’ capability in teaching reading, and identifying the support or assistance they need to enhance such capacities. the emerging themes were tabularly presented, and supported with the selected transcripts from the participants coded with p and the number assigned to them, answers in filipino language have translation in 224 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 221-231 english inside the parentheses. table 1. teachers’ experiences in handling learners with difficulties in reading emerging themes selected transcripts low participation in class lack of confidence, no participation in discussion (p1) …can see who is not opening the mouth means not reading (p3) …quiet in class reflecting that cannot read, hindi natatawag dahil baka mapahiya sa klase (p4) (silence in class is quite telling of some students’ capacity to read, hence are not called during class discussions so they would not be embarrassed.) unmet learning competencies …there are some who cannot do the activity and need one-in-one guide to explain, hindi nakakagawa ng written assessment…3-5 students per class have a problem in reading, two competencies were not covered due to slow-paced teaching (p5) (there are some students who cannot do the activity and need a one-on-one explanation. they cannot accomplish written assessments.) direct instruction, pag nakaword problem, hindi na mabasa; 20% can read according to grade 7, ung iba kayang marecognize, pero zero during activities ay zero, even sa window cardsfrom melc, babalikan lahat para sa prerequisite ung lessons, weeks 1-4 lang nacover, (p7) (during math class, some students learn through direct, verbal instruction. however, in written word problems, the student finds it difficult to read and comprehend. only 20% among grade 7 students. the rest can recognize words yet scores zero during activities such as answering window cards. based on melcs, some parts had to be reviewed for the prerequisite lessons as only weeks 1 to 4 were covered.) low levels of class participation although the participants come from different subject areas, three of them agreed that their students were hesitant to engage in class discussions. p1 shared how easy it is to spot a student who cannot read as some students do not like to raise a hand when asked to read a problem on board. as p5 said, “isang letter o word ang ‘di mabasa, alam na natin.” (one letter or word they cannot recognize, we already knew [they have a problem in reading].) other participants owe it to the lack of confidence a student has, especially are unable to recognize letters nor identify sounds. in a math class for instance, p7 mentioned “pinapabasa [ang student] pero may ibang ‘di nagsasalita at pahina ang boses.” (when students are asked to read in chorus, https://jse.rezkimedia.org/index.php/jse/index adao, relleve, salazar, macawile, &chavez – teachers’ challenges, capabilities, and … 225 some just mouth the words or others gradually lower their voice.) p2 added how a student in class reads sentences differently. acknowledging that this is a problem inside the classroom, participants avoid calling struggling readers to read in front of the class because as p4 said, “hindi natatawag dahil baka mapahiya sa klase.” (some are not called so as not to embarrass them in class). some students said that they have poor eyesight which is rather used as an excuse to not read in class, while others pretend to open their mouth in exercises that require reading aloud. this hesitance to participate in class because of reading difficulties slows down the teaching and learning process. participants, to address the situation, translate the discussion in a language much more familiar to the students such as tagalog even if the medium of instruction is in english. moreover, some participants had to demonstrate instructions through actions so students could follow. the achievement gap between struggling and proficient students develops over the course of a child's education because struggle readers often perform poorly on tests and show little interest in learning how to read. poor engagement in class is usually observed on students who struggles in literacy, and the gap between the academically struggling and proficient students becomes wider as the years of schooling progresses (merga, 2020). unmet learning competencies in effect, the slow-paced teaching and learning process compromised the achievement of learning competencies. students being unable to read the problems or sentences affect their process of learning. according to the participants, when a student cannot read, it is likely that they are not able to comprehend. even worse, students are not able to write an output. in consequence, they are unable to perform well because literacy is fundamental in all subject areas. as moats (2020), stated that reading is a factor in all other academic success and has been the subject of the most studies since it is connected to social, emotional, financial, and physical health. this is particularly challenging for teachers because as they attempt to teach the contents, reading becomes an additional exercise in classroom instruction; therefore, delaying the attainment of target competencies scheduled for a particular week. 226 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 221-231 table 2. teachers’ capabilities in teaching reading emerging themes selected transcripts language teachers are capable 8 out of 10 kaya iapply, experience as grade 2 tutor (p3) (i can rate myself an 8 out of 10 when it comes to teaching reading as i have experience tutoring grade 2 pupils.) 8 out 0f 10 nagkaron ng idea nong nagpadala ng reading teachers (p4) (since being trained by elementary reading teachers, i can say i am an 8 out of 10 in teaching reading in class.) 8.5 out of 10, may mga techniques sa pre elem na hindi kayang magawa sa hs (p12) (perhaps, i am an 8.5 out of 10 but there are still techniques done with elementary instruction i have yet to apply in high school setting.) content teachers have inadequate skills …extra load for reading teachers per department outside class; teachers’ capacity building, overlapping remediation class, 100+ needs remediation, content teacher to be reading teacher…(p10) scale po natin ay 2 out of 10 ang reading capability, kayang ituro ang vocabulary hindi kaya ang grammar (p15) (i would only rate my capability to reach reading a 2 out of 10. i can teach vocabulary but not grammar.) 3 out of 10, ibang level na kasi (p8) (i think teaching reading is on another level, so i rate myself a 3 out of 10). performing arts, based on classroom observation, 96% of students can follow demonstrations, 3 or 4 out 10 rewarding capability, focus on performance in mapeh (p16) language teachers are capable participants teaching language averaged around 8 out of 10 when asked to assess their capability in teaching reading. having training with elementary teachers who are experts in teaching sound and letter recognition was helpful in developing their skills in teaching reading to their students. it aided them in facilitating lessons more effectively. when facilitating classroom learning, teachers should be proficient in language, in an effort to increase knowledge of the subject matter and proficiency in learning (asrial et al., 2019). https://jse.rezkimedia.org/index.php/jse/index adao, relleve, salazar, macawile, &chavez – teachers’ challenges, capabilities, and … 227 content teachers have inadequate skills subject area teachers are more concentrated on the content rather than teaching reading. some participants can teach vocabulary, however rules on grammar are more technical in nature and require the guidance of language teachers especially in implementation. participants said that teachers need to undergo capacity building since their background on teaching letters and sound recognition is inadequate. if all learners deserve to learn how to read from no less from their teachers, the knowledge, abilities, and capacity building for teachers should be provided (moats, 2020). table 3. support or assistance needed to enhance teachersteachers’ities in teaching reading emerging themes selected transcripts capacity building paano ung mismong gagawin sa loob ng classroom, na mabalanse ang pagtuturo ng reading pero nakakatuloy sa competencies? tamang pamamaraan? (p10) (how do we teach reading in class while also achieving the target competencies for the subjects? what are the means to do it?) teaching strategies for reading in content areas, how to embed literacy in the content areas? mabigat ang unlocking of difficulties, ano pa ang mga strategies? simple word hindi alam ng bata, reading in the content areas (p13) (unlocking difficulties is already a challenge. how much more on strategies? learners cannot even recognize simple words.) seminar/ training on congruence of instructional assessment (p13) pinadalang teachers from elementary is a big help, time to have a series of follow-up, remediation activities, training/ practicum with content teachers (1 to 2 hours) patience to teach reading (p4) (teachers from the elementary school were a huge help in learning how to teach reading in class.) intensification of reading intervention special reading class (p5) after class with focus on reading only, 1 or 2 hours intended for reading, to use the avr as the venue on 2x or 3x a week with parental consent (p16) pumayag ang mga magulang pero hindi umaattend; how to encourage them to attend reading class (p13) (parents allowed students for remedial reading classes but some of them were not attending.) 228 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 221-231 learning resources for reading additional instructional standardized reading materials, printed marungko, dulls-fuller for provision (p12) capacity building according to the participants who are content teachers, learning about teaching strategies in reading would ease unlocking of target competencies which would also save them time in delivering lessons. one participant said that it would be beneficial for teachers to acquire knowledge on embedding literacy in content areas. a practicum or workshop will also be helpful in the demonstration of the actual teaching process. professional development is important to supporting students' reading development and providing high-quality teaching methods (didion et al., 2020). intensification of reading intervention a special reading class was mostly recommended by the participants. however, they also emphasized how important it is to engage the students to attend the class. as p13 mentioned, although there were remedial reading sessions outside class and parental consent was secured, students fail to attend the classes. hence, there is an emerging need for intensifying efforts in advocating for reading especially among high school students to which the participants are teaching. different studies suggest that there is a need for ongoing study on the best ways to support teachers' implementation of intensive reading interventions because many teachers are not equipped to meet the demands of students for such interventions (mcmaster et al., 2021). learning resources for reading there is a lack of contextualized learning resources for reading. at the moment, schools rely on international standardized reading assessments which can be unsuitable for students who are non-native speakers of the english language. the department of education is currently working on the reading modules to be used by public school learners to foster better reading comprehension. additionally, there is a need for more printed versions of the existing reading materials. likewise, relevant and appropriate reading materials are important. in the study of gir korkmaz & mede (2017), they investigated and highlighted the effectiveness of reading materials especially to determine their effectiveness in relation to text appropriateness, material purpose, learner needs, and vocabulary development. the information that is taught and the didactic cues from teachers are also influenced by textbooks which helps to increase reading engagement and comprehension levels of the students (dockx et al., 2020). conclusion this research attempted to answer the question of the teachers’ challenges, capabilities, and needs in teaching learners with reading difficulties. with a total of 17 participants in the focus group discussion, the https://jse.rezkimedia.org/index.php/jse/index adao, relleve, salazar, macawile, &chavez – teachers’ challenges, capabilities, and … 229 study found that teachers experience low participation of students in reading or even in class discussions due to reading difficulties. furthermore, this research revealed that content teachers struggled more in teaching their own lessons due to reading difficulties of their students. in this study, language teachers are found to be more capable in teaching reading therefore achieving target competencies better than teachers who have inadequate skills in teaching reading. to address these challenges, the participants propose capacity building, intensification of reading intervention, and provision for additional learning resources for reading. acknowledgment the researchers sincerely appreciate the support of the city schools division of dasmariñas headed by the oic-schools division superintendent raymundo cantonjos and cid chief gemma cortez in the conduct of the study. their warmest gratitude is also extended to congressional integrated high school headed by their principal rowena hermoso for their assistance, most especially to the head teachers and teachers who served as participants of the study. the researchers owe the success of this study to all who have contributed valuable insights to the refinement of this paper. references asrial, a., syahrial, s., kurniawan, d. a., subandiyo, m., & amalina, n. 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(2019). the impact of pleasure reading on academic success. journal of multidisciplinary graduate research, 2(1). https://jmgr-ojsshsu.tdl.org/jmgr/article/view/11 https://jmgr-ojs-shsu.tdl.org/jmgr/article/view/11 https://jmgr-ojs-shsu.tdl.org/jmgr/article/view/11 ieee paper template in a4 (v1) 13 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 1, 2022, 13-22 doi: 10.56003/jse.v3i1.126 issn: 2745-5351 gender gaps in english as a second foreign language attainment: some oujda high schools case study hicham dahmani1, youssef ben chbir2, aziz bayour3 1,2,3 fatima fihriya centre for research and studies, fes, fes-meknes, 30040, morocco 2,3 ministry of education, morocco e-mail: hicham.dahmani@ump.ac.ma received: 13 june 2022 accepted: 25 september 2022 published: 30 september 2022 abstract: several studies and research have been conducted on the issue of gender gap attainment, most of which have concluded that female students are relatively higher achievers compared to males. this gap is attributed to different explanations depending on the angles from which it is viewed, amongst which is the average use of language learning strategies (lls). therefore, the current study attempts to find out and analyze the reasons why female and male students perform differently in the english classes in oujda high schools. it also aims to discover who exploits lls more in learning english as a foreign language. to effectively reach this goal, the researchers use a self-developed observation checklist to identify who outperforms the other and a structured interview to discern who uses lls more effectively. as a result, two points emerged in this research paper. the current study attempts to find out about femalemale differences in english attainment. besides, it seeks explanations for male and female performance in the english classes in oujda high schools. it also aims to discover who exploits lls more in learning english as a foreign language. to fill this gap, a number of 960 students were observed, and 32 students were interviewed. the study is approached using the mixed-method of quantitative and qualitative design, where a descriptive approach is used. data is gathered through both instruments observation and interviews in five high schools. to effectively reach this goal, the researchers use a self-developed observation checklist to identify who outperforms the other and a structured interview to discern who uses lls more effectively. as a result, two points emerged in this research paper. first, this research paper proves that females outperform males in english classes. second, females use more learning strategies than males. the researchers infer from the results that there is an attainment gap, namely, male students underachieve females. keywords: attainment gap; sex differences; learning strategies; teaching styles; academic behaviour; secondary school students. how to cite: dahmani, h, chbir, y.b., & bayour, a. (2022). gender gaps in english as a second foreign language attainment: some oujda high schools case study. journal of science and education (jse), 3(1): 13-22. https://doi.org/10.56003/jse.v3i1.126 introduction a growing number of studies and research have been conducted on the issue of the gender gap in scholastic attainment (yenilmez, 2016; hannum, et al., 2018; reilly, 2018; hdii & fagroud, 2018; benattabou, 2021); most of them have concluded that female students are relatively higher achievers compared to their peer males. female students, according to yenilmez (2016), are often found to smash male students in secondary and higher secondary education, a fact that is elucidated by reilly (2019) and benattabou et al. (2021). the former conducted a study to find out about sex attainment in reading and writing. he states that “girls generally exhibit better reading and writing ability than boys” (reilly, 2019). along with these findings, benattabou et al. (2021) carried out a study to conduct a further investigation of the relationship between sex and foreign language performance. the investigation took place in zerktouni https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i2.110 https://portal.issn.org/resource/issn/2745-5351 mailto:hicham.dahmani@ump.ac.ma https://doi.org/10.56003/jse.v3i1.126 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i1.126&domain=pdf&date_stamp=2022-09-30 14 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 13-22 high school in beni mellal directorate and studied the records from a sample of 153 students, of whom 75 are males, and 77 are females. the study finds out that the quantitative data pertaining to students’ learning grades display a noticeable superiority among females as they are seen to outperform their male peers with regard to the three achievement tests and the general composite efl score. in line with these findings, hdii & fagroud (2018) indicate, in a study conducted in the national agriculture school of meknes, those female students exceed their peer male students in almost all school subjects, including foreign languages such as french and english. the researchers studied students’ grades from 2009 to 2015 to check if there was any possible difference in academic attainment between males and females. they state that “females nowadays not only outnumber male students but also get better grades in all the categories of subjects” (hdii & fagroud, 2018). although these researchers agree that females outperform males, this gap in attainment is attributed to different explanations depending on the angles from which they are viewed. take, for example, good educational aspiration of parents (durden & ellis, 1995) and high asperation to attend college, feminization of the teaching profession (bawden, 2007), personal freedom and higher status (brown, et al., 2010), migration (hannum, 2018; north, 2019), lack of social support and resources (north, 2019), poverty (reimer, 2012; dahmani, 2020), among others, highly affect students’ academic attainment. not only do these factors affect students’ academic attainment, but different use of learning strategies does affect them as well (bialystok, 1985) since learners have different cognitive abilities and aptitudes linked to the right or left hemispheres. however, sherwood (2017) suggests moving away from those ideas since there is little evidence that neurological differences cause distinct abilities or manners of learning in boys or girls. reilly, on the other hand, asserts that females use both hemispheres of the brain for reading and writing while males rely on just one (reilly, 2018), which appears to be the leading factor in learning strategies differences. the visit to some schools at the beginning of the year was a big chance to witness the frequency of students’ participation and interaction in english classes. it was crystal clear -when observing colleagues delivering lessonsthat the rate of participation was sometimes high and other times low, depending on the activities implemented by the teachers. by and large, the gap between males' and females’ participation frequency drew our attention. so, this research was set out on the premise that males' and females’ participation frequency is unequal. for this reason, our main objective in this study is not only to uncover the reasons behind having girls outperform boys academically but also to suggest actions that should be taken to reduce inequality in school attainment. based on what has been mentioned above, the hypothesis -females outperform males by virtue of using more learning strategiesis formulated to be proved or disproved at the end of the study. we opt for a mixed approach to collect data through which the following research questions are answered: why do females outperform male students academically, and what actions should be taken to reduce inequality in academic https://jse.rezkimedia.org/index.php/jse/index dahmani, chbir, & bayour – gender gaps in english as a second language … 15 attainment? we rely on the observation grid and the interview; the observation grid helps us directly observe the participation frequency of students in the classrooms, while the interview helps us get more details about students learning strategies. the scope of this paper is limited to finding out about the learning strategies used mainly by high attainers, which suggest plans to be implemented in the classroom. we undoubtedly were so careful in being objective during the observation sessions for filling in the grids. however, no one says for sure that the way students act during our presence would be consistent. for sure, our presence would be a double-edged weapon in that some students may get encouraged, and the other ones get discouraged. accordingly, the data we get is relative. last, many other administrative circumstances prevent us from getting students’ terms general scores census to get many credible data. unlike the numerous previous studies (hdii & fagroud, 2018; dahmani, 2020; benattabou et al., 2021) that dealt with gender differences at the level of performance only by trying to answer the question: ‘who does better?’, the present study sets out not only to find out about the gender performance differences in learning english as a foreign language, but it fundamentally seeks explanation behind gender differences in education along with uncovering the learning strategies used by a group of high school students in english classes. in addition, prior studies were carried out in the same cultural setting (one school), while this one is carried out in five cultural settings in an attempt to reach reliable and generalizable findings. the study at hand is relevant to teachers of english as a foreign language and stakeholders. the findings are very important as they give a clear idea about students’ learning strategies utilized in the learning process, which might be of great value for material designers to develop appropriate learning aids. it provides teachers of english with insights on learning strategies each gender uses most to develop relevant activities for the learners. method research design this research is approached using the mixed method of quantitative and qualitative design. the data gathering instruments used are an observation checklist and structured interviews. specifically, we examined the teaching techniques that students react to more frequently and the learning strategies students use more to learn english. the research questions that guided this study were: ‘why do females outperform male students academically, and what actions should be taken to reduce inequality in academic attainment?’. setting and participants nine hundred sixty students were observed, and 32 were interviewed in five high schools (elarbi elhosseini, ibn el-haythem, elkadi ibn el-arabi (2), charif el-idrissi) in oujda so that enough and in-depth data could be gathered to analyze for reliable and generalizable findings. secondary (high) school in morocco consists of three levels: common core, 1st year, and 2nd-year baccalaureate. we opted for the three levels to ensure that the gender attainment gap happens throughout the years of study in secondary school, 16 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 13-22 not only at a certain level. respondents are both males and females in heterogeneous and mixed-ability classrooms. data collection on the one hand, learning and teaching styles and strategies that appear in current literature are used to design the classroom observation checklist to meet the objectives of our study. this self-made checklist contains four features of the general characteristics of teaching. each feature includes at least three subcharacteristics covering the frequency of student participation, whether initiated or imposed. on the other hand, the questions we use in the interview are adapted from the oxford strategy inventory for language learning, version 7 (oxford, 1989). this version is for the student of english as a second or foreign language. it is a kind of questionnaire, but we adapted it as a structured interview to avoid misunderstanding on the students’ part, thus avoiding unreliable and not generalizable data. it seems that asking students on the spot and getting answers is more practical than a questionnaire. it is the best fitting way as questions might be explained in moroccan dialect in case a respondent does not grasp the meaning behind them. these tools were piloted on a group of 30 students before being administered and used. to collect data, we visited five schools for classroom observation or interviewing students. we attended some teachers’ lessons to fill in the observation checklists for observation. the same procedure is performed concerning the interview. sometimes, students were selected to be interviewed immediately after the closed observation session. however, most of the time, other schools were visited to interview respondents. the questions being asked are sometimes translated into the arabic language to make sure that students understand them. data analysis to understand the reason behind girls’ higher attainment compared to boys, we began by determining the rate of classroom participation at which teaching technique. this effort was measured by counting the number of classroom participation and its nature, whether imposed or initiated. we used the naturalistic inquiry approach to analyze the gathered data classified under a set of themes (table 1). table 1. male-female observed classroom participation: initiated and imposed the general characteristics of teaching students’ participation initiated imposed feature male female male female introduction & presentation 168 204 28 36 interaction activities 2 2 0 0 problem solving tasks 41 45 6 5 quality questioning behaviour 19 35 20 22 interview questions are classified under two themes (1) socio-psychological behavior and (2) academic behavior. the former elaborates on students’ affective filter after performing an academic behavior, and the latter includes academic behaviors that each gender used more both in and outside the classroom. four https://jse.rezkimedia.org/index.php/jse/index dahmani, chbir, & bayour – gender gaps in english as a second language … 17 questions (1-3-5-7) are classified under socio-psychological behavior, and three questions (2-4-6) are classified under academic behavior. if one scrutinizes students’ responses, one will recognize that they are consistent since they give similar responses to questions 1, 3, 5, and 7, which all pertain to effective strategies. first, it can be deduced that students’ responses are reliable and credible. the four questions are intentionally and logically connected in that a response to each question conditions the other three questions, or it may be said that it presupposes certain responses. four questions are deliberately devoted among seven to the affective strategies students use because it is believed that the affective side of the learner is highly decisive in the students’ performance. one question is paraphrased twice to ensure credibility on the students’ part. results and discussion result 1. teaching styles and techniques after the data was classified and coded, we concluded that almost all students’ participation is initiated, particularly when engaging them in warm-up activities at the beginning of the lesson (39% male and 47% female students). however, when the teacher appoints students to participate, 6% of male and 8% of female students answer the questions (table 2). the activities being mostly administered are assessing and building on prior knowledge, engaging students in the exploration process, and allowing students to discover key ideas of the lesson individually. interaction activities such as working in groups, games, and simulations are almost never used in the classroom because the large groups (40 students and above) and large tables make the spaces crowded and challenging to manage. however, when discussing a topic, only a few students (2 males and two females’ participants) volunteer to communicate their ideas since they lack the language ability and resort to using phrases or chunks only. table 2. the frequency of classroom participation: initiated and imposed the general characteristics of teaching students’ participation frequency initiated imposed feature male female male female introduction & presentation 39 % 47 % 6 % 8 % interaction activities 50 % 5 % 00 % 00 % problem solving tasks 42 % 47 % 6 % 5 % quality questioning behaviour 20 % 21 % 36 % 23 % more female (47 %) than male (42 %) students are on an initiative engaged in solving situational problems through brainstorming techniques and others. when dealing with problem-solving tasks, the teacher rarely calls (6% male and 5% female) students on to share their ideas to avoid threatening their affective filter. 18 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 13-22 quality questioning behavior of the teacher suggests a difference in students’ participation. when questions are clear, focused, and purposeful, students’ involvement is higher (36% of females and 20% of males), mainly when the feedback from the teacher is relevant. on the contrary, 23% of females answer when called on, as opposed to 21% of male students. 2. learning strategies a quick examination of the interview data (see appendix) reveals that questions one, three, five, and seven are classified under the socio-psychological behavior theme, while questions two, four, and six are classified under the academic behavior theme. students’ social and psychological behavior is generally affected by the classroom environment. most students (91 % females and 69 % males) volunteer to answer questions raised in the classroom when they are confident that their answers are correct, but 31% of males whose english is not that good and think their answers might be wrong prefer not to take part compared to 9 % of females who are determined to be active in the classroom no matter how their answers might be. when their answers are wrong, 65 % of them depend on teachers to correct them compared to males (45 %), and they seem to be more sensitive to their mates’ reactions, like being mocked. they don’t rethink their answers, nor do they correct themselves, unlike males (30 %) who try to self-reflect on their wrong answers. it took us unawares when we found out that more than half (55 %) of the male respondents are not affected by the wrong answer they give anyway, while a few of them feel shy and unhappy since their colleagues may mock them, and that brings their confidence down. a few others state that they feel ashamed or embarrassed since they do not pay attention in the classroom. as for the feelings that pervade females after giving wrong answers, we notice that they were more dependent on individual differences due to the discrepancy in their responses; some seem indifferent, while others get discouraged and disappointed. a few others, like boys, feel ashamed of themselves because they admitted not paying attention while the teacher explained. unexpectedly, one exceptional female student embraces and accepts her errors, considering them as part of the learning process. despite female students seem to be more sensitive to giving wrong answers, more than 70% of them don’t hesitate to interact in class, yet males are reported to wait for the teacher’s call, and a few of them take the initiative to answer. their learning strategies highly influence students’ academic behavior. unless students understand the teacher’s talk, they (50%) ask for repetition and clarification, and the others (50%) make guesses in context, and a few of them rely on the teacher’s gestures or check their dictionaries. as for females, 84% resort to asking the teacher for clarification and explanation, and some depend on the teacher’s gestures to get the meaning or ask their mates for clarification. to recall english items being learned, the majority of males (83%) and females (75 %) rely on reviewing lessons after class as a strategy to remember the learned items. both males and females depend, with the same rate (17%), on linking previously learned items in english or in other subjects with newly presented items. https://jse.rezkimedia.org/index.php/jse/index dahmani, chbir, & bayour – gender gaps in english as a second language … 19 interestingly, 8% of females use new english words in sentences to remember them as opposed to a few males who translate the new items from arabic into english by surfing the net or sometimes using dictionaries. it seems then that there is a slight difference in the use of memory strategies. what is more, males (76%) rely to a great extent on watching pieces of videos and films in english to improve their english as opposed to females who use different strategies, apart from watching films (50%), such as texting and chatting in english (33%) in addition to reading widely and extensively for pleasure (17%). surprisingly a female student communicated that she improves her english by talking with native speakers when she has the opportunity either in person or online. discussion a quick examination of the above findings reveals that females outperform males in classroom interaction and learning strategies. females are active and reactive to the warming up and presentation activities, such as activating students’ schemata, allowing them to discover key ideas individually, and assessing previously taught items. the findings are consistent with mutua & oyoo (2020), who investigated gender differences in learning strategies and academic achievement, where significant gender differences were positively reported. the study finds that girls endorse rehearsal and elaboration strategies more than boys. in another study, mahmud & nur (2018) studied the notion of gender differences in relation to learning strategies; however, no significant difference was reported, they found that the female students used cognitive, compensation, and affective strategy more often compared to their male peers. females surpass males in problem-solving activities when teachers employ brainstorming techniques to better engage students in solution finding. applying problem-solving tasks produces different participation rates among students suggesting high involvement of females. this result matches with mahmud & nur (2018), where females use cognitive, compensation, and affective strategies more often compared to male students. though students are affected by teachers’ questioning behavior, females keep surpassing males. the effect is positive if questions are clear, focused, and purposeful, in addition to positive feedback. for the latter, many teachers skip thinking of appropriate and motivating feedback, which sometimes affects students’ academic behavior in class. the findings are in accord with reilly et al. (2018). the study found that female students do better in class in reading and writing activities, where they tend to achieve higher grades during schooling. however, “boys tend to perform better than girls on standardized tests” reilly et al. (2018). in addition, students, mostly females, initiate speaking by interacting with the teacher’s talk and instructions only if they are not ambiguous, making them anxious and perplexed. imposed questions also have great importance in increasing the rate of classroom participation, yet instructors rarely resort to this technique in order not to put learners under psychological pressure. students’ academic behavior is the same in some places and different in others, where girls do better. through interviewing students, we concluded that both types of gender use reviewing english lessons at 20 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 13-22 home as a strategy for learning english. a few of them state that they create a mental linkage with previous knowledge and other subjects. at this level, the results imply no difference in terms of memory strategies males and females use to master the english language. similarly, mutua & oyoo (2020) reported no significant gender differences in organization learning strategies. thus, the findings suggest “no significant gender differences between boys and girls in academic achievement” (mutua & oyoo, 2020). females, however, use texting in english, jotting down notes, and reading for pleasure as strategies for learning. what is more, to get the ideas communicated by the teacher, almost all the females resort to asking for clarification or repetition when they do not understand the elements of the lesson since the only way to make sure the communicated ideas are understood in the foreign language classes is to be elaborated by the teacher and confirmed by the students. on the other hand, males use watching english tv channels (films) as a strategy, mainly to enjoy themselves and not for the sake of learning. in addition, only half of the male’s resort to the same strategy females use when items are not grasped, and the other half rely on the guessing strategy. they guess the meaning of the idea to which they are not sure whether correct. they use cognitive techniques less. hence, females exploit their minds better by using their cognitive strategies. these three strategies they use, perhaps, contribute to creating a gap in terms of language attainment between both types of gender. what also makes the difference is how males behave when they don’t understand. no one can guarantee that only through making guesses can males understand everything. so, females understand and learn better by using compensation strategies effectively. as for students’ social and psychological behavior, a third of male students prefer to keep silent the whole session when they give a wrong answer to a question. for males to be silent has many interpretations: first, they may lack the confidence to participate again. second, they may be shy and fear confronting the class again with wrong answers since they lack self-esteem. last, being unsure about the right answers pushes them to keep silent because they feel safe and secure. some other male students correct themselves by reflecting on their answers. in addition, a great number of male as well as female respondents rely on the teacher’s correction and direction. relying on the teacher’s correction guarantees that the learning taking place is correct and can be taken for granted. being less anxious gives more chances for females to learn english as a foreign language. almost all of them would volunteer to respond to a question if they knew the answer, and only a few (8%) feel shy and are reluctant to answer the second time if they give a wrong answer. to put it differently, they feel ashamed not because of the wrong answer but because they were dissatisfied with themselves, in that they attributed these inconveniences in their performance to their lack of attention in the classroom. females keep being active no matter their responses, and they are indifferent to their mates’ reactions if they come up with wrong answers. conversely, half of the males are disinclined to respond to questions and are passive in class; they feel shy and incapable of answering in english. although some of them know the answer, they would not dare to dahmani, chbir, & bayour – gender gaps in english as a second language … 21 participate as their answers might be wrong. on this basis, females seem to be more audacious in taking risks and more responsible for their learning experience and determined to reach their goals than males. conclusion the present study attempted to explore the explanations behind gender differences in english as foreign language attainment. it is found that there is a significant difference between female students and their male peers in classroom performance. it is also found that these differences are relevant to the learning strategies each gender uses during the learning process. as was observed in the data used, female students outnumber males in almost all learning strategies included, under academic behavior as well as social and psychological behavior, with the exception of memory strategies. the findings, as mentioned above, suggest a couple of recommendations and implications minimize inequality in language attainment. first, students should be treated differently according to gender, for males are inclined towards silence due to shyness and lack of self-esteem, which hinder learning during the lesson’s flow. accordingly, males should be encouraged to take part in the lesson and voice out their opinions. second, teachers should utilize games and activities that foster males’ self-confidence and get rid of the boundaries that limit their participation. third, thanks to the structured and unstructured observation process, we noticed a sort of unconscious bias on the part of some teachers in the sense that females are given more care and value than males. this may become a variable that affects the participation rate. thus, teachers should be very careful in their general pedagogical behavior, like giving equal chances for males as well as females. briefly, this study asserts that academic behavior is profoundly affected by socio-psychological behavior. references bawden, a. 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(1995). the effects of attendance on student learning in principles of economics. the american economic review, 85(2), 343-346. ellis, r. (1995). the study of second language acquisition. oxford: oxford university press. hannum, e., hu, l., shen, w. (2018). short-and long-term outcones of the left behind in china: education, well-beng and life opportunities. global education monitoring report. unesco 22 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 13-22 hdii, s., & fagroud, m. (2018). the effect of gender on university students’ school performance: the case of the national school of agriculture in meknes, morocco. kultūra ir visuomenė: socialinių tyrimų žurnalas, 2018, nr. 9 (1), p. 67-78. https://www.ceeol.com/search/article-detail?id=615228 hesson, m., & shad, k. f. (2007). a student-centered learning model. american journal of applied sciences, 4(9), 628-636. mahmud, m., & nur, s. (2018). exploring students' learning strategies and gender differences in english language teaching. international journal of language education, 2(1), 51-64. mutua, j., oyoo, s. (2020). gender differences in learning strategies and academic achievment among form three secondary school students in nairobi county, kenya. international journal of applied psychology, 10 (1), 1-7. north, a. (2019). gender, migration and non-formal learning for women and adolescent girls. global education monitoring report. unesco. oxford, r. l. (1990). language learning strategies: what every teacher should know. boston: heinle & heinle. ofsted. (1998). standards in secondary schools. ofsted. reilly, d., neumann, d. l., & andrews, g. (2019). gender differences in reading and writing achievement: evidence from the national assessment of educational progress (naep). american psychologist, 74(4), 445. https://psycnet.apa.org/doi/10.1037/amp0000356 reimer, j. k. (2012). local negotiation of globalised educational discourses: the case of child friendly schools in rural cambodia (doctoral dissertation, university of british columbia). sherwood, c. (2017). attainment: closing the gender gap. seced: the voice for secondary education. retreived from: https://www.sec-ed.co.uk/best-practice/attainment-closing-the-gender-gap/ yenilmez, m. i̇. (2016). women in academia in turkey: challenges and opportunities. yönetim bilimleri dergisi, 14(28), 289-311. ieee paper template in a4 (v1) 165 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 165-175 doi: 10.56003/jse.v3i2.169 issn: 2745-5351 the effect of interval training on athletic 100 meter running speed: a meta-analysis study vindryani septayasa1, supriatna2, yulingga nanda hanief3*, teejay d. panganiban4 1,2,3 universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia 4 batangas state university, rizal ave, extension, batangas, 4200 batangas, philippines e-mail: yulingga.hanief.fik@um.ac.id received: 4 october 2022 accepted: 1 december 2022 published: 19 december 2022 abstract: : this research on the effect of interval training on 100 meter running speed has been widely done in sports. various researchers explain that interval training is very influential in increasing the speed of running 100 meters, but each study reports different results. this difference causes the need to conduct inclusive data analysis to provide comprehensive information about the importance of interval training to increase 100-meter running speed in athletic athletes. this method must be done by collecting data from research results indexed on google scholar by searching for research published in the range of 2010-2021. the search for the results of this study was carried out by entering two keywords, namely the first keyword "interval" and "100 meter run" and "journal" or "journal" with the results found 224 articles and the second keyword is "interval" and "100 meter sprint" with the results found 139 articles. data on articles that already fit the study's inclusion and exclusion criteria were taken to determine the effect size (es) and standard error (se) values. the results of this study show the value of the re estimate and fe model 11.243 junior high school criteria and the value of the re estimate and fe model 9.786 athlete criteria which means that this interval training has a significant effect on the junior high school level and athletes who focus specifically on 100 meter running speed. this research is only limited to 100-meter sprints in junior high school students and athletes, it is recommended that future researchers examine other sports and other subjects. keywords: interval training; meta-analysis; sprint. how to cite: septayasa, v., supriatna, s., hanief, y. n., & panganiban, t. d. (2022). the effect of interval training on athletic 100 meter running speed: a meta-analysis study. journal of science and education (jse), 3(2): 165-175. https://doi.org/10.56003/jse.v3i2.169 introduction sports activity is a physical activity that is carried out intensively and is very important for humans to do every day (hidayat, 2010). humans have different goals, some have plans to develop sports achievements, maintain physical health, and just for recreational activities. to achieve a sporting achievement requires effort and hard work in the form of a program that a coach, measurable and sustainable, has designed. achievements can be achieved by doing hard work in practicing whose programs are planned, measured, and balanced. physical components must meet factors to achieve high achievement by training strength, speed, coordination, power, muscle endurance, and balance (nugroho, 2017). athletics is one of the sports currently in great demand by the people in indonesia, athletics is the parent of all sports because athletics is the basic movement for other sports (febrianti, 2013). athletics has several movements, namely, fast walking, running, throwing, and jumping. the movements in athletics are basic movements of athletes comprehensively (agari et al., 2019). the formation of clubs and extracurricular sports in indonesia is a forum to make it easier for athletes to channel and hone talents of interest. this https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.169 https://portal.issn.org/resource/issn/2745-5351 mailto:yulingga.hanief.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.169 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.168&domain=pdf&date_stamp=2022-12-19 166 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 165-175 athletic championship has several contested running numbers, such as running, fast walking, jumping, and throwing. running numbers contested in each championship include short-distance, middle-distance, and long-distance running (ambara, 2011). there are three kinds of running numbers, namely, short distance running (sprint), middle-distance running (middle-distance running), and long-distance running (long-distance running). in addition to the three basic runs above, there are other running numbers, namely relay running, hurdle running, and steeple chase (sapitri et al., 2011). short distance running (sprint) is one of the running numbers in athletics that is very prestigious and in great demand because it is a running that starts from start to finish at maximum speed (humairoh et al., 2021). this athletic branch's short distance running number (sprint) has several mileage running numbers ranging from 60 meters, 100 meters, 200 meters, 400 meters, and hurdles. sprint must also be considered the energy system athletes use because they use energy supplies stored in themselves (komariah, 2020). sprint running also requires good acceleration, efficient running types, and, most importantly, speed (putu et al., 2013). this speed has a huge role in achieving the results of sports achievements in an athlete, speed has an important role and is also needed in every sport, there are several terms regarding speed in sports. speed is the ability of an athlete's organism to make movements that can run in the shortest possible time to achieve the desired results (damayanti, et al., 2021). in the short distance running number (sprint), especially the 100-meter running number, speed plays a very important role to reach the finish line in a very fast time, the key to running 100 meters lies in running speed (sinurat, 2016). increasing speed in short distance running (sprint) that is maximized needs to be done consistently. one of the exercises that can be done to affect the speed of short distance running (sprint) is to use interval training. training must have a program that has been carefully and rationally arranged in the training program. in making an exercise program, it must also be designed and organized in order to get maximum athlete performance results. one of the exercises that have an important role in improving performance in athletes is physical exercise because physical exercise speed is very influential in increasing running speed in order to cover the distance in the shortest possible time (herfiantoro, 2019). to increase the maximum sprint, it is necessary to practice consistently. one of the exercises that can be done to influence short distance running speed (sprint) is to use interval training. this interval training has the aim of increasing strength in muscles, especially leg muscles, because interval training has systematic exercises to improve running ability and achieve goals such as physical condition, strength, and achievement, which are very important in athletics, especially in 100 meter short distance running (burstiando, 2015). the definition of interval training is a system of intervals in the form of rest periods. there are several factors that must be considered in this interval training, namely intensity or training load, length of training, repetition or repetition of training, and internal recovery (rest period between exercises). training load can be translated into tempo, speed, and weight. the length of the exercise https://jse.rezkimedia.org/index.php/jse/index septayasa, supriatna, hanief, & panganiban – the effect of interval training on … 167 can be seen from the distance or time. repetition can be seen from the repetition of exercises that must be done, and the rest period is the period of stopping doing exercise or resting between these exercises. there are two types of interval training: slow interval training and fast interval training. slow interval training is training with a long distance, including a training duration of 60 seconds-3 minutes, training intensity of 10%-70% of maximum, repetition of running 10-20 times, and rest of 3-5 minutes. while fast interval training is training with a closer distance, including a training duration of 5-30 minutes, training intensity of 85%-90% of the maximum, repetition of running 20-25 times, and rest of 30-90 seconds (arfa, 2015). high-intensity interval training is training to improve speed, power, and technical movements. the volume of the training load is inversely proportional to the intensity of the training load. increasing the training load can be achieved by increasing the volume and power, shortening the recovery time, and frequency and tempo. it is also possible to increase the training load, increasing all the characteristics of the training load. this training method is carried out with a relatively short amount of load, with intensity ranging from 10%-90% high based on the length of loading between 30-60 seconds with no full rest. lowintensity interval training is commonly used to improve endurance. training techniques at the beginning and training tactics. this training method is characterized by medium intensity, free load volume based on many repetitions, and accompanied by not full or perfect rest. not full rest means that the exercise must be restarted when the heart rate is close to 120-140 times per minute (parwata, 2022). this interval training is suitable for optimizing speed in the 100 meter run, because interval training is very influential for muscle strength, especially in the leg muscles, and increases the power of running speed (suhdy, 2018). because power in the leg muscles is the key to running 100 meters to increase running speed and can cover the running distance in the shortest possible time. interval training is done repeatedly and interspersed with predetermined rest periods (gaos sungkawa et al., 2020). meanwhile, according to (komariah, 2020), interval training is the provision of training loads on the body with a period that is as short as possible with regularity and repetition interspersed with intervals. based on several opinions about interval training, this interval training is very influential for running speed, especially running 100 meters, by increasing leg muscle power training. studies examining interval training to improve speed in short-distance running (sprint) have been conducted in many sports. various studies say interval training plays an important role in increasing shortdistance running speed (sprint), but each study provides different results. according to previous researchers, interval training is very important to be included in the training program (komariah, 2020). researchers suggested that interval training significantly increased running speed at smp negeri 44 palembang (giartama, 2018). interval training at smp budhi luhur pekanbaru city is also very influential in increasing sprint running speed (hajar et al., 2016). the effect of interval training provides very positive results for the development of muscle endurance in the legs and stamina in an athlete, the form of interval training can be in 168 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 165-175 the form of running (interval running) or swimming (interval swimming) and can also be applied with weight training, circuit training and so on (arfa, 2015). the purpose of this study is to analyze the results that have existed before to find out how important the effect of interval training is on the speed of running 100 meters in a runner. with the explanation that has been explained above, research will be conducted on the effect of interval training on athletic short distance running speed (sprint) through a meta-analysis study by analyzing various studies that have been conducted but have not been tested further to provide comprehensive results. method this study uses the meta-analysis method in analyzing data. meta-analysis is a series of studies used to review and summarize data and analyze research that has been done or research that has been done (kriswanto et al., 2021). the name meta-analysis was coined by glass in 1976, referring to the philosophy that arises in every collection of scientific research data evidence, which is currently known as a set of statistical procedures that are widely used in the fields of science and social science that objectively assimilate and measure the effects of each empirical study or study that has been conducted and eliminate bias in a study. the sources of this research data were obtained from scientific literature sources in the form of research articles that have been published in national journals. data acquisition is made online through google scholar. the article search was carried out by visiting the source's website, namely https://scholar.google.com. the search by entering the first keyword "interval" and "100 meter sprint" and "journal" or "journal" found 224 articles and the second keyword "interval" and "100 meter sprint" found 139 articles accessed on may 10, 2021. the determination of this sample was carried out using purposive random, which is a sampling technique using specific criteria. the sample selection criteria use two criteria, namely, inclusion criteria and exclusion criteria. the inclusion criteria and data exclusion criteria used in this study are: inclusion criteria: 1. research using the interval training method. 2. articles published in national scientific journals that have been published and not repository articles or proceedings. 3. the articles taken are full-text articles that can be accessed. 4. articles sourced from google scholar. 5. the articles taken use a quantitative research structure. 6. the research design uses a pseudo-experiment. 7. the subjects used in this study only used junior high school students’ subjects. 8. the research was conducted in indonesia. https://jse.rezkimedia.org/index.php/jse/index https://scholar.google.com/ septayasa, supriatna, hanief, & panganiban – the effect of interval training on … 169 exclusion criteria: 1. studies with different operational definitions. 2. research that is not available in full text. figure 1. flowchart for identifying eligible case study data for meta-analysis after searching for data from various sources, the next stage is data analysis which will be carried out through (1) identification of research variables, data is entered into the table according to the variable column, (2) identification of the r value in each article analyzed. if the reported research results only contain f or t values, then they are transformed into r values, using the equation: 1. 2. t = 3. r = search results of identified data / google scholar n = 363 studies reviewed n = 297 full article review n = 43 study analyzed n = 4 reduced due to inaccessibility n = 66 reduced: case studies that did not fit the research question n = 178 reduced did not meet inclusion and exclusion criteria n = 29 170 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 165-175 (3) transform the r value to the z distribution, which is the effect size of each study, then calculate the variance, (4) calculate the standard error of z, and (5) calculate the summary effect of the entire study (nuraini & muhlis, 2021). the summary effect calculation was carried out using meta-analysis with the help of jeffreys's amazing statistics program (jasp) software version 0.16.0.0. results and discussion the next stage was a meta-analysis study that used research data that had passed the selection stage. a total of 359 data did not meet the inclusion or exclusion criteria to be analyzed from 363 data obtained. a total of 4 studies that were ready to be explored were obtained from the database source google scholar. the studies to be analyzed are presented in table 1 below. table 1. data study to be conducted meta-analysis study on junior high school students name sampel characteristics n t-count types of exercise r es se abdul, r., & sugiarto (2015). junior high school of jenawi karanganyar district 20 4.76 interval anaerob 0.653 7.821 0.174 siti, h., ramadi., & ardiah, j. (2016). budhi luhur junior high school pekanbaru 36 8.74 interval training 0.831 11.94 0.174 giartama. (2018). state junior high school 44 palembang 60 11.66 abc running training 0.837 12.11 0.132 septi, c. p., & yogie, i. p. (2021). smp-it al barokah pandeglang 15 12.622 circuit training 0.961 19.65 0.288 1. heterogeneity test table 1. fixed and random effects q df p omnibus test of model coefficients 37.599 1 < .001 test of residual heterogeneity 774.038 3 < .001 note. p -values are approximate. note. the model was estimated using restricted ml method. from the calculation results in table 2, the four effect sizes of the studies analyzed above show heterogeneity results (q = 774.038, p <.001). thus, the random effect model is more suitable for determining the average effect size of the four studies analyzed above. the analysis results also indicate the possibility of investigating moderator variables that affect the relationship between interval training and 100-meter running speed. https://jse.rezkimedia.org/index.php/jse/index septayasa, supriatna, hanief, & panganiban – the effect of interval training on … 171 table 2. coefficients 95% confidence interval estimate standard error z p lower upper intercept 13.334 2.175 6.132 < .001 9.072 17.596 note. wald test. the results of the analysis above show an estimated value of 13,334 and don't show negative results, but using a random effect model shows that there is a significant positive correlation between interval training and 100 meter running speed (z = 6.132; p < 0.001; 95% ci [9.072; 17.596].). there is an effect of interval training on 100 meter running speed, including in the high category. figure 2. forest plot of effect size distribution the forest plot presents data on the distribution of effect size. based on the forest plot above, it can be seen that the effect size of the studies analyzed with various variations is between 9.65 and 19.65. 2. publication bias analysis a publication bias analysis was conducted to determine the presence or absence of bias in each of the studies analyzed. figure 3. funnel plot 172 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 165-175 from the results of the funnel plot in figure 3, it is very difficult to conclude whether the funnel plot above is symmetrical or not, so egger's test must be used to test whether the funnel plot is symmetrical or not. table 4. regression test for funnel plot asymmetry ("egger's test") z p sei 0.989 0.323 interpretation: p > 0.32 confirms that the funnel plot above is symmetrical. it can be concluded that there is no problem with the publication bias of the meta-analysis study. tabel 5. file drawer analysis fail-safe n target significance observed significance rosenthal 26636.000 0.050 < .001 interpretation: since k = 3, 5k + 10 = 5(3) + 10 = 25. the fail-safe n value obtained is 26636,000, with a target significance of 0.05 and p < 0.001. since the fail-safe n value > 5k + 10, it can be concluded that there is no publication bias problem in the meta-analysis study. this interval training is one of the methods that can be used to increase leg muscle speed and endurance in the 100 meter run. based on the results of the analysis above, there is a positive and significant relationship between interval training with a random effect (rre) value of 13.334. this value indicates that this variable has a high category relationship, where the more interval training is done, the more running speed increases. the results of the publication bias analysis are complicated to explain in the funnel plot image, so egger's test and fail-safe n. both of these analyses show no publication bias in the analyzed studies. this means that the data meta-analysis study conducted on the effect of interval training on 100-meter running speed can be accepted as data that is not vague and in accordance with current conditions. discussion the findings of this study suggest that interval training can increase 100-meter running speed. an effect shows that interval training can be used to increase speed to achieve the best 100 meter running results. interval training is done repeatedly and interspersed with a predetermined rest period (gaos sungkawa et al., 2020). this interval training must also be done with an existing program to get satisfactory results so that the power in the leg muscles can increase the speed of running 100 meters and take the best possible time. sprint is a run that starts from the starting line to the finish line and is carried out at maximum speed (winata, 2015). sprint aims to achieve maximum speed results by pushing the body forward to reach the finish line or the specified distance with a record time as quickly as possible (hajar et al., 2016). interval training is often referred to as training to increase endurance, but this 100 meter running number interval training is one of the exercises that can increase strength in the muscles, especially in the leg https://jse.rezkimedia.org/index.php/jse/index septayasa, supriatna, hanief, & panganiban – the effect of interval training on … 173 muscles. a suitable exercise to maximize and stabilize running speed is interval training because running is a fast movement and involves the power to increase running speed (wiswadewa et al., 2017). interval training also has a significant effect on improving 100 meter running performance (suhdy, 2018). interval training is proven to increase leg muscle power. based on several existing opinions, it can be concluded that interval training can increase leg muscle power so that it can increase running speed (evitamala et al., 2019). although the results of the funnel plot do not illustrate symmetrical results, the eger test and file drawer analysis show that this meta-analysis does not indicate publication bias. according to the results of this study, interval training is very influential on leg muscle power, the information above can be used as a source of reference for the same researchers to conduct research on interval training in various sports, especially for increased power and speed so that, creating the latest research creative and innovative. conclusion the study's results reported that the data presented above had positive results because interval training on 100-meter running speed overall increased or had a good effect on the results of running 100 meters to the maximum. the findings of research reports on the effect of interval training exercises on increasing 100-meter running speed are minimal in number, so the challenge of future research is to investigate the impact of plyometric training on middle distance and relay running speed. acknowledgment the author would like to thank the state university of malang for providing a research grant so that this research can be completed properly. references agari, m., simanjuntak, v. g., & haetami, m. 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(2017). metode high intensity interval training selama 15 menit dapat meningkatkan vo2max dan kecepatan gerak siswa peserta ekstrakurikuler bulutangkis smp pgri 2 denpasar. sport and fitness journal, 5(2), 30–37. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/46247 https://doi.org/10.25299/sportarea.2016.vol1(2).392 https://doi.org/10.31539/jpjo.v1i2.130 ieee paper template in a4 (v1) 88 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 2, 2022, 88-98 doi: 10.56003/jse.v2i2.101 issn: 2745-5351 phet interactive simulation approach in teaching electricity and magnetism among science teacher education students marshall james p. dantic1 & alyssa r. fularon2 1president ramon magsaysay state university, iba, zambales, philippines 2governor manuel d. barretto national high school, national highway, purok 2 rd, san felipe, 2204 zambales, philippines e-mail: emjeydantic@gmail.com received: 12 january 2022 accepted: 20 march 2022 published: 31 march 2022 abstract: by boosting students' thinking and understanding of hard ideas, innovative teaching pedagogies help them better comprehend difficult subjects in physics. this study aimed to assess the students’ conceptual knowledge in electricity and magnetism and their perspectives on the effects of the phet simulation approach in teaching the said concepts. it utilized educational action research design with assessment-tests and a structured-interview guide as the main instruments in gathering the required data. there are 14 science teacher education students whose taking electricity and magnetism as their major subject served as participants. the assessment-test is composed of the traditional assessment test or multiple-choice test composed of 60 questions. the structured-interview guide contains one question, "what are the effects of phet simulation approach in learning electricity and magnetism?” the results have revealed that the conceptual knowledge in electricity and magnetism improved to very satisfactory after the application of intervention. there is a significant difference in the assessment scores between pre-test and posttest. six themes emerged from the students' perspectives on the effects of the intervention, including (a) better understanding; (b) learning through visualization; (c) learning became fun; (d) promotes self-facilitation of learning; (e) provides a broader range of options; and (f) grasping the micro-scale concepts. the study concludes that phet simulation approach is an effective teaching strategy in electricity and magnetism. further, the strategy is positively accepted by the students based on the qualitative data. keywords: phet smulation, electricity and magnetism, science teacher education. how to cite: dantic, m.j.p., & fularon, a.r. (2022). phet interactive simulation approach in teaching electricity and magnetism among science teacher education students. journal of science and education (jse), 2(2): 88-98. https://doi.org/10.56003/jse.v2i2.101 introduction according to rogayan and dantic (2021), science education is vital for societal progress, particularly in designing and implementing policies and guidelines. the entire pedagogical techniques to which teachers and students were previously used have shifted. many of our established pedagogies are ineffective, so novel and practicable pedagogies should be explored and implemented (dantic, 2021). bao and koenig (2019) also emphasized that the new educational standards place a premium on higherorder abilities such as logic, creativity, and open problem-solving. additionally, they stressed the ongoing evolution of (stem) disciplines. the constructivist method now in use enhances cognitive challenge and course standards (chang, 2008). physics should be taught in constructivist manner. because this discipline is critical for comprehending the world in which we live, the world within us, and the world beyond us. although it is the most fundamental and foundational science, it really is one of the most challenging courses in school. https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i2.101 https://portal.issn.org/resource/issn/2745-5351 mailto:emjeydantic@gmail.com https://doi.org/10.56003/jse.v2i2.101 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i2.101&domain=pdf&date_stamp=2022-05-01 dantic & fularon – phet interactive simulation approach in teaching electricity … 89 according to a study, "common sense" concepts are incompatible with sound physics. regrettably, these erroneous beliefs are ingrained in students' minds and are difficult to escape (freedman, 2000). as a result, physics educators should engage students in inquiry, discovery, demonstration, modeling, practical work, laboratory experiences, and other hands-on activities to transmit knowledge about physics. physicists must understand topics through physical, visual, and mathematical representations and models since physics is a theoretical science (lamina, 2019). it was discovered by hou et al. (2021) that practicing and utilizing computer software simulations had assisted in the improvement and advancement of academic performance in physics. the use of phet interactive simulations (sims) in the teaching of physics, including electricity and magnetism, is becoming increasingly popular. sims can be utilized in various educational situations, including lectures, individual or small group inquiry activities, homework, and laboratory work, among others (wieman et al., 2010). using visualization to help students see processes and structures that are otherwise inaccessible to them is particularly effective in educational settings. for electricity and magnetism, these laboratory techniques can be made available so that learners can view the details or can perform experiments numerous times utilizing simulation-based activities (batuyong & antonio, 2018). the last decade has seen a lot of research that shows that computer simulations can make training on the learning benefits of computer simulations in science education more effective (rutten, van joolingen, & van der veen, 2012). students learn like a scientist if they predict what will happen with things in a certain situation, then look into what actually happens in that situation, and then make conclusions about why the thing formed in that way (van joolingen, de jong, & dimitrakopoulou, 2007). thus, using phet simulations to teach physics, namely electricity and magnetism, may be beneficial. mbonyiryivuze, yadal and amadalo (2019) report that students continue to struggle with electricity and magnetism concepts. there have been proposals for educational approaches based on conceptual change. misconceptions persist even when well-established instructional strategies are utilized. perhaps the phet simulation approach can help eliminate such misconceptions and pave the way for actual learning. this study aimed to investigate the effects of phet interactive simulation approach in teaching electricity and magnetism based on the assessment scores and narrative perspectives among bsed science students. theoretical framework simulation-based education is a form of education or training that aims to "replace or augment realworld experiences with guided encounters" (gaba, 2004). it is critical to include simulation into the curriculum at this point. today, simulation enables pupils to acquire new skills and strengthen their ability to reason (aebersold, 2018). constructivism is predicated on the notion that individuals actively construct or create their knowledge and that experiences determine reality as a learner (western governor's university, 2020). constructivism is a pedagogical paradigm that asserts that individuals actively construct or create their individual 90 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 88-98 understanding and that actuality is influenced by the learner's experiences (elliott et al., 2000). contrary to traditional education, constructivist learning theory underpins many student-centered teaching methods and practices, whereby knowledge is passively transmitted by teachers to students (mcleod, 2019). fig. 1. theoretical paradigm of the study method the study has utilized educational action research design with assessment tests and a structured interview guide as the main instruments in gathering the required data. the present study assesses the student's conceptual in electricity and magnetism and their perspectives on the effects of phet simulation approach in learning. the study used comprehensive sampling. there are 14 science teacher education students whose taking electricity and magnetism as their major subject that served as participants. the assessment test was validated by three experts, two physics teachers, and a professional education teacher. there are two types of the instrument was used to gather data, these are (a) assessment test and (b) structured interview guide. the assessment test is composed of the traditional assessment test or multiple-choice test composed of 60 questions. the structured interview guide is composed of one question "what are the effects of phet simulation approach in learning electricity and magnetism?” the assessment scores in the pre-test and post-test were analyzed through t-test. the study checked if there are significant difference between the test scores. also, the steps in thematic analysis of braun and clark (2019) were employed in identifying, analyzing, and reporting patterns (themes) within the data. results and discussion student’s level of conceptual knowledge before the application of intervention the level of conceptual knowledge of science students in electricity and magnetism prior to the conduct of phet simulation approach was reflected by the result of their pre-test. https://jse.rezkimedia.org/index.php/jse/index dantic & fularon – phet interactive simulation approach in teaching electricity … 91 the pre-test was composed of sixty (60) items. it was used in gathering information and identifying the strengths and weaknesses of ste students. it was administered to evaluate the level of students’ domain of learning. class scores were described using frequency distribution and percentages. table 1 shows the frequency and percentage distribution of the respondents scores in 60 items pre-test given by the researcher. nine (9) participants, or 64% have fairly satisfactory conceptual knowledge. five (5) participants or 36% of the class satisfactory conceptual knowledge. the overall mean score is 24.28, with a standard deviation of 4.33. in summary, before the intervention, most of the students had a fairly satisfactory level of knowledge and still needed improvement. table 1. frequency and percentage distribution of participants’ score in the pre-test scores frequency percent descriptive rating 13.00 – 24. 00 9 64 fairly satisfactory 25.00 – 37. 00 5 36 satisfactory total 14 100 level of knowledge sd = 4.33 mean=24.28 fairly satisfactory according to the study's findings conducted by balfour and khonle (2016), misinterpretations persist at higher educational levels, and new knowledge might well be absorbed into old beliefs without a significant shift in conceptual framework. student’s level of conceptual knowledge after the application of intervention the level of conceptual knowledge of ste students in electricity and magnetism after the conduct of visual arts approach was reflected by the result of their post-test. the post-test was composed of sixty (60) items. it was used in gathering information and identifying the strengths and weaknesses of se students. it was administered to evaluate the level of students’ domain of learning. class scores were described using frequency distribution and percentages. table 2 shows the frequency and percentage distribution of the participants’ scores in 60 items posttest given by the researcher. there are six (6) participants or 43% considered very satisfactory, and eight (8) participants or 57% of the class, were outstanding. the overall mean is 48.14 with a standard deviation of 5.04. in summary, after the intervention of strategy, most of the students had very satisfactory level of conceptual knowledge. table 2. frequency and percentage distribution of participants’ score in the post-test scores frequency percent descriptive rating 37.00 – 48.00 6 43 very satisfactory 49.00 – 60.00 8 57 outstanding total 14 100 level of competency sd= 5.04 mean=48.14 very satisfactory according to the findings of a study conducted by buxner et al. (2018), educated consumers must have a strong basis in science knowledge as well as the ability to evaluate such knowledge. the concept of transferability and approachability is easier to grasp when one has a well-developed conceptual 92 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 88-98 understanding of physics. as a result, an individual can utilize the idea in a dynamic, creative, and technically sound manner across various disciplines or features (dantic, 2021). significant difference in the student’s level of analysis before and after the intervention. to see the difference in level of knowledge of ste students taking electricity and magnetism discipline, pre-test and posttest were compared. table 3 compares the mean and standard deviation of pretest and post-test of the group. based on table 3, the computed t-value is 15.71, significantly higher than the critical two-tail value 2.16 with 13 degrees of freedom. there is enough evidence to reject the null hypothesis. it means there is significant difference in the scores of students in the pre-test and posttest of the participants and in the level of conceptual knowledge of ste students after the application of the intervention. table 3. significant difference on the t-test of pre-test and post-test variable 1 variable 2 mean 24.29 48.14 variance 20.22 27.36 observations 14.00 14.00 pearson correlation 0.33 hypothesized mean difference 0.00 df 13.00 t stat -15.71 p(t<=t) one-tail 0.00 t critical one-tail 1.77 p(t<=t) two-tail 0.00 t critical two-tail 2.16 it means that the intervention positively affects and had a good response towards the students' achievement based on their pre-test and post-test. the intervention was deemed to be effective in assisting the students in learning using a unique and different mode in learning electricity and magnetism. effects of the phet simulation approach towards electricity and magnetism to have a glimpse of the themes culled from the 14 science educations students’ narratives, a text table is presented (table 4) with a narrative discussion. theme 1. better understanding garlick (2014) stated that science literacy is the fundamental knowledge and comprehension of scientific concepts and processes. working knowledge is required to completely comprehend the ideas in physics. however, with the use of simulation, pupils' comprehension improves since analysis can be easily confirmed. like participants (p10 & p05) said “we can understand the concepts in electricity and magnetism much better than just using video or picture.” and “because of accessible simulation, i can do it a lot more which gives me a full understanding.” simulation has long been employed as a teaching technique in the classroom setting, owing to the high degree of engagement and participation that students may create and their ability to replicate real-life situations (nkhoma et al., 2014). "it made us learn more. we can understand https://jse.rezkimedia.org/index.php/jse/index dantic & fularon – phet interactive simulation approach in teaching electricity … 93 the topic more due to its practicality as a virtual laboratory. actually, it's much better than the original laboratory, because it has all the tools needed during experiments. p02" table 4. perspectives of science education students on the effects of phet simulation approach themes generated significant sample statement theme description better understanding it made us learn more. we can understand the topic more due to its practicality as a virtual laboratory. actually, it’s much better than original laboratory, because it has all the tools needed during experiments. p02 this focuses on how phet simulation provides much learning with easy understanding. learning through visualization before, i cannot understand electricity and magnetism just by pictures and explanation. but when i visualized it, it became easy to grasp.p05 this discusses the role of visualizations as a form of better learning. learning became fun it is really fun to do the experiments on your own. because of it, i discover much more due to the unlimited trial and errors i do. p14 this pertains to how the utilization of phet makes learning fun. promotes selffacilitation in learning as a future science educator who should always be curious, it greatly helps me teach electricity and magnetism. with these, i have fully understood the concepts because it shows every detail in every experiment we conducted on our own. p01 this addresses how phet simulation promotes selffacilitation through conducting unlimited trials and errors. provides a wider range of options this gives us more opportunities to explore more in electricity and magnetism. unlike in a traditional laboratory, the tools here are complete, the phenomena have labels. p03 this describes how phet simulation offers much more to learning. grasping the micro scale concepts because of phet, my perspective towards electricity and magnetism widens. now i know how magnets, capacitors, resistors really do. because it clearly depicts how charges behave when it contacts with this (magnets, capacitor, resistors etc.). p11 this describes how phet simulation assisted in exploring the micro scales of electricity and magnetism. that statement was also justified by another participant (p12), “without it, we cannot grasp the learning just by doing some calculations and explanation.” the phet simulation tremendously aided them in learning the ideas. phet simulations are very helpful in assisting students in making sense of scientific ideas, making sense of real-world events, and engaging in scientific research (wieman et al., 2010). theme 2. learning through visualization according to carpenter and chasteen (2016), phet simulations provide animated, interactive, and game-like settings that allow scientists to conduct experiments. learning became more efficient as a result of these interactive animations. a participant (p04) justified, “we can visualize the concept more. i realized that visualization is important in electricity and magnetism. now, i can grasp the topics.” according to the researchers, building pupils' runnable mental models results in a greater degree of conceptual knowledge (clement, zietsman & monaghan, 2005). considering this, another person (p05) agreed with its merits for 94 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 88-98 visualization development. they said, "before, i cannot understand electricity and magnetism just by pictures and explanation. but when i have visualized it, it became easy to grasp.” students who were educated using phet simulations and youtube videos performed considerably better on the posttest than students who received neither (ndihokubwayo, uwamahoro & ndayambaje, 2020). as emphasized by participant (p12), "the phet simulation greatly helps us to visualize the concept in electricity and magnetism." theme 3. learning became fun several research have demonstrated that playing games may enhance learning results and physiological, cognitive, behavioral and soft and social abilities (university at bufallo, n.d.) phets are a game-like environment that maximizes learning. a notable response was highlighted, “it is really fun to do the experiments on your own. because of it, i discover much more due to unlimited trial and errors i do.” it is said in thorndike's 'law of freedom' that the greatest way to learn anything is to allow yourself to be taught. as a result, people's capacity to grow intellectually rises in direct proportion to their degree of educational autonomy. a participant (p08) also stated, “this is fun. we can do a lot of simulation due to complete lab kits for experiments.” phet interactive simulations have an overall beneficial influence on students' attitudes and perceptions of learning, according to the findings of salame and makki (2021). because of this, phet simulations make learning more enjoyable. cartoon-like visuals and whimsical elements like the option to add a puppy or a dollar note to a circuit in the circuit construction kit simulation make phet simulations enjoyable and engaging (science education research center, 2021). theme 4. promotes self-facilitation in learning carpenter et al. (2021) believes that student participation and investigation are encouraged via interactive simulations provided by phet interactive simulations. “opportunities like this, cannot be attained with just traditional laboratory.p07” was one standout answer. learners are encouraged to investigate and explore on their own. metacognition and self-reliance are fostered when pupils have options and the ability to evaluate their own development. additionally, it is critical to provide activities that encourage students to take responsibility for their own learning in order to encourage deeper engagement with the material (pandolpho, 2018). laboratory work has plenty of educational possibilities, but phet simulation is more convenient and accessible. “this gives us more opportunity to explore more in electricity and magnetism. unlike in traditional laboratory, the tools here are complete, the phenomena has labels.” one of the participants (p03) said. well-designed laboratory experiences have been demonstrated to help children build critical-thinking abilities as well as expose them to lab reactions, materials and equipment (american chemical society, 2020). https://jse.rezkimedia.org/index.php/jse/index dantic & fularon – phet interactive simulation approach in teaching electricity … 95 theme no. 5: provides a wider range of options for rogayan and dantic (2021), science education should be a catalyst for improvement throughout time by introducing new ideas and approaches to the system. phet simulation was praised by one of the participants for its educational value. “this gives us more opportunity to explore more in electricity and magnetism. unlike in traditional laboratory, the tools here are complete, the phenomena have labels.” providing learners with direction is all they need to continue their education. students may improve this ability using an inquiry-driven method when participating in guided-inquiry activities and getting feedback from a phet interactive simulation (carpenter, moore & perkins, 2015). theme 6. grasping the micro scale concepts according to carpenter and chasteen (2016), phet simulation emphasizes connections between realworld phenomena and the underlying science, makes the invisible visible (e.g., atoms, molecules, electrons, photons), and includes visual models that scholars use to assist their thinking, all of which support the learning process and exploration. “we can also see the concept in much clearer detail because it presents even the smallest particle (electric charges) moving and behaving.” said participant (p10). the simplest details have the greatest influence. in other words, studying the micro ideas may aid in comprehending the big principles. small particles with sizes ranging from one nanometer to tens of microns are widespread in both the natural and manmade worlds (national research council (us) chemical sciences roundtable, 2012). another response related to it, “when we are conducting experiments using this, we can see the smallest details. it is more indulging to learn. it never gets boring because we can explore the smallest scales more. p09” this result demonstrates unambiguously that visualizing/representing tiny particles has a significant influence on conceptual learning. according to aerts (2014), further experimental research will need to demonstrate if sharp quantum effects—as they manifest in smaller things—appear to be ontological properties of conventional macroscopic entities. perhaps studying these quantum notions via phet simulations can aid students in comprehending more complex scientific topics. conclusion the conceptual knowledge in electricity and magnetism before the application of intervention of ste students is fairly satisfactory. the conceptual knowledge in electricity and magnetism after the application of intervention of ste students is very satisfactory. there is a significant difference between the mean scores of the assessment tests before and after the intervention application.the perspectives of the ste students in the effects of phet simulation in learning electricity and magnetism, 6 themes have emerged including; (a) better understanding; (b) learning through visualization; (c) learning became fun; (d) self-facilitation of learning; (e) provides a wider range of options; and (f) grasping the micro-scale concepts. 96 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 88-98 recommendations establish and expand the conceptual understanding of ste students in electricity and magnetism. increase students' comprehension of electricity and magnetism topics via the use of suitable pedagogical strategies for teaching and evaluation. employ phet simulation as a teaching aid. this will significantly improve students' learning and comprehension, active involvement, and critical thinking. lastly, investigate other multidisciplinary phet simulations that connect to electrical and magnetism principles. create inquiry materials and laboratory activities that students may do on their own. acknowledgement the president ramon magsaysay state university – san marcelino campus, research colleagues who gladly supervised the whole writing process, as well as students who, in spite of difficult circumstances, willingly and actively took part in intervention and data collecting are all thanked by the author. appreciation also goes to the study's editors and peer reviewers for their insightful comments. references aebersold, m. 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(2010) teaching physics using phet simulations. the physics teacher, 48(4), 225-227. tps://doi.org/10.1119/1.3361987 https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.1016/j.compedu.2011.07.017 https://doi.org/10.21601/ijese/10966 https://serc.carleton.edu/sp/library/phet/what.html http://www.buffalo.edu/ubcei/enhance/teaching/technology/simulations-and-game-based-learning.html http://www.buffalo.edu/ubcei/enhance/teaching/technology/simulations-and-game-based-learning.html https://phet.colorado.edu/ https://doi.org/10.1111/j.1365-2729.2006.00216.x https://doi.org/10.1119/1.3361987 ieee paper template in a4 (v1) 60 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 2, 2021, 60-71 doi: 10.56003/jse.v1i2.28 issn: 2745-5351 improving reading comprehension skill through listen-readdiscuss (lrd) learning strategy nur faindah syamsir1, zul astri2, suhartina3, & fhadli noer4 1,2,3 universitas muslim maros 4 institut teknologi dan kesehatan permata ilmu maros e-mail: zulastri17@umma.ac.id received: 4 january 2021 accepted: 16 march 2021 published: 19 march 2021 abstract: the problem in this research is the students' reading comprehension skills in english. the purpose of this study to investigate the improvement in reading comprehension skills of viii grade students of smp negeri 5 manda in maros regency. this type of research is experimental research. the technique of collecting data is done by using a test technique. the test instrument is in the form of multiple-choice questions tested before and after being treated with learning strategies. the data analysis technique used the t-test. based on the calculation of the difference test, the average value of the data in the t-test for the equations of means column has a significance value of 0.025> 0.000, so h0 is rejected, so it can be concluded that the listening-read-discuss (lrd) learning strategy can be used to improve reading comprehension skills in students. keywords: lrd strategy, reading comprehension, skills. how to cite: syamsir, n. f., astri, z., suhartina, s., & noer, f. (2021). improving reading comprehension skill through listen-read-discuss (lrd) learning strategy. journal of science and education (jse), 1(2): 60-71. https://doi.org/10.56003/jse.v1i2.28 introduction many young children worldwide have been affected by the sudden changes in the school and home settings due to covid-19. due to social distancing measures, numerous children are diverting into emerging technologies such as social media to turn their home quarantine experience to something enjoyable using technologies. however, children and adolescents tend to experience sleep problems due to the changes in their lifestyles and schooling routines during the pandemic. based on observations, there are problems that researchers find in terms of reading students. the problem is that students have difficulty reading english texts and understanding texts because they lack of vocabulary, for example, students know how to pronounce words, but they don't understand their meaning. facts show that diligent students look at dictionaries and a finding the meaning of difficult words and learn vocabulary pronunciation that is difficult to pronounce, but not for lazy students. english lessons as a foreign language in indonesia aim to provide students with adequate knowledge to use language for communicative purposes, both spoken and written. even though student-centered learning has become a dominant activity in the classroom, the role of the english teacher in managing the class can apply teaching and learning methods and preparing learning materials is still a very important part, especially in communicating between teachers and students. students and among the students themselves. in terms of https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i2.28 https://portal.issn.org/resource/issn/2745-5351 mailto:zulastri17@umma.ac.id https://doi.org/10.56003/jse.v1i2.28 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i2.28&domain=pdf&date_stamp=2022-04-30 syamsir, astri, suhartina, & noer – improving reading comprehension skill through … 61 learning, teachers are not only required to transfer knowledge from their brain to their students’, but also prepare them with adequate skills. then, when the teacher asks students, not all students respond well because they do not understand what they are reading. this is due to students lacking motivation and attention in learning to read, and they think that reading is writing and not an interesting activity. according to day and bamford (1998), reading “the construction of meaning from a printed or written message”. it means the construction of meaning involves the reader connecting information from the written message with previous knowledge to arrive at meaning and understanding. according to cline et al. (2006), states that reading “decoding and understanding written texts. decoding requires translating the symbols of the writing system (including braille) into the spoken words which they represent. understanding is determined by the purposes for reading, the context, the nature of the text, and the readers’ strategies and knowledge”. based on an understanding of the problems that exist in students, it is important to find the right strategy in the discussion in english. current study position, the authors determine research. previous studies. the population and sample of this study viii grade students of smp negeri 5 mandai in maros regency, supporting between this study and other studies that the object of research the listen-read-discussion strategy. based on an understanding of the problems that exist in students, it is important to find the right strategy in the discussion in english. current study position, the authors determine research from previous studies. in the current study, the authors focused on students' reading comprehension and made by seventh-semester students from the english department academic year 2019/2020. the population and sample of this study viii grade students of smp negeri 5 mandai in maros regency, supporting this study and other studies that the object of research the listen-read-discussion strategy. all studies try to analyze students' mistakes. the difference between this research and other studies is research, data sources, and research. the population of this research is viii grade students of smp negeri 5 mandai in maros regency, with class viiia samples as the experimental class and class viii c as the control class. this study has nine classes, class viii of smp negeri 5 mandai in maros regency. the sampling technique with random sampling obtained class viiia as an experimental class and class viiic as a control class. data obtained by pretest and posttest in the form of an objective test of the ability to read explanatory text explanations compiled based on barrett's taxonomy. based on an understanding of the problems that exist in students, it is important to find the right strategy in teaching reading in english. current study position, the author, determines the research from the previous research above. in the current study, the authors focused on students' reading comprehension and were made by eighth-semester students from the department of english academic year 2019/2020. this study's population and sample were students of class viii of smp negeri 5 mandai in maros regency with random sampling class, namely class viiia as experiment class and class viiic as control 62 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 60-71 class that supported this study and other studies were the objects of research was the listen-read-discussion strategy. all studies try to analyze students in english. the difference between this research and other studies is research, data sources, and research. this is supported by the findings of previous studies conducted by the first research conducted by ningsih (2014). data were analyzed using descriptive techniques. the results showed that at the end of the study, students' reading comprehension improved significantly. in terms of perception, students generally have positive and good responses and perceptions towards the lrd (listenread-discuss) teaching method for teaching and learning subjects in reading comprehension. the second study was conducted by retmawasari (2013). that it is effectively used for students' reading ability in class xi sma negeri 1 tempel. similar research has been conducted relating to the effectiveness of the listen-read-discuss strategy in learning to read understanding explanatory texts in class vii junior high school students has been conducted by fitriana (2015). that the lrd strategy is effectively used in learning to read explanatory text comprehension in grade vii junior high school students. a. theoretical background 1. definition of comprehension experts have revealed several definitions of understanding. according to sudjana (1995) “understanding is the result of learning. sudjono (2009) “benjamin s. bloom said that understanding (comprehension) is the ability of someone to understand or understand something after something is known and remembered”. sudjana (2013) “in other words, understanding can be understood to understand about something and can see it from various aspects. so, it can be concluded that a student can understand something if he can provide a more detailed explanation or description of what has been learned using his own language. learning outcomes at one level higher than the memorizing learning outcomes.because at the level of understanding requires the ability to grasp the meaning or meaning of a concept”. however, that does not mean knowledge does not need to be asked, because to understand, it is necessary first to know or know. 2. reading a. the importance of reading reading is increasingly important in increasingly complex community life. astri (2018) stated that reading comprehension is how to get the meaning of a written message. it is very important since every aspect involves reading. road signs guide people who are traveling to their destination. informing drivers about hazards on the road and reminding the rules. besides that, the ability to read demands the reality of everyday human life (somadoyo, 2011). reading is an important skill in many different settings, especially in an educational setting (grabe, 2009). students nowadays encounter the great demands of reading activity since all knowledge is in the written form. the students should have a good reading ability to discover the content of the text. in addition, harrison (2004) argues that the importance of reading is not only related to the development of knowledge, but also it is related to people thinking capability. https://jse.rezkimedia.org/index.php/jse/index syamsir, astri, suhartina, & noer – improving reading comprehension skill through … 63 this capability will be the fundamental development of emotional, moral, and verbal intelligence. moreover, these developments determine what kind of person people would be. in summary, reading is important for students to develop their knowledge and develop the way they think related to the development of their moral, emotional, and verbal intelligence. according to souhila in astri (2018), there are some strategies that the students should master. the first strategy is predicting, magliano (1993) stated that “prediction strategy involves thinking about what might be coming next in the text. it is applied by an effective reader that means, they used pictures, headings, and text as well as personal experience to make predictions before they begin to read”. so, predicting involves thinking about something that happens in the text. the following strategy is skimming. according to grellet (1999) it is used by readers to get “a general idea about the content of printed materials through reading the text quickly i.e., in this strategy, readers will look for something quite specific or get general ideas before putting effort into close reading”. the third strategy is called scanning. according to grellet (1981), “scanning is a reading technique that requires the reader to search for specific information without reading the whole text, through looking at its title, table of content and so on”. it is a strategy you often use when looking for specific information by reading something quickly, such as a search for keywords or ideas. in most cases, you know what you’re looking for, so you’re concentrating based on finding a particular answer. in this way, we can say that scanning is to take the core of the sentence or the important information to gain the particular information from the text. 3. definition of skills understanding skills is the ability to use reason, thoughts, ideas, and creativity to change or make something more meaningful. it produces value from the results of the work. this skill must be continuously developed and trained continuously to be able to increase one's ability so that someone becomes an expert or also a professional in one particular field. robbins (2000) states that skills are divided into 4 categories, namely as follows: a. basic literacy skill it is a basic skill that each person owns, for example, such as writing, reading, listening, or also the ability to count. b. technical skill technical skill is a skill acquired through engineering, such as using a computer, repairing mobile phones, and so on. c. interpersonal skill interpersonal skill is the expertise of each person in communicating between people, such as expressing opinions and working together in teams. d. problem solving problem solving is a person's expertise in solving a problem using its logic. 64 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 60-71 4. definition listen-read-discuss (lrd) a. definition of listen-read-discuss (lrd) strategy according to manzo & manzo (1995), listen-read-discuss (lrd) strategy is a comprehension strategy that builds students‟ prior knowledge before they read a text. this is a powerful tool for engaging readers with difficulty in class discussions. because the content is initially discussed orally, students cannot read the entire text on their own to gain at least a surface-level understanding of the reading. the students had less prior knowledge of the content acquired during the listening stage, allowing them to understand the text more easily. during the reading stage, the listen-read-discuss strategy is relatively easy to create because it can improve students’ understanding of many lessons. according to manzo & manzo (1995) there are procedures of lrd as follows: 1. listen : teaching presents a lecture on the content of the reading that includes a graphic organizer of the information you discuss. 2. read : students read the selection, guided by idea that the reading may provide another understanding or interpretation of the content. 3. discuss : discussion of material. encourage students o reflect the differences between their reading of the content and presentation. 4. ask for volunteers to read their speeches aloud. finally, based on the explanation above, using the listen-read-discuss (lrd) strategy helps students read texts because the whole process of teaching reading using the listen-read-discussion strategy will enable students to read. they will interact with others to discuss the target language options. in this strategy, students will be motivated to get the meaning of the text. 5. definition of learning strategies in general understanding the learning strategy, in general, is a plan and teaching method that the teacher will do by setting the main steps of teaching by the teaching objectives to be achieved and outlined. learning strategies can also be interpreted as a series of planned activities that include methods and various resources or strengths in learning. according to amri (2015) “states that learning strategies are interpreted as a sequence of steps or the procedure used by the teacher to bring students into the atmosphere certain to achieve its learning goals.”.because the text contents are covered verbally at the beginning, students who cannot read the text themselves can understand the surface of the reading. concluded as a listening-read-discussion (lrd) strategy is the right strategy for teaching and learning to read because this strategy requires students to be active in reading. also, for students who do not have background knowledge on a given topic, the teacher gives some explanation before reading, it is an excellent way to make their knowledge of the topic. https://jse.rezkimedia.org/index.php/jse/index syamsir, astri, suhartina, & noer – improving reading comprehension skill through … 65 method research methods 1. type of research the methodology used in this study is quantitative. quantitative can be interpreted as a research method based on the philosophy of positivism, which is used to examine a particular population or sample. sampling techniques are generally carried out randomly, data collection using research instruments, quantitative/statistical data analysis to test the hypotheses that have been determined accordingly (sugiyono, 2012). the research subjects were students of class viii of smp negeri 5 mandai in maros regency. 2. research design in this study, the authors used pre-experimental research with five group pretest-posttest. these pretest and post-test results from the two tests were compared to get information about improving students before using the lrd strategy with recount text. also, creswell (2014) follows the following pretest-posttest design: in this design, t1 was given before treatment, and t2 was given after treatment. two variables in this study, namely dependent variable and independent variable. the dependent variable was students’ reading comprehension, and the independent variable was the implementation of short story technique in teaching reading comprehension. results and discussion 1. descriptive statistics analysis descriptive statistics are used to describe student achievement. also, this study will describe how the differences occur after students are treated. 2. inferential statistics analysis inferential analysis techniques are used to test research hypotheses. in this case, the spss program version 16 for windows is used. for testing. hypotheses, the truth of the research hypothesis is used as follows: a. normality test the normality test is intended to find out whether the data studied are from populations that are normally distributed or not. this test is also carried out to determine the data to be obtained can be tested with parametric statistics or nonparametric statistics. normality testing is calculated using spss (statistical package the social sciences) version 16.0 for windows. the hypothesis for the normality test is as follows: zero hypothesis (h0) = normal distribution population group pre-test treatment post-test experiment t1 x t2 66 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 60-71 alternative hypothesis (h1) = population not normally distributed b. homogeneity test the homogenesis test shows that two or more sample data groups come from populations with the same variations. homogeneity testing was carried out with the spss (statistical package the social sciences) version 16.0 for the windows program. at a significant level that is allowed > a, then the data comes from a homogeneous population. while if significant is obtained < a, then the data comes from a population that is not homogeneous. here is a table of homogeneity test results. c. hypothesis testing to test the hypothesis used normalized gain analysis. according to meltzer (2002), to measure the effect of learning based on an increase in pre-test and post-test, the normalized gain is used. analyzed gain is used to determine the normalization criteria of the resulting gain. the greater the n gain value obtained by students, the greater the changes students have experienced. this means that the greater the increase in reading comprehension in the strategies that have been given to students. the following is a normalized gain formula. < g > = skor postest –skor pretest skor maksimum-skor pretest in this study the statistical analysis of one-party independent sample t-test with a significant level (α/2) = 0.025 the test rules are as follows: ho is rejected if (α/2) <sig. h1 is accepted if (α/2)> sig. the research hypothesis will be tested with the following testing criteria: 1. if (α/2) < sig. h0 is accepted, meaning that there is no increase in reading comprehension in the listeread discuss strategy in eighth grade students of smp negeri 5 mandai in maros regency. 2. if (α/2) > sig. then h0 is rejected, meaning there is an increase in reading in the liste-read discuss strategy for students of class viii of smp negeri 5 mandai in maros regency. 3. difference test results after the normality test and homogeneity test in this study, it was continued to test the differences in this study using the independent-sample t test's statistical technique with spss version 16.0 for windows. before the results of the independent-sample t-test statistics. https://jse.rezkimedia.org/index.php/jse/index syamsir, astri, suhartina, & noer – improving reading comprehension skill through … 67 4. figure learning completeness diagram experiment class and control class fig 1. completeness of the learning outcomes of the experimental class fig 2. completeness of the learning outcomes of the control class the study was conducted at smp negeri 5 mandai in maros regency class viiia and viiic. the purpose of this research is to find out the differences in reading comprehension skills between experimental class students who use the listen-read-discuss strategy and the control group without using the listenread-discuss strategy, as well as knowing the increase in students 'reading comprehension in students' listen-read-discuss strategies class viii smp negeri 5 mandai maros regency. listen read discuss consists of three steps, namely listen, read, and discuss. listen allows students to overview the material from the theme or title of the reading, so students have predictions about the important points in the reading. rudell (2005) states that when reading, the knowledge possessed will be a basic and complex building for constructing meaning. therefore, students can understand the contents of the reading more complex. read, in this activity, students are more active and eager to read, students find it easier to find and find important points in reading, by the understanding of reading according to finocharo and bormuth (through tarigan, 2008), which defines 68 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 60-71 reading as picking and understanding activities contained in the written material. motivation and built interest make experimental class students have more reading comprehension skills than the control group. this is by the opinion of zuchdi (2008) that linguistic abilities, interests, motivation, and a collection of reading skills are factors that can affect comprehension or understanding of the reading. discussion in this activity designs students to socialize, actively try to find problems and solutions, and provide opportunities to develop themselves. dawson (through syamsudin et al. 1997) states that reading should be accompanied by discussion (before, during, and after reading) if we want to enrich the vocabulary, general understanding, and selection of the ideas of students that we foster. in contrast to the control class, who learned how to read comprehension without using the lrd (listen read discuss) strategy, they did not concentrate on learning, did not read carefully, so the questions were not answered thoughtfully. learning activities by reading and answering available questions are less effective and less attractive to students, so students feel bored and less serious about learning. learning strategies with interesting steps will affect students' interests, motivation, and level of comprehension. this is by the opinion tampubolon (in zuchdi, 2008) that the use of reading techniques and methods is a factor influencing reading comprehension. after the two classes get different treatment, then conducted posttest to be able to know the development of students. limitations of this research are that it has been done in class viii has research time that is close to the even semester exam, resulting in short research time and learning or research is this activity students are more active and eager to read, students find it easier to find and find important points in reading, by the understanding of reading according to finocharo and bormuth (through tarigan, 2008) which defines reading as picking and understanding activities contained in the written material. motivation and built interest make experimental class students have more reading comprehension skills than the control group. this is in accordance with the opinion of zuchdi (2008) that linguistic abilities, interests, motivation, and a collection of reading skills are factors that can affect comprehension or understanding of the reading. discussion in this activity designs students to socialize, actively try to find problems and solutions, and provide opportunities to develop themselves. dawson (through syamsudin et al. 1997) states that reading should be accompanied by discussion (before, during, and after reading) if we want to enrich the vocabulary, general understanding, and selection of the ideas of students that we foster. in contrast to the control class, who learned how to read comprehension without using the lrd (listen read discuss) strategy, they did not concentrate on learning, did not read carefully, so the questions were not answered seriously. learning activities by obtaining reading then reading and answering available questions are less effective and less attractive to students, so students feel bored and less serious about learning. the use of learning strategies with interesting steps will affect students' interests, motivation, and level of comprehension. this is in accordance with the opinion tampubolon (in zuchdi, 2008) that the use of reading techniques and methods is a factor influencing reading comprehension. after the two classes get different https://jse.rezkimedia.org/index.php/jse/index syamsir, astri, suhartina, & noer – improving reading comprehension skill through … 69 treatment, they then conducted a post-test to know the development of students. limitations of this research are that it has been done in class viii with research time close to the even semester exam, resulting in short research time, and learning or research is done online so that a lot of time is wasted and the learning process becomes less optimal. conclusion a. conclussions based on the results of data analysis and discussion stated in the previous chapter, the following conclusions can be summarized. 1. the initial conditions of reading comprehension skills of the experimental class and the control class in this study were conducted with an initial reading comprehension test through voice recordings using the whatsapp application caused by conditions during students learning online. the initial ability of the experimental class and the control class can be analyzed on the results of the recording sent to the researcher so that it is said that the experimental class and the control class do not have differences in reading comprehension skills. 2. after the listen-read-discuss statistics treatment in the experimental class, there is a difference in the average value with the control class without the listen-read-discuss strategy found in the results of the group statistics status ie, the experimental class is 61.7355 if it is rounded to 62% while in the class control of 7.3578 or 8%. 3. analysis of spss 16 independent sample test results. a significant score of 0,000 was obtained and a significant result of 0,000 < 0.025, whose rules indicate that there are significant differences in reading comprehension skills between students treated with the listen-read-discuss and without treatment strategies listen-read-discuss. the listen-read-discuss strategy basically can direct students to get complete reading skills by barret's taxonomy. based on the data presented above, the use of lrd strategies has been proven effective in improving reading comprehension skills in class viii of smp negeri 5 mandai in maros regency. the results of this study support the theory that has been put forward and by the research, which is to find out the increase in reading comprehension after the listen-read-discuss strategy is applied in improving reading comprehension of grade viii students of smp negeri 5 mandai in maros regency. b. suggestions based on the conclusion above, the researcher can suggest the following things. 1.english subject teachers at smp negeri 5 mandai in maros regency should utilize the lrd strategy (listen read discuss) in learning to read comprehension because with this strategy, students are proven to be able to find more important points, find main ideas, detailimportant details and thorough information from reading. 70 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 60-71 a. 2.in teaching reading learning, teachers must pay attention to student conditions, so the teacher is able to provide an approach facilitate the receipt of material for students. references amri, s. (2015). implementasi pembelajaran aktif dalam kurikulum 2013. jakarta: prestasi pustaka. astri, z., & wahab, i. (2018). the effect of reading teaching material for different learning styles in improving students’reading comprehension. jurnal bahasa lingua scientia, 10(2), 215-230. https://doi.org/10.21274/ls.2018.10.2.215-230 cline, f. j. (2006). focus group reaction to three definition of reading as originally developed in support narap goal 1. minneapolis, m.n:national accessible reading assasment project. creswell, j. w., & creswell, j. d. (2017). research design: qualitative, quantitative, and mixed methods approach. london: sage publications. day, r. r., bamford, j., renandya, w. a., jacobs, g. m., & yu, v. w. s. (1998). extensive reading in the second language classroom. relc journal, 29(2), 187-191. fitriana, h. n. (2015). keefektifan strategi listen-read-discuss dalam pembelajaran membaca pemahaman teks eksplanasi pada siswa kelas vii smp. universitas negeri yogyakarta. grabe, w. (2009). reading in a second language: moving from theory to practice. ernst klett sprachen. grellet, f. (1986). developing reading skills: a practical guide to reading comprehension exercises. ernst klett sprachen. grellet, f. (1999). developing reading skills. new york: cambridge university press. harrison, c. (2004). understanding reading development. london: sage publications. magliano, j. p., baggett, w. b., johnson, b. k., & graesser, a. c. (1993). the time course of generating causal antecedent and causal consequence inferences. discourse processes, 16(1-2), 35-53. manzo, a. v., & manzo, u. c. (1995). teaching children to be literate: a reflective approach. literacyleaders. meltzer, d. e. (2002). the relationship between mathematics preparation and conceptual learning gains in physics: a possible “hidden variable” in diagnostic pretest scores. american journal of physics, 70(12), 1259-1268. ningsih, a. a. (2014). implementasi model lrd (listen-read-discuss) untuk meningkatkan maharah qira’ah mahasiswa ppba fakultas hudaya universitas islam negeri maulana malik ibrahim malang. el-qudwah. retmawasari, n. (2013) keefektifan strategi listen read disccus (lrd) dalam pembelajaran membaca pemahaman pada siswa kelas xi sma negeri 1 tempel yogyakata. s1 thesis, universitas negeri yogyakarta. robbins, p. s. (2000). perilaku organisasi: konsep, kontroversi, aplikasi, jilid: 1 dan 2. jakarta: prehalindo. ruddell, m. r. (2005). teaching content reading and writing. usa: john wiley and sons, inc. somadoyo, s. (2011). strategi dan teknik pembelajaran membaca [strategies and techniques of learning reading]. souhila, r. (2013). the use of reading strategy in improving reading comprehension. university kasdi merbah ouargla. sudjana, n. (1995). penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdakarya. https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.21274/ls.2018.10.2.215-230 syamsir, astri, suhartina, & noer – improving reading comprehension skill through … 71 sudjana, n. (2013). dasar-dasar proses belajar mengajar,. bandung: sinar baru algensindo. sudjono, a. (2009). pengantar statistik pendidikan. jakarta: rajawali press. sugiyono. (1997). metodologi penelitian administrasi. yogyakarta: cv alfabeta. sugiyono. (2012). pengantar evaluasi pendidikan. jakarta: raja grafindo persada. suhartina, r. (2015). teacher’s role in teaching english as a foreign language. jurnal ilmu budaya. syamsuddin., a. r. (1997). studi wacana bahasa indonesia. jakarta: depdikbud. tarigan, h. g. (2008). membaca sebagai suatu keterampilan berbahasa. bandung. angkasa zuchdi, d. (2008). strategi meningkatkan kemampuan membaca. yogyakarta: uny press. ieee paper template in a4 (v1) 82 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 82-93 doi: 10.56003/jse.v3i2.162 issn: 2745-5351 development of application-based badminton material teaching media for middle school level pjok teachers ari wibowo kurniawan1, lokananta teguh hari wiguno2, m. helmy firman amrullah3 1,2,3 physical education, health and recreation, faculty of sports science, universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: ari.wibowo.fik@um.ac.id received: 27 september 2022 accepted: 23 november 2022 published: 12 december 2022 abstract: this development research has the goal of developing application-based badminton game learning using the java programming language which is used as a supporting tool for learning badminton game material for middle school pjok teachers in kediri regency as well as being a reference and development for further research. this research method refers to the development research method of sugiono, which. the test subjects in this study involved 40 smp pjok teachers in kediri regency, consisting of 10 teachers involved in the small group trial and 30 teachers involved in the large group trial. the results of the analysis carried out by experts who have carried out the validity of this application product, the percentage of learning expert evaluations is obtained, which means it is very valid, the results of the evaluation of badminton playing experts mean it is very valid, the results of the evaluation of media experts mean it is very valid. so based on these results, the research product of this badminton material learning application application was declared "fit for use" for learning badminton game material for junior high school pjok teachers in kediri regency. keywords: learning; application media; badminton. how to cite: kurniawan, a. w., wiguno, l. t. h., & amrullah, m. h. f. (2022). development of application-based badminton material teaching media for middle school level pjok teachers. journal of science and education (jse), 3(2): 82-93. https://doi.org/10.56003/jse.v3i2.162 introduction according to dasupang & pane (2017) learning is a process to regulate the environment of students or students so that they can encourage and create a learning atmosphere for students. learning is an attempt to transfer knowledge or information using certain methods in order to achieve the desired goals (don, et al. 2018). of course, a systematic learning process must originate from ki-kd in the curriculum. this expression is in line with kristin (2016) in his journal which reveals that the process of learning activities will run and get maximum results if there is a good relationship between students, teachers and the existing curriculum. whatever the level of education, of course the learning material delivered must be in accordance with the ki-kd in the curriculum. there are many levels of education from elementary to university. at the junior high school education level, for example, there are many subjects including pjok or physical education which contain a lot of material, one of which is badminton. according to yuliansyah, et al (2021) physical education is a learning activity that focuses on the emotions and movements of students. badminton is a sport that is very popular and popular in indonesia and the lessons taught in physical education subjects in indonesia (lismadiana, et al, 2020). according to arwih, fitria & saifu (2020) badminton is a game that is stiffened by hitting the ball https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.162 https://portal.issn.org/resource/issn/2745-5351 mailto:ari.wibowo.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.162 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.162&domain=pdf&date_stamp=2022-12-12 kurniawan, wiguno, & amrullah – development of application-based badminton … 83 or shuttlecock using a racket to be able to cross the net with the aim of attacking and positioning the ball so that it cannot be reached by opposing players. according to cendra & gazali (2017) in their research journal said that the game of badminton is very familiar among students because it has been included in the o2sn competition. in permendikbud number 37 (2018) specifically on badminton material students are required to master basic competencies and core competencies gradually, starting from class vii given basic badminton technique material, class viii material variations on basic badminton techniques, until class ix enters variations and combinations of badminton games. however, pjok learning activities, especially badminton material in kediri regency, are still not going well and still do not refer to the curriculum because pjok teachers still often generalize the provision of badminton material and do not focus on the existing curriculum so that the learning objectives are not optimally achieved. according to asro & muna (2019) the achievement of learning objectives is largely determined by how the learning process is carried out. in addition to selecting material, the use of media elements in delivering will also greatly affect the quality of learning (yanto, 2019). learning media is anything that is used by students in providing subject matter to students (dewi, 2017). according to kurniawan, et al (2021) the use of attractive and efficient media will foster students' interest and enthusiasm for learning. this statement is in line with maimunah (2016) which states that the use of interesting and not monotonous media will increase motivation and new stimulation to students. according to lestari (2018) teachers must innovate themselves more in honing themselves to utilize technology in order to create a fun and not boring learning atmosphere. the increasingly rapid development of the times in terms of technology followed by the development of the characteristics of students or students where the need for teaching requires new innovations to improve innovative ways of learning to adapt technological developments in learning activities according to the curriculum including physical education lessons (belmonte, et al. 2019). in this era of globalization, many new learning media have grown which are more interesting and can be used to facilitate learning activities. among them is learning media based on android technology smartphone among students, application development as teaching media will be very useful and effective (arista & kuswanto, 2018). application android is software that can be accessed using smartphone-based linux that is widely used by people in all walks of life (kuswanto & radiansah, 2018). the more students who have android smartphones there will be many opportunities to develop an effective and efficient application-based learning to support learning activities (astuti. et al., 2017). according to herlina & suherman (2020) innovative learning development innovations are needed during the covid-19 to overcome boredom and increase interest in learning and to achieve learning objectives in pjok subjects. in previous research conducted by firlando. et al (2020) by creating soccer learning media using a java at smpn smp ar risalah lubuklinggau, the result is an increase in student learning motivation because it uses learning media that is efficient and can be carried out anywhere and anytime. in previous research, according to artanayasa, dewi & suwiwa (2018), interactive multimedia applications used in learning basic 84 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 82-93 badminton techniques at singaraja state middle school received good marks after being tested on experts and students so that they can be used as an effective and efficient learning resource. based on the data from the needs analysis, learning activities for badminton material in kediri regency still use print learning media and youtube, and there is no development of effective and efficient application-based interactive learning developed by teachers in badminton material. based on the results of initial observations from the collection of needs analysis data for smp-level pjok teacher in kediri regency conducted by researchers on april 10, 2021 through a direct questionnaire filled out by 40 pjok mgmp teachers, the result was that 100% of the teachers had given badminton material, there was 100% of teachers have provided badminton material using print media such as books, lesson plans or worksheets, 90% of teachers have provided badminton material using learning media based on video and powerpoint, 100% of teachers have cellphones or smartphones, 100% of teachers have never developed teaching media for badminton material based on android application-based learning development is held android an effective and efficient with a load of badminton game material. and based on the interviews that the researchers conducted with the head of the kediri regency mgmp, the results were obtained, namely that there were only 1-2 meetings of badminton material learning in the learning process which was carried out with field practice but there was a lack of emphasis on basic competencies and core competencies and there was no development of teaching media applications-based badminton material android in kediri regency. with this problem, the researchers tried to solve the problem by developing learning applications using java which contained badminton game material for middle school pjok teachers in kediri regency. according to ali (2019) java is a type of programming language with very rapid development and can be run in many applications or web-shaped application devices and can be run on many platforms including using the android, windows, and linux platforms. by using the android, there are several aspects why this research is important to do, namely, to make it easier for teachers to convey subject matter and make it easier for students to understand the material presented both with online and offline. the application also displays material material for badminton games which are supported by clear images, video and audio and there are evaluation questions that can be accessed easily. this research has the goal of developing badminton material learning products containing pictures, material, video (audio-visual) with animations that are made as attractive as possible so that the objectives of learning badminton material for pjok teachers at the middle school level in kediri regency can be achieved. method this study refers to the development research steps of borg & gall (1983) in sugiyono (2016) using a modified procedure as follows (1) potential & problems, namely analyzing problems by conducting interviews with the head of mgmp smp kediri regency, (2) data collection, namely collecting data called needs analysis and conducting interviews with pjok teachers in kediri regency, (3) product design is the https://jse.rezkimedia.org/index.php/jse/index kurniawan, wiguno, & amrullah – development of application-based badminton … 85 stage of developing an application product that contains badminton material for junior high school students by taking videos, recording audio, entering material, editing applications and so on, (4) design validation, namely the stage of testing the feasibility of the product before testing. in this stage there are 3 experts, namely learning experts, badminton game experts and media experts. (5) design revision, namely the stage of evaluating and revising the product based on expert input at the validation stage. (6) product trial, namely the product testing stage involving 40 pjok teachers of kediri regency, divided into 2 groups, namely 10 teachers in small groups and 30 teachers in large groups. (7) product revision, namely the final revision stage from the previous trial stage input. (8) final product at this stage the product is ready to be used by pjok teachers in kediri regency to provide badminton game material to students. figure 1. procedure for developing application-based badminton game learning media for pjok teachers in kediri regency this research obtained qualitative and quantitative data. qualitative data were obtained through evaluations of learning experts, badminton game experts, media experts and the results of interviews with the head of the mgmp pjok smp kediri regency and the results of a questionnaire distributed to pjok teachers in kediri regency. meanwhile, quantitative data is the result of numerical analysis from product tests by pjok teachers in kediri regency. the variable used is in the form of learning media for badminton material in the form of applications with the java. this development research has several data collection instruments including initial observation for needs analysis in the form of a questionnaire filled out by pjok teachers of smp kediri regency, expert validation questionnaires namely learning experts, media experts, badminton game experts and product testing. the technical stages of analyzing the research data are in the form of descriptive statistics technique for measuring in the process of collecting data uses a likert, with the aim of measuring the attitudes or views of individuals or groups towards the phenomena that occur (sugiyono, 2016). the results of data analysis are used to improve the product being developed scale instrument likert has category aspects ranging from very positive to negative. table 1. rating scale for positive statements no. explanation answers positive score 1. strongly agree a 4 2. agree b 3 3. undecided c 2 4. disagree d 1 source: sugiyono (2016) 86 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 82-93 the formula for data processing is in the form of descriptive quantitative percentage analysis from akbar & sriwiyana (2011), as follows: description: v : validity. tsev : total empirical score of the validator. s-max : maximum expected score. 100% : constant number. next according to akbar & sriwiyana (2011) to process and conclude the results of the analysis in the form of percentages so that they are categorized as below: table 2. product quality criteria criteria description meaning 75.01%-100.00% very valid used without revision 50.01%-75.00% valid enough used with minor revisions 25.01%-50.00% invalid cannot be used 00.00% -25.00% very invalid forbidden to use source: akbar & sriwiyana (2011) results and discussion there are seven main contents in this badminton learning application, namely ki-kd, learning materials, learning videos, facilities and infrastructure, evaluation questions, references and developer profile. the entire material and use of the application program have been prepared so that it can be used effectively and efficiently and is displayed in an attractive design so that learning objectives can be more easily achieved. figure 2. main display of application products https://jse.rezkimedia.org/index.php/jse/index kurniawan, wiguno, & amrullah – development of application-based badminton … 87 the following is a discussion of product development, presentation of data consisting of needs analysis instruments, expert validation, product trials and product revisions. table 3. results of data analysis of learning experts no. aspect % category 1. attractiveness 91% very valid 2. ease 82% very valid 3. conformity 100% very valid 4. accuracy 82% very valid validity 87% very valid figure 3. learning expert research diagram table 4. revision from learning experts no. before revision after revision 1. learning videos have not been grouped and made according to ki-kd as a whole. learning videos are made according to ki-kd and are presented in more detail. 2. there are no supporting images on the learning material menu. learning materials have been added pictures to facilitate student understanding. 3. there are no examples of motion sequence material on the class ix learning material menu. added material for a series of motion variations on the basic techniques of badminton on the class ix learning material menu. 4. there are several writing errors on the evaluation question menu. all text on the evaluation question menu is neat and written correctly. the first data is a presentation of quantitative data obtained from the evaluation of learning experts regarding application products for learning badminton material using the java for middle school pjok teachers in kediri regency with a level on the attractiveness aspect of 91% which is classified as very valid, the convenience aspect is 82% classified as very valid, the aspect 100% suitability, which is classified as very valid and the accuracy aspect of 82%, which is classified as very valid. based on the results of the data on all aspects, it can be concluded that the results of the analysis of this product development obtain a validity of 87% so that it can be interpreted as very valid. 91% 82% 100% 82% 87% 0% 20% 40% 60% 80% 100% attractiveness ease conformity accuracy validity learning expert learning expert 88 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 82-93 table 5. results of badminton game expert data analysis no. aspect % category 1. clarity 83% very valid 2. attractiveness 83% very valid 3. accuracy 92% very valid validity 84% very valid figure 4. badminton game expert assessment diagram table 6. revision of badminton experts no. before revision after revision 1. the learning video for holding a racket that is presented is still lacking in detail in its implementation. the learning video for holding a racket has been presented correctly and clearly. 2. the learning video for variations of footwork or footwork has not been presented in detail from the side of singles and doubles games. the learning video for variations of footsteps or footwork has been presented correctly and clearly. 3. the backhand learning video is still not quite right in its implementation. the backhand learning video has been presented correctly and clearly. 4. the variety of smash strokes is still incomplete. the smash punch video has been presented completely and clearly. the second data is the presentation of quantitative data obtained from the evaluation of badminton game experts regarding product application learning material for badminton using the java for middle school pjok teachers in kediri regency with an aspect level of clarity of 83% classified as very valid, an aspect of attractiveness 83% classified as very valid, an aspect of accuracy 92% classified as very valid. based on the results of the data on all aspects, it can be concluded that this development product obtains a validity of 84% so that it can be interpreted as very valid. table 7. results of media expert data analysis no. aspect % category 1. clarity 96% very valid 2. attractiveness 84% very valid 3. ease 100% very valid 4. accuracy 100% very valid validity 93% very valid 83% 83% 92% 84% 0% 20% 40% 60% 80% 100% clarity attractiveness accuracy validity badminton game expert badminton game expert https://jse.rezkimedia.org/index.php/jse/index kurniawan, wiguno, & amrullah – development of application-based badminton … 89 figure 5. media expert assessment diagram table 8. revision from media experts no. before revision after revision 1. there are no supporting images on the learning material menu. all infrastructure materials have been added with pictures to make it easier for students to understand. the third data is the presentation of quantitative data obtained from the evaluation of media experts regarding application products for learning badminton material using the java for middle school pjok teachers in kediri regency with an aspect level of clarity of 96% classified as very valid, the attractiveness aspect of 84% is classified as very valid, the aspect of convenience is 100 % is classified as very valid and the accuracy aspect is 100% which is classified as very valid. based on the results of the data on all aspects, it can be concluded that this development product obtains a validity of 93% so that it can be interpreted as very valid. table 9. small group trial analysis results no. aspect % category 1. clarity 79% very valid 2. attractiveness 79% very valid 3. ease 79% very valid 4. accuracy 78% very valid validity 79% very valid figure 6. small group trial assessment diagram fourth data is the presentation of quantitative data through 10 smp pjok teachers regarding badminton material learning application products using the java for smp pjok teachers in kediri regency with a level of clarity of 79% classified as very valid, 79% for attractiveness aspects classified as very valid, 79% for convenience aspects. classified as very valid and the accuracy aspect of 78% is classified as very valid. 96% 84% 100% 100% 93% 0% 20% 40% 60% 80% 100% clarity attractiveness ease accuracy validity media expert media expert 79% 79% 79% 78% 79% 0% 20% 40% 60% 80% 100% clarity attractiveness ease accuracy validity small group trial small group trial 90 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 82-93 based on the results of the data on all aspects, it can be concluded that this development product obtains a validity of 79% so that it can be interpreted as very valid. table 10. results of analysis of large group trials no. aspect % category 1. clarity 83% very valid 2. attractiveness 84% very valid 3. ease 83% very valid 4. accuracy 83% very valid validity 83% very valid figure 7. large group trial assessment diagram the fifth data is the presentation of quantitative data through 40 middle school pjok teachers regarding product application learning material for badminton using the java for middle school pjok teachers in kediri regency with an aspect level of clarity 83% classified as very valid, 84% for attractiveness aspects classified as very valid, 83% for convenience aspects classified as very valid and the accuracy aspect of 83% was classified as very valid. based on the results of the data on all aspects, it can be concluded that this development product obtains a validity of 83% so that it can be interpreted as very valid. the overall suggestions from each expert on application products have been improved to make the product even more perfect. the final product of this research is learning media in the form of an application using java which contains badminton game material for pjok teachers at smp kediri regency. according to arliando, sallaby & utami (2015) in his journal said that java is a programming language commonly used in making applications that can be accessed using smartphones android with functions including so that the display is more attractive. according to irsan (2015) library in java is very diverse and complete, which has been provided and contains a collection of programs to facilitate the process of making the product the programmer wants. java is a basic level coding language but can produce attractive and attractive application results according to the programmer's wishes (nugroho & rusli, 2017). according to chotimah (2018) in his journal states that a media or learning device that is packaged in an interesting and varied way really helps students understand the material. based on the data from the needs analysis, among others, it was stated that 100% of teachers agreed that if effective and efficient badminton learning media were developed, of course 83% 84% 83% 83% 83% 0% 20% 40% 60% 80% 100% clarity attractiveness ease accuracy validity large group trial large group trial https://jse.rezkimedia.org/index.php/jse/index kurniawan, wiguno, & amrullah – development of application-based badminton … 91 this would be in line with the existence of java which were arranged with effective material coverage and an attractive appearance to achieve learning objectives. applications android as learning support has the potential to succeed in seeing the increasingly widespread use of android smartphones in junior high school students. the use of interesting learning media will certainly provide a positive stimulus to students in participating in learning activities (karo & rohani, 2018). sourced from expert validation data and trials that the badminton material learning application products that have been developed by researchers have very valid results in product attractiveness. the game of badminton is very popular with the community and can be played by anyone (majid, et al. 2021) the game of badminton is a game that requires a very complex combination of movements, starting from holding a racket, hitting the ball, moving your feet, to producing a punch that can kill the opponent's defense (mauludy & sartono, 2017). according to sholeh (2017) badminton is a game played by hitting the shuttlecock to the opponent's area. badminton is one of the many pjok materials contained in the curriculum from elementary to high school with certain learning stages (sukarini, 2020). in permendikbud number 37 (2018) specifically on badminton material students are required to master basic competencies and core competencies gradually, starting from class vii who is given basic badminton technique material, class viii material variations on basic badminton techniques, until class ix enters variations and combinations of badminton games. based on expert validation data, product testing and revision, it is obtained from research data that the scope of material in learning applications has very valid accuracy results. there are several menus and material content displayed in the form of images, text to learning videos that are presented as attractively as possible in this application. according to yudianto (2017) videos can help direct students' concentration and attention. according to kamlin & keong (2020) video media really helps students understand learning material because the understanding process becomes easier with the right display and interesting material. based on research data from experts and trials, the results show that the presentation of video material has a very valid level of accuracy and attractiveness. the results of developing application-based badminton teaching media products using the java programming language for smp pjok teacher, kediri regency have gone through several revision stages to obtain product results that are very valid and feasible to use. conclusion the results of research on the development of teaching media for application-based badminton materials with java programming can be stated to have clarity, convenience, attractiveness, suitability and accuracy which are very valid according to the results of validation by several experts and product testing by pjok teachers at smp kediri regency. thus this application product is suitable for 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(2021). the implementation of project-based assignment in online learning during covid-19. journal of english language teaching and learning, 2(1), 32-38. https://doi.org/10.30762/f_m.v2i2.1711 ieee paper template in a4 (v1) 264 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 3, 2023, 264-273 doi: 10.56003/jse.v3i3.233 issn: 2745-5351 college students’ preferences and perceptions of online learning activities in a private school in cavite elgien c. padohinog1*, nilda w. balsicas2 1,2st. dominic college of asia, bacoor city, cavite, philippines e-mail: ecpadohinog@sdca.edu.ph received: 19 january 2023 accepted: 26 march 2023 published: 31 march 2023 abstract: the covid-19 pandemic has generally disrupted students in their traditional learning which forced them to abruptly shift to the online learning. this descriptive survey research determined the preferences and perceptions of college students in the online learning. a total of six hundred and seventy-nine (679) students in st. dominic college of asia in cavite took part in the survey that was conducted from november to december 2020. a researcher-made questionnaire was developed, validated, and reliability-tested. the online survey was made via microsoft forms and was distributed through the blackboard app and e-mail. results showed that majority of the students used mobile phones or smartphones for their online learning. moreover, majority of the students expected that they can listen to an online lecture, which has the highest expectation of students in the online learning. majority of the students have moderately agreed to their preferred online activities. these include listening to the lecture of the teacher during synchronous meetings and reading the articles according to their own pace or time among others. implications include those increased utilization of interactive activities with students and integration of innovative and creative approaches to synchronous and asynchronous mode of teaching and learning delivery. keywords: college students; preferences; perceptions; online learning activities. how to cite: padohinoc, e. c. & balsicas, n. w. (2023). college students’ preferences and perceptions of online learning activities in a private school in cavite. journal of science and education (jse), 3(3): 264-273. https://doi.org/10.56003/jse.v3i3.233 introduction since the start of covid-19 pandemic, millions of students are affected by the worldwide school closures whether in partial or full and prioritizing education recovery is a big challenge to reduce its impact of school closures and improve the educational systems such as online or blended learning against its losses particularly from disadvantaged communities (unesco, 2022). many educational institutions adopted alternative educational systems such as online learning, blended learning, and home schooling. the education system has clearly been transformed and pushed to its limits because of this pandemic (barrot et al., 2021). to support the use of e-learning, university-wide teaching and learning pedagogies, instructional designs, and e-learning policies should be addressed to the possible benefits and limitations (mpungose, 2020). online engagement with people and content for academic purposes is referred to as online learning (means et al., 2014). therefore, this kind of learning is based on the student’s interests, the content, and the instructional design to ensure that the pedagogies are suited to the current conditions. online learning communities make beneficial to learners in enhancing the effectiveness of online learning; thus, active https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i3.233 https://portal.issn.org/resource/issn/2745-5351 mailto:ecpadohinog@sdca.edu.ph https://doi.org/10.56003/jse.v3i3.233 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i3.233&domain=pdf&date_stamp=2023-03-31 padohinog & balsicas – college students’ preferences and perceptions of online learning … 265 collaboration and individualized participation should be recognized to all students who are eager to have this learning as much as successful as the traditional classes (rockinson-szapkiw et al., 2013). mukhtar et al. (2020) noted that online learning, as what is expected by teachers and students, should be a flexible and efficient method of teaching and learning; thus, they felt that it promotes distant learning through prompt and simple administration, accessibility, and the effective use of time and resources. online learning activities help students to gain their control in the educational experience. this will develop them to fully understand of their course and will open their education to continue what they learn through their goals and finish what they have started in enhancing the skills and knowledge to become more successful in their lives. however, challenges arise from the current educational system due to the current situation. barriers such as poor internet coverage, limitation in internet data packages, lack of suitable devices, and varied educational platforms could affect both students and teachers in acquiring adequate knowledge and skills (al-balas et al., 2020). in the philippine context, education has been a challenge due to this pandemic. according to commission on higher education – department of health (ched-doh) joint memorandum circular no. 2021-001, during the pandemic, flexible learning remains the best and safest pedagogical strategy; although it can be said that limited face-to-face classes including clinical internships and clerkships are not mandatory in all higher education institutions unless they are permitted by the inter-agency task force (iatf) to conduct this kind of learning (de vera & duque, 2021). the education industry could advance if people took a step back and crafted a strategy that would incorporate educators, learners, parents, school administrators, and tech-based businesses; so, this solution will make every goal be achievable based on everyone’s shared vision (joaquin et al., 2020). according to nuncio et al. (2020), which further emphasized the use of technologies, students would excel and become well-versed for learning with different practical applications if they are given opportunities such as access to online educational resources and exposure to a secure and child-friendly learning environment. thus, the effectiveness of e-learning programs lies within the internet connection. in a study by o’shea et al. (2015), the difficulty for online educators is that learners' participation may be more challenging, requiring additional techniques to creating relationships between the learners, content, institutions, and staff. this means that when some things happen, students may feel that they are more isolated within the learning environment and that the academic institutions and their stakeholders should create an essential response based on the needs and circumstances to keep them in aligning to the curriculum nowadays. another study by yeh et al. (2019), which determined the mechanisms between goal orientation and academic expectations for online learners, revealed that achievement goal orientations are critical for building and supporting self-regulated learning techniques that are aimed on the needs of the students; thus, the students’ online learning readiness, academic achievement expectations, and the lowering of attrition 266 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 264-273 rates in online courses may benefit them with adequate resources on both self-regulated learning (srl) methods and supportive online behaviors. in contrast to the study of dumford and miller (2018), students were less likely to participate in group discussions, student-faculty exchanges, or collaborative learning as compared to their peers in more conventional classroom settings; moreover, the authors revealed that the more numbers of online courses that students take would decrease the exposure to effective teaching practices as well as the quality of interactions. it is challenging for students and teachers to create a safe, healthy, and conducive environment for learning because they are the ones who would know what ways they can get to interact with one another virtually. those who are new to the learning environment may get confused and feel demotivated, so it is important to make a clear structure or guideline that everyone must be involved in the online learning together with proper communication and confidence. while online learning creates a big difference in the academic community, higher education institutions must ensure that the effective delivery of lessons is possible given that the journey for students in leading to an educational goal will be successful and uninterrupted even in this time of pandemic. online learning continues to gradually develop in this educational system, as well as the understanding of its benefits and challenges.as well as the understanding of its benefits and challenges. the study described the preferences and perceptions of online learning by college students in a private school in cavite. specifically, it answered the profile of the students in terms of the availability of devices and the internet use. students’ expectations and online learning class activities were also studied. the results of the study would help the higher education institutions assess the effectiveness of the implementation of online learning in this pandemic. method this study employed descriptive survey research design. descriptive research explains the characteristics of a condition or phenomena in which the subject or study is not manipulated to identify its cause and effect (boudah, 2019). this design was used to determine the preferences and perceptions of college students with regards to online learning. a simple random sampling was utilized to ensure that all respondents available chose to participate in this research. the research consisted of six hundred and seventy-nine (679) students at st. dominic college of asia in bacoor city, cavite, philippines, which was conducted from november to december 2020. one hundred and one (101) students came from the school of arts, sciences, and education (sase); two hundred and seventy-nine (279) students from the school of business and computer studies (sbcs); one hundred and eleven (111) students from the school of health science professions (shsp); and one hundred and eightyeight (188) students from the school of international hospitality and tourism management (sihtm). an online questionnaire was developed by the researchers and was used as the main gathering instrument. this research instrument was based on balsicas et al.’s (2021) study. the questionnaire https://jse.rezkimedia.org/index.php/jse/index padohinog & balsicas – college students’ preferences and perceptions of online learning … 267 comprises of items regarding preferences of online learning resources and perceptions and expectations of online classes and activities. sixteen (16) activities were listed to determine if they are effective in the online learning that students attend (e.g., “reading the articles according to my own pace / time”). the remaining statement “online classes activities are preferred to traditional class activities” was also indicated. answers were provided using a seven-point likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). the online survey was validated and reliability-tested before it was given to the students through microsoft forms and was also distributed through blackboard app and e-mail. participants were asked to fill out the questionnaire freely and honestly. data from the questionnaire was collected with microsoft excel spreadsheet and was interpreted and analyzed using the descriptive statistics (frequency and percentage distribution, weighted mean). descriptive statistics of the responses were presented in tabular forms to determine the preferences and perceptions of college students in the online learning to its extent. results and discussion table 1. availability of devices in the online learning of students devices mean ranking mobile phone / smartphone 1.96 1 internet / wi-fi 2.36 2 laptop 2.56 3 desktop 3.60 4 tablets 3.92 5 in table 1, students ranked the use of devices in their online learning based on the availability. according to the given data, most of the students have their mobile phones or smartphones (mean=1.96) when attending to their online class. this is followed by internet or wi-fi (mean=2.36); laptop (mean=2.56); desktop (mean=3.60); and tablets (mean=3.92). this means that students use more than one device in attending to their online learning. it is revealed that of all the listed devices, majority of the students had access to mobile phones or smartphones for their learning, followed by laptops, desktops, and tablets. this result confirms with the study of anshari et al. (2017), as students use mobile phones or smartphones mainly for teaching materials or other information that can be found from the internet, to connect with teachers outside classes, and to collaborate within their group assignments. therefore, the use of mobile phones or smartphones makes it easier for students to search for online learning platforms and other course resources. another study from kaliisa, palmer, & miller (2019) noted that higher education institutions in developing nations are more likely to embrace mobile learning than in the developed countries if the technological infrastructure becomes better where teaching and learning alternatives seemed to be numerous. table 2 below presents the internet use of students. four (4) categories were described in determining the usage of internet, namely service providers, internet service, internet speed, and data usage per week. based on the data, majority of the respondents use pldt and smart as the most widely used internet provider (44.62%). in terms of internet service, most of the students used fiber broadband for their online 268 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 264-273 learning (35.49%). about half of the respondents said that their internet speed ranges from 10 to 24 mbps (megabits per second) [53.61%]; while most of them used more than 1 gb (gigabyte) [60.09%] in terms of data usage per week. table 2. internet use of students (n=679) category variable n % service provider pldt / smart 303 44.62 globe 154 22.68 converge 97 14.29 mobile data 99 14.58 sky 26 3.83 internet service fiber broadband 241 35.49 prepaid for mobile data 140 20.62 wireless broadband 99 14.58 postpaid plan 72 10.60 digital subscriber line (dsl) 72 10.60 cable broadband 50 7.36 satellite broadband 5 0.74 internet speed 10-24 mbps 364 53.61 25-49 mbps 152 22.39 50-99 mbps 107 15.76 100 mbps and above 56 8.25 data usage per week more than 1 gb 408 60.09 500 mb-1 gb 128 18.85 300-500 mb 93 13.70 less than 300 mb 50 7.36 this result shows that students use internet for their online learning, and they have different resources to choose from based on their affordability and accessibility. various types of internet connections were provided to the needs of the people, especially students to get an improved internet connection. the use of internet is seen as a valuable source of information among students (oducado et al., 2021). in roslan and halim’s (2021) study, they showed that students have positively identified their internet usage when getting involved with the online learning but highlighted the internet connection as a major issue when compared to device learning ownership. this is similar with the studies of gocotano et al. (2021) and bustillo and aguilos (2022) as internet connectivity remained a challenge by most filipino students. furthermore, it is critical that for an optimum online learning environment, there should have a state-of-the-art technical infrastructure with robust internet connections and digital e-learning tools to ensure that the techniques and models are kept updated and compatible (al-salman & haider, 2021). table 3 below describes the expectations of students in the online learning. based on the data, it is shown that majority of the respondents expected that they can listen to an online lecture (64.06%). most of the respondents also said that they expected activities are self-paced (63.33%) and that they can participate in all class discussions (50.96%). other students expected that they can complete a project as scheduled (46.39%); there is an immediate feedback on assessed activities or major exams (42.86%); they can collaborate and discuss with their classmates (37.70%); online lessons will be more flexible than in the https://jse.rezkimedia.org/index.php/jse/index padohinog & balsicas – college students’ preferences and perceptions of online learning … 269 traditional classes (35.49%); online classes are cheap and affordable (24.15%); and online classes motivate them to study more (22.09%). table 3. expectations of students in the online learning rank expectations n % 1 i can listen to an online lecture. 435 64.06 2 activities are self-paced. 430 63.33 3 i can participate in all class discussions. 346 50.96 4 i can complete a project as scheduled. 315 46.39 5 there is an immediate feedback on assessed activities or major exams. 291 42.86 6 i can collaborate and discuss with my classmates. 256 37.70 7 online lessons will be more flexible than in the traditional classes. 241 35.49 8 online classes are cheap and affordable. 164 24.15 9 online classes motivate me to study more. 150 22.09 the study shows that students have varied expectations in the online learning engagement. these expectations provide students to create a better, active experience for their continual improvement and to feel more connected to their colleagues and their teachers, even at virtually. the results support the study of olsen et al. (2020) who mentioned that online discussions can be made possible more than just looking a teacher on a computer screen and by rich class-wide learning activities, this can be implemented into online lectures to enable more cognitive engagement during the discussion. the evaluation and satisfaction of students with regards to their expectations can be attributed with their previous online experience (wang et al., 2020). table 4 below determines the preferences of students in their activities during online classes. the table shows that students “agree” to the following activities: reading the articles according to their own pace or time (mean=5.51); attending to a scheduled meeting with teachers and classmates for a brief discussion (mean=5.71); attending to a scheduled meeting with teachers for question or content clarification (mean=5.69); watching a pre-recorded or livestreamed lecture (mean=5.60); reading notes in powerpoint presentations (mean=5.65); and listening to the lecture of their teacher during synchronous meeting (mean=5.72). students also “moderately agree” that they prefer reading notes in word documents (mean=5.36); writing essays of a certain topic (mean=5.10); responding to questions in a chat room or discussion board (mean=5.22); brainstorming remotely within a class or group discussion (mean=4.97); creating and uploading a video content based on the lesson (mean=4.98); encouraging debates for a discussion (mean=4.97); listening to relevant webinars (mean=5.29); answering quizzes online (mean=5.44); and answering major examinations online (mean=5.20). it is notable that students are “neutral” in critiquing the output of their classmates (mean=5.18). however, students “moderately disagree” that they find online classes activities better than traditional classes (mean=3.48). 270 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 264-273 table 4. preferred activities of students during online classes activities mean interpretation reading the articles according to my own pace/time 5.51 agree scheduled meeting with teachers and classmates for brief discussion 5.71 agree scheduled meeting with teachers for question or content clarification 5.69 agree watching a pre-recorded or livestreamed lecture 5.60 agree reading notes in powerpoint presentations 5.65 agree reading notes in word documents 5.36 moderately agree writing essays of a certain topic 5.10 moderately agree critiquing the output of my classmates 4.18 neutral responding to questions in a chat room or discussion board 5.22 moderately agree brainstorming remotely within a class or group discussions 4.97 moderately agree creating/uploading a video content based on the lesson 4.98 moderately agree encouraging debates for a discussion 4.97 moderately agree listening to the lecture of the teacher during synchronous meeting 5.72 agree listening to relevant webinars 5.29 moderately agree answering quizzes online 5.44 moderately agree answering major examination online 5.20 moderately agree online classes activities are preferred to traditional class activities 3.48 moderately disagree total average 5.18 moderately agree legend: 6.50-7.00 – strongly agree; 5.50-6.49 – agree; 4.50-5.49 – moderately agree; 3.50-4.49 – neutral; 2.50-3.49 – moderately disagree; 1.50-2.49 – disagree; 1.00-1.49 – strongly agree among all the activities mentioned in the table, most students listen to the lecture of their teacher during synchronous meeting, which becomes the highest-ranked activity during online classes. as in the study of stone and springer (2019), the engagement, support, and encouragement of online students to stay with their studies can be improved by combining regular and prompt interaction between teacher and students with dynamic and engaging course design. this shows that discussions made by the instructor should be interactive and effective in a sense that the content and design must be up to date based on the current status in the world. however, the item “online class activities are preferred to traditional class activities” is the leastranked activity among the preferred activities of students during online classes. this inferred that some students experience problems related to online learning such as slow internet connection and lack of interaction between students and teachers. the result supported with the study of kim and frick (2011) wherein some learners felt demotivated when they begin or continue self-directed e-learning even in the future generations and this implies that these students still prefer to personally meet with their instructors or peers while they are learning. it was evident that activities during online classes are not in par with the traditional learning, whereas exposures to group activities such as debates, oral reports, and role-plays are restricted. therefore, the study suggests that this learning has been changing into different ways, and students would be more active if they successfully adapt to the online learning by positively connecting with other people and finding the proper study techniques without any distractions. according to salmon (2013), previous educational approaches are being examined, and the worlds of learning and teaching are at a crossroads. students who are motivated in https://jse.rezkimedia.org/index.php/jse/index padohinog & balsicas – college students’ preferences and perceptions of online learning … 271 the activities given by instructors are more likely to participate during online classes if they are involved into their experiences in the virtual classroom. this means that online activities, whether synchronous or asynchronous, help the learners to keep them being engaged, motivated, and active in the future of learning. strategies can make students even instructors to increase their engagement in the learning (bolliger & martin, 2018). conclusion online learning has had a huge impact for students in continuing their education since the covid-19 pandemic. this method offered numerous opportunities for students to explore their full potential through the use of technologies and the activities given by instructors. most of the students had access to mobile phones or smartphones for their learning. moreover, majority of the students expected that they can listen to an online lecture, which has the highest expectation of students in the online learning. most of the students have moderately agreed to their preferred online activities. this includes listening to the lecture of the teacher during synchronous meeting, reading the articles according to their own pace or time, reading notes in powerpoint presentations, meetings with teachers that are scheduled, and watching a pre-recorded or livestreamed lecture. this implies that student and teacher interaction is one of the most favored activities of the online learner, in addition to other activities. it can be found that most of the students moderately disagreed that online classes are preferred to traditional activities. this implies that the traditional way of delivering learning remains the preferred way of delivering teaching and learning activities, rather than doing in online class. to succeed in online classes, curriculum developers and teachers should consider the opportunities that the learning management system, the educational media use, and other software in the delivery of teaching and learning offer. teachers should design activities that can provide various opportunities to students while in a self-directed situation and self-controlled time. furthermore, innovative, and creative approaches to synchronous and asynchronous mode of teaching and learning delivery should be integrated into the online classes. it is essential that tasks which are genuine and relevant to the current situation will make the students more challenging and achievable through their course subjects and in their future professional lives. acknowledgment the 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(2019). how college students’ achievement goal orientations predict their expected online learning outcome: the mediation roles of self-regulated learning strategies and supportive online learning behaviors. online learning journal, 23(4), 23-41. http://dx.doi.org/10.24059/olj.v23i4.2076 https://doi.org/10.12669/pjms.36.covid19-s4.2785 https://doi.org/10.1016/j.evalprogplan.2020.101846 https://doi.org/10.46661/ijeri.5520 https://doi.org/10.1080/01587919.2015.1019970 https://doi.org/10.1108/ils-04-2020-0109 https://doi.org/10.1016/j.compedu.2012.11.022 https://doi.org/10.3390/su13116086 https://files.eric.ed.gov/fulltext/ej1235966.pdf https://www.unesco.org/en/covid-19/education-disruption-recovery http://dx.doi.org/10.1136/bmjopen-2020-041886 http://dx.doi.org/10.24059/olj.v23i4.2076 ieee paper template in a4 (v1) 40 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 1, 2022, 40-50 doi: 10.56003/jse.v3i1.144 issn: 2745-5351 effect of eng-hau medium of instruction on upper-basic students’ achievement in algebra john tyavbee ajai1, solomon a. o. iyekekpolor2, herbert r. hanawa3 1,2,3 department of science education, taraba state university, jalingo, nigeria e-mail: ajai.j@tsuniversity.edu.ng received: 8 august 2022 accepted: 22 september 2022 published: 30 september 2022 abstract: this study investigated the effect of eng-hau medium of instruction on upper-basic students’ achievement in algebra. eng-hau is a term for the fusion of english and hausa languages. the study involved 244 students in the upper basic school ii class from the jalingo metropolis in taraba state, nigeria. three research questions and hypotheses served as the study's guiding principles, and it employed a quasi-experimental design with a non-equivalent group, pretest and posttest treatment, and factorial designs. data was collected using the algebra achievement test, which has a reliability coefficient of 0.74 calculated using the kr-20 formula. the children were instructed using methodology instructional packages, which included algebraic topics translated into hausa. the ancova was used to test the hypotheses. one of the conclusions was that students who were taught in eng-hau performed better than those who were taught in english alone. there was no gender disparity among students taught in eng-hau. indicating that achievement in mathematics is not based on gender but rather on the medium of instruction, the interaction effec t of gender and medium of instruction on achievement was shown to be insignificant. keywords: eng-hau, english language only, hausa language, students’ achievement, gender difference, interaction effect. how to cite: ajai, j.t., iyekekpolor, s.a.o., & hanawa, h.r. (2022). effect of eng-hau medium of instruction on upper-basic students’ achievement in algebra. journal of science and education (jse), 3(1): 40-50. https://doi.org/10.56003/jse.v3i1.144 introduction parents, the government, and other stakeholders in the education sector are concerned about the annual failure rate of students in mathematics. there is no denying that both mathematics educators and students are working to raise standards of performance at all levels. as a result, teachers are making an effort to adopt the many teaching techniques they believe might improve the situation. despite these, it doesn't seem as though the degree of students' bad mathematics proficiency is improving. the results of the students in mathematics on the senior school certificate examination, often known as the ssce conducted by the west african examination council (waec), for the past 20 years are highly alarming. according to the results, just 27.31% of candidates who took the waec-administered ssce between 1991 and 2016 passed, while 72.69% failed (zalmon, & wonu, 2017). these kinds of outcomes surely cannot be said to satisfy the nation's ambitions. the reasons behind these students' appalling performance are varied. failures or poor performance are sometimes attributed to the calibre of teachers, while on other hand, others blame the subject matter's complexity. success or failure in mathematics could therefore depend on a variety of variables in addition to https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i1.144 https://portal.issn.org/resource/issn/2745-5351 mailto:ajai.j@tsuniversity.edu.ng https://doi.org/10.56003/jse.v3i1.144 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i1.144&domain=pdf&date_stamp=2022-09-30 ajai, iyekekpolor, & hanawa – effect of eng-hau medium of instruction … 41 just having a basic understanding of the topic. there hasn't yet been found a single component that is known to be completely to blame for poor math performance. therefore, teachers must overcome the difficulties of providing effective instruction that will improve students' performance on both internal and external exams. according to the research by setati, chitera, & essien (2009), learning mathematics in a language other than the learner's native tongue is more challenging for the student to understand. language guidelines that are universally or globally recognised and accepted serve as a guide for learning mathematics, particularly at the secondary level. this will make it possible for students to enroll in advanced mathematics courses (percy & andrew, 2014). the language of instruction must enable students to understand the literature or subject matter they are supposed to learn. as a result, effective teaching and learning depend on the learners understanding the language that is being used. the choice of instruction language poses a risk to the development of high-quality education. the international lingua franca is thought to be the most effective for teaching any subject to any student, however, some teachers prefer teaching in students' mother tongues or in a bilingual setting. an instrument for fostering national development is educating in the language of the immediate community. this is best illustrated by the fact that countries like china and japan have made technological advancements as a result of teaching in their native tongues. the lack of use of the local language as a medium of teaching in schools may be responsible for nigerian students' poor math performance. according to azurin (2010), the countries where their mother tongue was employed as a medium of instruction for the teaching and learning of mathematics produced students with the highest scores in an international mathematics competition. similar to what arzadon (2010) said, teaching mathematics to students in their home tongue fosters their awareness, knowledge, competence, self-esteem, and confidence in their ability to solve mathematical problems. students learn, retain knowledge, and comprehend, according to ekwue & umukoro (2011), when what they are taught is appropriately and meaningfully connected to their experiences and when real-life examples are used. the use of the mother tongue successfully has improved the understanding of mathematical concepts, particularly at the lower primary levels of education, according to feza-piyose (2012). the difficulty faced when using a foreign language to learn mathematical concepts is the ability to effectively communicate mathematical ideas, particularly whenever the teacher and learner may not share a first language (orton, 2012). it becomes challenging when students don't get what is being taught and the teacher is unable to express complex ideas in terms that the students might easily understand. children learn mathematics more effectively when they are taught in their mother tongue, according to israel & thomas (2013). it makes sense that every child should be taught in their mother tongue or the language of their immediate community, as stated in section 1 item 8g of the national policy on education (frn, 2013). this may be the rationale abubakar, umari, & musawa (2015) blamed the country's incapacity to employ the mother tongue for instruction in schools and to design an educational curriculum for the worrisome decrease 42 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 40-50 in the education system. further emphasis was placed on the fact that nations like china and japan can make enormous advances in science and technology by adopting their native tongues. studies such as dorgu & igbojinwaekwu (2016), wushishi, ashafa, & sadiq (2016), bala & apagu (2017), including others have shown that students who are taught in their local language are more likely to perform well than those who are taught in a foreign language. thus, it will not be out of place to say that language of instruction is a very significant and pivotal factor in teaching and learning. nigeria is a multilingual community, and also has the english language as the official language. therefore, the english language is taught at all levels of education as a second language (adah, & sule, 2019) and is also used to teach all other subjects. because everyone speaks it, hausa is the language of the immediate surroundings in northern nigeria. the second official language is hausa. the language of instruction for students in this region of the country is english, which is not the local tongue (hausa). it is also worthy of note that before enrolling in school, the students have acquired and are very fluent in the language of their immediate community (hausa). as a result, the majority of students struggle with the english language used to teach mathematics. this is because they hardly speak the english language at home or even in school. this makes it difficult for them to articulate their learning, discuss ideas and understand concepts that are communicated to them in the english language. this becomes more critical in mathematics lessons, where the concepts are known to be more abstract. this study investigated the impact of using enghau on students' algebra achievement within the context of the aforementioned observations, as well as additional observations about the language issue. the term "eng-hau" refers to the usage of both english and hausa in the study's method of teaching mathematics. the problem of this study is therefore stated as “what is the effect of eng-hau medium of instruction on upper-basic students’ achievement in algebra? to resolve this question, the following research hypotheses and research questions served as the study's compass: research question one what are the achievement scores of students at the upper basic school ii level in the jalingo metropolis who are taught algebra in english-hau compared to those who are simply taught in english? research question two what are the achievement scores of male and female students at the upper basic school ii level in the jalingo metropolis who are being taught algebra using the eng-hau method? research question three what is the interaction between gender and language of instruction on students' mathematics achievement at the upper basic school ii level in the jalingo metropolis? method the study used a quasi-experimental factorial design with non-equivalent preand post-test groups. the study explored the simultaneous effects of two independent factors (instruction medium and gender) on https://jse.rezkimedia.org/index.php/jse/index ajai, iyekekpolor, & hanawa – effect of eng-hau medium of instruction … 43 achievement, hence a factorial design was chosen. the independent and dependent variables were crossed to provide the basis for 2×1×2 factorial analyses. this means that the medium of instruction was used in two major groups (control; english language only and experimental; eng-hau) concerning achievement (dependent variable) in both gender (second independent variable) in two groups (male and female). the factorial analysis explains whether variations in a given set of scores can be attributed to a single source of variation or they represent the working of several underlying dimensions (aggarwal, 2004). in essence, it made it possible to assess how gender and the type of training had an impact on the achievement of students in algebra. since, complete randomization of the research subjects was almost impossible, where existing classes were used, this made the factorial design a quasi-type. a pre-test and follow-up test were given on the dependent variable (achievement). in addition to this, since the study used intact (existing) classes, the equivalence of the groups could not be guaranteed, hence the non-equivalent group design. however, the pre-test was used for determining an equivalent group among the students. the post-test was used to obtain gain scores after treatment. according to sambo (2005), quasi-experimental design is relatively more reliably carried out because it lends itself to the use of measurement processes and materials, which yield precision and objectivity. the students in their intact classes were assigned into groups namely the control group (c) and the experimental group (e). the study's sample consists of 244 upper basic school two (jss ii) students, that were selected from 5 schools in the jalingo metropolis of taraba state, nigeria. the selection of schools and assigning them to groups (control and experiment) was through a method of random sampling. the groups were taught using a specially prepared methodology instructional package (mip). the mip are lesson plans, where that of the control groups was in english language only. the mip for the experimental groups had a translated version in hausa, for teaching algebra using eng-hau (both english and hausa languages). data on achievement was obtained through algebra achievement test (aat). the aat consists of 55 multiple-choice items drawn from topics in algebra using the mathematics curriculum for jss iiin the areas of mathematics education, educational measurement and evaluation, and the hausa language, three experts completed the face and content validation of the mip and aat. the validation was followed by item analysis, of aat, where a reliability index of 0.74 was obtained using the kr-20 formula. to make sure that the initial group differences are taken into account during data analysis, an analysis of covariance (ancova) was performed. results and discussion result research question one what are the achievement scores of students at the upper basic school ii level in the jalingo metropolis who are taught algebra in english-hau compared to those who are simply taught in english? 44 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 40-50 table 1. average test results for the experimental and control groups group number of student pretest scores posttest score mean gain mean std. dev mean std. dev eng-hau group 124 28.64 9.12 39.47 15.95 10.83 conventional group 120 23.61 11.55 32.00 14.42 8.39 mean difference 5.03 7.47 2.44 eng-hau = students taught using a combination of english language and hausa language conventional grp = students taught using english language only according to table 1, the experimental group received instruction in eng-hau, and their pretest mean score was 28.64 with a standard deviation of 9.12, while the control group received instruction in english only, and their pretest mean score was 23.61 with a standard deviation of 11.55. the experimental group's pretest results differ from those of the control group by 5.03 points. the two groups' standard deviation scores differed by 2.43, indicating that the two groups’ mean scores are equally distributed. following statistical removal of the impact of the pretest, the posttest mean score of the students taught using eng-hau stands at 39.47, while that of their counterparts taught using english language only is 32.00. the posttest standard deviation scores of the two indicate that the posttest scores of the groups are both homogeneous within the groups. the group that was taught algebra using eng-hau had a 7.47-point advantage over the other group on the posttest mean score. the mean gain (i.e., the difference between the pretest and post-test mean scores) for students who were taught in eng-hau was 10.83, compared to 8.39 for students who were solely taught in english. the experimental group outperformed the control group by 2.44 in terms of mean gain. this implies that students taught using eng-hau have higher achievement mean scores than their counterparts taught using the english language only. research question two what are the achievement scores of male and female students at the upper basic school ii level in the jalingo metropolis who are being taught algebra using the eng-hau method? according to table 2's findings, male students had a mean achievement score on the pretest of 27.63 with an 8.79 standard deviation, while female students had a mean score of 29.61 with a 9.39 standard deviation. the experimental group's pretest achievement results differ 1.98 points from those of the control group. following statistical removal of the impact of the pretest, the posttest mean achievement score of male students stands at 41.22, while that of their female counterparts is 37.72. the achievement post-test mean score difference between male and female students is 3.50, favouring the male students. table 2. average test scores for the eng-hau group's students, both male and female gender number of student pretest scores posttest score mean gain mean std. dev mean std. dev male 61 27.63 8.79 41.22 16.44 13.59 female 63 29.61 9.39 37.72 15.44 8.11 mean difference 1.98 3.50 5.48 in a similar vein, male students' achievement mean score gains (13.59) are higher than those of female students (8.11). thus, the male students gained 5.48 achievement mean scores higher than their female https://jse.rezkimedia.org/index.php/jse/index ajai, iyekekpolor, & hanawa – effect of eng-hau medium of instruction … 45 counterparts. this suggests that when algebra was taught using eng-hau, male students performed better than female students. research question three what is the interaction between gender and language of instruction on students' mathematics achievement at the upper basic school ii level in the jalingo metropolis? fig 1. profile plot of interaction for the medium of teaching and gender figure 1 is a profile plot of the adjusted means for achievement test, split for male and female students and medium of instruction (eng-hau and english language only). the interactive pattern shows that the plots for both sexes do not intercept, though not parallel lines. this shows that there is no interaction effect of the medium of instruction and gender on students’ achievement in algebra, especially when the two lines do not cross. the plot, however, shows that there is a likelihood of interaction in the long run since the lines are close to intercepting. hypothesis one at the upper basic school ii level in the jalingo metropolis, there is no significant difference in achievement between students taught algebra in eng-hau and those who exclusively received instruction in english. table 3. summary of one-way ancova sources of variation sum of squares df mean square f sig. partial eta squared corrected model 6543.17a 2 3271.59 14.75 .00 .11 intercept 27474.02 1 27474.02 124.84 .00 .34 pre-test 1802.42 1 1802.42 8.13 .01 .03 medium of instruction 3238.24 1 3238.24 14.60 .00 .06 error 53464.67 241 222.85 total 372193.16 244 corrected total 60007.84 243 a. r squared = .109 (adjusted r squared = .102) 46 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 40-50 table 3 compares the mean achievement scores of students who were taught algebra using eng-hau and english language alone in a one-way between-groups analysis of covariance. after controlling for pre-test results, there is a minor effect size (partial eta squared = 0.06) but a significant difference between the two groups' post-test results f (1,241) = 14.60, p = 0.00. the effect size shows that 6% of the variance in achievement scores of the students is based on the medium of instruction used. a partial eta squared value of 0.03 also showed that there was little correlation between the students' accomplishment test scores on the pretest and posttest. thus, the hypothesis that there is no significant difference in achievement levels between students who are taught algebra in eng-hau and those who are taught the subject in the english language only in the jalingo metropolis is rejected. this means that, at the upper basic school level in the city of jalingo, there is a substantial difference between the accomplishment scores of students taught algebra using eng-hau and those taught using simply the english language. this shows that students who were taught mathematics in english-hau performed noticeably better than their english-only classmates. hypothesis two at the upper basic school ii level in the jalingo metropolis, there is no significant difference in achievement between male and female students who are taught algebra using the eng-hau method. table 4. summary of one-way ancova sources of variation sum of squares df mean square f sig. partial eta squared corrected model 394.72a 2 197.36 .77 .46 .01 intercept 21014.64 1 21014.64 82.35 .00 .41 pre-test 122.08 1 122.08 .48 .49 .00 gender 231.41 1 231.41 .91 .34 .00 error 30877.99 121 222.85 total 230721.29 124 corrected total 31272.71 123 table 4's findings demonstrate a one-way between-groups analysis of covariance to compare the average achievement scores of male and female students who were instructed in algebra using the eng-hau method. after adjusting for the pre-test scores, f (1,121) = 0.91, p=0.34>.05 indicates there is no statistically significant difference in the accomplishment scores of male and female students. the effect size demonstrates that no gender-related variation in the students' achievement scores exists. as a result, the claim that there is no significant different in the achievement levels of male and female students taking algebra in the jalingo metropolis' upper basic school level utilising eng-hau was not disproved. hypothesis three in the jalingo metropolitan, there is no significant interaction between gender and the method of instruction that affects students' achievement in algebra at the upper basic school ii level. https://jse.rezkimedia.org/index.php/jse/index ajai, iyekekpolor, & hanawa – effect of eng-hau medium of instruction … 47 table 5. summary of one-way ancova sources of variation sum of squares df mean square f sig. partial eta squared corrected model 6924.57a 4 1731.14 7.79 .46 .01 intercept 21014.64 1 21014.64 120.74 .00 .34 pre-test 1892.34 1 1892.34 8.52 .00 .03 gender 221.24 1 221.24 .99 .32 .00 medium 3181.67 1 3181.67 14.33 .00 .06 gender*medium 150.04 1 150.04 .68 .41 .00 error 53083.26 239 222.11 total 372193.16 244 corrected total 60007.84 243 a. r squared = .115 (adjusted r squared = .101) table 5 shows a 2 x 2 x 1 factorial analysis to investigate the interactive effect of the effect of medium of instruction (experimental and control) and gender (male and female) on students’ achievement. after adjusting for the pre-test scores, f (1, 239) = 0.68, p = 0.41 > 0.05 show that the interaction between gender and the medium of instruction has no significant effect on students' achievement scores in algebra. the effect size also shows that neither the students' gender nor the medium of instruction was responsible for any variation in their achievement scores. therefore, it is not rejected that there is no significant interaction between gender and the medium of instruction on students' accomplishment scores in algebra in the jalingo metropolis. discussion one aspect that affects academic accomplishment is the language of instruction because it facilitates learning and understanding when teachers utilise the learners' native tongues. this also helps the learners to have better memorizing and remembering abilities. before the instruction, the students' pre-test results from the class taught using eng-hau were not statistically significantly different from that of the group taught algebra using english language only. this is a confirmation that the two groups of students entered the instruction on equal strength. this finding is necessary to show that any significant difference observed in the post-test scores would not be attributed to chance but to the effect of the intervention (eng-hau). consequently, the post-test scores of the students taught algebra using eng-hau were found to be significantly higher than their colleagues in the group that was taught algebra using the english language only. this finding indicates that students taught using the combination of hausa and english languages (enghau) perform better than those taught using the english language only. the results showed that combining the hausa language, which is spoken in the nearby area, with english significantly increased students' performance in algebra. the study's findings concur with earlier studies such as ogbonne (2012), chinweokwu (2013), oginni omoniyi & owolabi olabode (2013), abubakar, umar & musawa (2015), dorgu & igbojinwaekwu, (2016), wushishi, nasifa & sadiq (2016) as well as bala & apagu (2017) which found that when students taught using the english language combined with the language of the immediate environment achievement is 48 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 40-50 enhanced. the results are in line with a study by njoroge (2017) from kenya, which discovered that teaching mathematics and science in the home language is a successful method for raising students' proficiency in those subjects in kenyan primary schools. the results also support those of sanda, kida, & okwute (2018), who found that students who received social studies instruction in both hausa and english performed better than those who received instruction only in hausa or in english. the study established that 6% of the variance in student test results for achievement is based on the medium of instruction used. the implication is that, if mathematical concepts are fully translated to the language used in the immediate area, there is a likelihood of better performance. the most likely causes of this result could not possibly be unrelated to the fact that teaching algebra using eng-hau, the combination of the english language with that of the immediate environment (hausa) to explain concepts aided students to understand thereby making the learning smoother for them. in addition to this, using the local language (which in this case is hausa) in combination with the english language as a language of instruction freed the students from timidity and thereby increase students’ participation during lessons. the pedagogy: eng-hau also reduced rote learning and increased the assimilation of mathematical concepts. the results of this study also demonstrate that the mean achievement of male and female students who were taught algebra utilising eng-hau methodology did not significantly differ. the finding of this study contradicts the findings of busolo (2011) in kenya; asuquo & onasanya (2006) in nigeria, who found gender differences in achievement. however, the findings of this study agree with oludipe (2012), ogbonne (2012), wushishi, nafisa & sadiq (2016), onuoha (2016), and yakubu (2016) that discovered no significant differences between students who were male and female. the fact that male and female students perform equally well in class may have something to do with the fact that they are both capable of competing and working together. the use of eng-hau in instruction shows that gender has less of an impact on mathematic achievement than does the medium of instruction. this finding was further buttressed that the medium of instruction and gender does not have an interactive effect on students’ achievement. this finding has affirmed that there is no gender difference in cognition and brain lateralization in the learning of mathematics. conclusion the results of this investigation clearly show that eng-hau as a medium of instruction improved students’ understating of algebra as well as their achievement. thus, supplementing the use of english as a medium of instruction with the language of the immediate surroundings in teaching algebra and mathematics generally, is very potent, in enhancing students’ understanding and achievement. secondly, achievement in mathematics is not dependent on a student’s gender, but on the method (the language of instruction) used by the teacher. the study suggests that when teaching mathematics, teachers should always make an effort to convey abstract ideas in the language of the immediate environment of the students. conscious efforts should also be made by mathematics educators, and other relevant bodies and government agencies to translate https://jse.rezkimedia.org/index.php/jse/index ajai, iyekekpolor, & hanawa – effect of eng-hau medium of instruction … 49 mathematical concepts into the major languages in nigeria, to boost students’ understanding and learning of mathematics. references abubakar, h., umar, s. a., & musawa, b. i. 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(2018). trends in students’ performance in senior school certificate examination (ssce) in mathematics between 2010 and 2015: implication for sustainable development. international journal of applied research 4 (9), 99 – 102. orton, a. (2012). learning mathematics: issues, theory and classroom practice. london. cassell education. percy, s., & andrew m., (2014): sources of difficulty in comprehending and solving mathematical word problems. international journal of educational science, 6 (2), 217 – 225. sambo, a. a. (2005). research method in education. ibadan: stirling hording publishers. sanda, a. a., kida, a. m., & okwute, a. o. (2018). effect of english and hausa languages on basic adult education learners’ academic performance in social studies in continuing education institute, maiduguri, borno state, nigeria. european journal of education studies, 5 (2), 144 – 159. doi: 10.5281/zenodo.1421286 setati, m., chitera n., & essien a. (2009): research on multilingualism in mathematics education in south africa: 2000-2007. africa journal of research in mathematics education, (special issue), 65-80. wushishi, d. i., nasifa, a., & sadiq h. o. (2016). effects of hausa language of instruction on secondary school biology students’ academic performance in sokoto state, nigeria. international journal of scientific research in science, engineering and technology, 2 (3), 551 – 558 yakubu, k.o. (2016). effects of field-based teaching strategy on interest, retention and performance in climate change among secondary school students in anchau, kaduna, nigeria. unpublished phd thesis, department of science education, faculty of education, ahmadu bello university, zaria, nigeria. zalmon, i., g., & wonu, n. (2017). comparative analysis of student mathematics achievement in west african senior secondary certificate examination in nigeria. european journal of research and reflection in educational sciences, 5 (1), 24 – 31. https://jse.rezkimedia.org/index.php/jse/index ieee paper template in a4 (v1) 51 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 1, 2022, 51-61 doi: 10.56003/jse.v3i1.146 issn: 2745-5351 the effect of using interactive e-books on students’ mastery of learning competencies in science 9 sharon m. ananayo san antonio integrated school, philippines e-mail: sharonananayo@gmail.com received: 12 august 2022 accepted: 24 september 2022 published: 30 september 2022 abstract: even in the midst of the covid-19 pandemic, learning has to continue. with this, different learning modalities were employed, and different teaching strategies were explored. this research investigated the effect of using interactive e-books on students’ mastery of learning competencies in science 9. explanatory sequential mixed methods research design was used wherein the quantitative data were gathered and analyzed first then followed by the collection and analysis of qualitative data. the participants were 17 students from the control group and another 17 from the experimental group, who were selected through purposive sampling. the control group was employed with two-way radio-guided modular distance learning modality while the experimental group utilized the developed interactive e-books. findings revealed that the utilization of e-books has significantly improved the mastery level of the students. in addition, e-book utilization does not present any learning differences when compared to the two-way radioguided modular distance learning modality indicating that this strategy is as effective as the two-way radio-guided instruction. the improvement in the mastery level of the students could be attributed to the positive feedback of the users on the interactive e-books, which include user satisfaction, clarity of multimedia, playability of e-books, and benefits of using e-books. however, some students have experienced minor difficulty with the installation of e-books. keywords: e-book utilization, distance learning, teaching strategy. how to cite: ananayo, s.m. (2022). the effect of using interactive e-books on students’ mastery of learning competencies in science 9. journal of science and education (jse), 3(1): 5161. https://doi.org/10.56003/jse.v3i1.146 introduction the emergence of coronavirus disease 2019 (covid-19) has greatly affected the normal operations of the education sector (schleicher, 2020; toquero, 2020), since physical distancing has become a requirement (world heath organization, 2021). the pandemic has resulted in the closure of schools for face-to-face teacher-student interaction (buchanan et al., 2022). however, despite the pandemic, deped chief leonor magtolis-briones asserted that education must continue, hence, introduced the basic education learning continuity plan (belcp) as the department’s response to the challenges posed by coid-19. under the basic education learning continuity plan (belcp), the k to 12 curriculum was streamlined into the most essential learning competencies (melcs), reducing the number of learning competencies by 60%. in addition, a series of webinars and training was conducted for teachers and school leaders, parents and guardians were oriented, multiple learning delivery modalities were deployed, and contextualized learning resources were crafted as preparations for distance education (department of education, 2020). https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i1.146 https://portal.issn.org/resource/issn/2745-5351 mailto:sharonananayo@gmail.com https://doi.org/10.56003/jse.v3i1.146 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i1.146&domain=pdf&date_stamp=2022-09-30 52 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 51-61 the shift to distance education has resulted in the use of gadgets such as mobile phones and other devices in the teaching-learning process. according to tanil & yong (2020), mobile phones have evolved from basic communicative functions (call and text only) to being a computer-replacement device used for web browsing, games, instant communication on social media platforms, and work-related productivity tools, e.g., word processing making it useful in learning. further, according to (statista research department, 2022), 6.648 billion people worldwide own a smartphone wherein 41.31 million are filipinos. the use of mobile phones offers advantages in education such as the ability to share knowledge, the development of critical thinking, participatory learning, problem-solving, and the development of communication skills (abidin & tho, 2018). mobile learning enables learners to access educational materials anywhere and anytime, therefore, mobile technology seems to be very attractive to learners and usable in the learning process (lan & sie, 2010). gan & balakrishnan (2014) also identified that the determinants that can enhance teacher-student interactivity through mobile learning were ease of use, selfefficacy, and enjoyment. mohammadi et al. (2020) also mentioned that mobile phone as teaching aid enhances participation in the teaching-learning process, is useful as a supplementary teaching aid, enables the management and planning of the teaching process, and perceived by the students to be essential. enayati et al. (2014), as cited in mohammadi et al. (2020), also conducted a study on the use of mobile phones in providing educational content to students. the results indicated that transferring course materials via mobile phones and text messages is effective in learning. during the pandemic, students used their mobile phones for online learning (dolgunsöz & yıldırım, 2021; oguntuase & bakare, 2022). however, many children and adolescents also used their mobile phones for video gaming to protect their mental health from the effects of the lockdown (barr & copeland-stewart, 2022; donati et al., 2021). in the philippines, 29.9 million adolescents were recorded to be addicted to online gaming (labana et al., 2020). aside from gaming addiction, adolescents have also increased their use of social media sites and streaming services (fernandes et al., 2020). therefore, other than online learning, mobile phones were used for personal purposes. hence, the capabilities and use of mobile phones must be maximized in education for optimum learning outcomes. the maximization can be through the use of interactive e-books. the following are the features of interactive e-books: (a) contents are accessed offline; (b) new words/phrases are linked to further descriptions or definitions for better understanding; (c) images are inserted to support concepts; (d) audios are included for students to listen to; (e) videos are included for students to play and replay; and (f) interactive quizzes are incorporated to track and evaluate learning progress. students could check immediately their scores and could always retake the quiz. the use of e-books is anchored on the e-learning theory (david, 2015; wang, 2012) as cited in (he, 2020). according to wang (2012) as cited in (he, 2020), the e-learning theory is composed of principles that can be integrated into the instructional design which demonstrate “how educational technology can be used https://jse.rezkimedia.org/index.php/jse/index ananayo – the effect of using interactive e-books … 53 and designed to promote effective learning”. these principles include (1) multimedia principle: using two formats of audio, visual, and text instead of using one; (2) modality principle: explaining visual content with audio narration instead of on-screen text; and (3) learner control principle: allowing the learner to control their learning pace. hence, utilizing interactive e-books in the teaching-learning process could be a great potential in times of crisis. during the conduct of the program for international student assessment (pisa) in 2018, the philippines ranked second to last place among the 79 participating countries in science (oecd, 2018) indicating that science achievement is low. in this time wherein learning is distant, maybe the use of e-books could help in achieving higher learning outcomes. this research aimed to determine the effect of the developed e-books on students’ mastery of learning competencies in science 9. this study likewise explored the students’ feedback on the e-books and the challenges met while using the e-books. method this study utilized the explanatory sequential mixed methods research design, which is a two-phase mixed methods design. this design started with the collection and analysis of quantitative data which is followed by the subsequent collection and analysis of qualitative data (creswell et al., 2006). the quantitative part is the main research which was conducted through an assessment (pretest/posttest) to determine the effectiveness of a new teaching strategy (e-book utilization) in enhancing students’ achievement, comparing it to another teaching strategy currently being used. after the collection of quantitative data, the secondary qualitative research examined the students’ feedback regarding the new teaching strategy including challenges encountered during its implementation. the instrument that was used for the quantitative part of this study was a pre-test/post-test. questions in the instrument were adopted from deped-issued textbooks and modules aligned with the chosen competencies, some questions were researcher-made. the pretest/posttest was originally composed of 50 items multiple choice questions. the researcher presented the test to a group of science experts (three science teachers and one science master teacher) in order to determine the validity of the tool. the percentage of agreement among experts was 93% which manifested validity of the test. the instrument was also pilot tested on ten (10) students who finished the lessons last year in order to measure the reliability of the test and to determine the coefficients of difficulty and discrimination. the cronbach’s alpha coefficient for the test was 0.84 which is relatively good for a classroom exam. it satisfied the reliability coefficient requirement for a classroom exam which is at least .70 (wells & wollack, 2003). though the test was reliable, it was reduced to 40 items after eliminating the five most difficult and five easiest items through item analysis. on the qualitative part, the interview focused on the questions, “what can you say about the ebooks that you used?” and “what challenges did you encounter while using the e-books?”. the researcher sought approval from the school head, district, division, and regional leaders for the conduct of this research. then the researcher identified the participants in this study. the respondents were 54 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 51-61 the 34 enrollees in grade 9 for the school year 2021-2022. 17 students were purposively selected to compose the experimental group, that is, all 17 learners possess android phones required for learning through e-books. another 17 learners were selected to comprise the control group that does not have android phones. even if the respondents were selected this way, the researcher ensured that the two groups have the same characteristics except for the presence of gadgets. the researcher first determined the fast learners and the average learners. then the researcher selected the fast learners that own gadgets (which composed the experimental group) and separated them from the fast learners that do not have gadgets (which composed the control group). the same process was done with the average learners. generally, the two groups were composed of an equal number of fast and average learners. before conducting the experiment, the two groups (experimental and control) were pre-tested to examine and identify variables that might affect the objectivity of the study. t-test results in table 1 show that there is no significant difference between the average initial ability of the students in the control group and the experimental group. it is therefore assumed that the two groups have almost the same cognitive level before the implementation of the treatment and the two groups are eligible for comparison after the treatment (e-books). table 1. independent t-test for the pre-test group population mean standar deviation mean difference computed t df p control 17 10.58 1.50 0.47 -.873 32 .389 experiment 17 11.05 1.63 after the conduct of the pre-test, the developed e-books were utilized by the experimental group while the blended learning modality (two-way radio-guided modular distance learning modality) was employed to the control group during the given period for science 9 as reflected in the class program. this setup took place for the whole three weeks duration of the implementation. for the experimental group, the e-books were shared to the phones of the students via the shareit app and google drive. the e-books were embedded with different learning media such as text with images, links, audio, videos, and interactive quizzes and activities. during the days of delivering the specific lessons, the teacher-researcher gave instructions as to what sections in the e-books were to be accessed by the students through messenger. these sections include the introductory section; pre-assessment section; lesson section which is divided into different subsections such as let’s try this, let’s study, let’s watch this, let’s remember, let’s listen to this, and let’s see what you have learned; and the reference section. the ebooks covered the least mastered most essential learning competencies (melcs) 1) explain how different factors affect the climate of an area, and 2) describe certain climatic phenomena that occur at the global level. after the implementation, the learners underwent the same-reshuffled posttest to see if there is a significant change in their scores. the researcher also conducted debriefing activities to ensure the reliability https://jse.rezkimedia.org/index.php/jse/index ananayo – the effect of using interactive e-books … 55 of test results. data gathered through the result of the pre-test/post-test were tabulated and organized which facilitated the analysis and interpretation of data. mean, sd, dependent t-test, independent t-test, and braun & clark's thematic analysis were used in the analysis of data. quantitative data analysis was done by using ibm spss statistics 21. the participants from the experimental group were also interviewed through messenger to gather their feedback on the intervention and the challenges they encountered while using the e-books. qualitative data gathered were from audio recordings of conversations between the students and the researcher, and copies of students’ replies via messenger. the interviews were transcribed verbatim. answers that are in filipino were also translated into english. thematic analysis was performed using braun & clark's six steps (maguire & delahunt, 2017). open coding was applied wherein codes were developed and were modified as the researcher worked through the coding process. this was initially done by hand. the researcher also used microsoft excel by bree & gallagher (2016) to aid in the identification of themes. results and discussion tests for normality and homogeneity were first conducted. shapiro-wilk test was used with a significance value of 0.05 to determine the normality of data distribution (van den berg, n. d.) while levene’s test was used to determine if the two groups have the same variance. table 2. result of data normality test group df sig. interpretation pretest control 17 .124 normally distributed experiment 17 .576 posttest control 17 .394 experiment 17 .343 based on the table, it can be seen that in the pre-test, the sig. value of the control group is .124 while the experimental group obtained .576. in the post-test, the control group obtained a sig. value of .394, while the experimental group obtained .343. these values mean that the data on the pre-test and post-test scores of both the control and the experimental group were normally distributed. table 3. result of homogeneity test f sig. interpretation prestest .079 .780 homogenous posttest .030 .864 table 3 revealed that the obtained data for the homogeneity test of the pre-test is .780. this indicates that the pre-test data of the two groups are homogenous. the same result was obtained from the post-test. the two groups are homogenous through the sig. value of .864. 56 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 51-61 table 4. significant difference between the mean pretest and post-test scores of students in the control and experimental group group mean/% standar deviation mean difference computed t df p control group (blended) prestest 10.58(26.47%) 1.50 24.59 -35.016 16 .000 posttest 35.17(87.94%) 2.03 experimental group (e-books) prestest 11.05(27.64%) 1.63 23.64 -65.106 16 .000 posttest 34.70 (86.76%) 2.08 the table 4 reflected the performance of the control and experimental groups before and after the utilization of e-books. before the intervention was given, the two groups have very low mean scores of 10.58 (control group) and 11.05 (experimental group) with mean percentage scores of 26.47 and 27.64 respectively. after the implementation of the e-books, the mean score of the control group increased (35.17/87.94) which is described as closely approximating mastery. the same is true with the experimental group (34.70/86.76) which is also described as closely approximating mastery. for the control group, the mean posttest score of 35.17 yielded a mean difference of 24.59 from the pretest score of 10.58. the t-test computed a value of -35.016 and a p-value of 0.000 at 0.05 level of significance. it can be determined that the increase in the performance of the students exposed to the blended learning modality is significant. this means that the two-way radio-guided modular distance learning modality is an effective way for increasing students’ scores. for the experimental group, a mean difference of 23.64 was obtained from the mean posttest (34.70) and pretest (11.05) scores of the students. the t-test revealed that this difference is significant through the tvalue (-65.106) and p-value (0.000). it can therefore be said that the use of e-books is also an effective learning strategy to improve the scores of the students. the result in the experimental group is similar to the results of previous studies. the study by sari & mariah (2019) found that the use of sea-based digital learning ebook increased learning outcomes on the subject cookies and candies. asrowi et al. (2019) also concluded that interactive e-book is effective to be used to improve the students' knowledge of the social subject in the seventh class. mohammed & rahman (2015) also revealed that there is a significant difference between the academic achievement of the study groups who studied computer education in favor of the experimental group who studied through e-books. further, stirling & birt (2014) noted that the use of e-books increased the marks of the students in gross anatomy. the result could be because the use of interactive e-books is suited to the characteristics of students nowadays as they are techno-savvy and have a high interest in using gadgets (ananth indrakanti, milan chutake, stephen prouty, venkat sundaranatha, 2022). in addition, the e-books were enriched with different media (links, text with images, audio and videos) that helped the students learn the concepts. another feature of the e-book is the presence of interactive activities. this feature aims to help the students assess how much https://jse.rezkimedia.org/index.php/jse/index ananayo – the effect of using interactive e-books … 57 they have learned but at the same time could allow them to master the concepts. they can answer the questions provided in the e-books and know the score they have obtained immediately. if they get a low score in the activity, they can always review the concepts and could always retake the interactive activities, anytime and anywhere. asrowi et al. (2019) stated that students pay more attention to the lesson and the lesson becomes more interesting when instructors use various multimedia tools. table 5. significant difference between the post-test scores of students from the experimental and control groups group population mean standar deviation mean difference computed t df p control 17 35.17 2.03 0.47 -.666 32 .510 experiment 17 34.70 2.08 table 5 shows the statistical data for comparing the mean scores of the students who were exposed to the e-books (experimental) and those who were exposed to the blended learning modality (control). the computed t is .666 while the p-value is .510. these values indicate that the posttest scores of the two groups have no significant difference. it can therefore be said that the two learning modalities have the same effect on students’ learning achievement. the use of e-books is as effective as the blended learning modality when it comes to improving students’ academic performance in this time of pandemic. in the blended learning modality, the teacher teaches the students just like in the old normal but through the use of two-way radios. in this modality, there is an interaction between the teacher and the students on air, and the students could always ask for clarifications/explanations on unclear parts of the lesson. on the other hand, e-book as an independent resource for students provides a new experience for them. e-books can attract, motivate, gather the student’s attention, and perseverance in learning (roskos et al., 2017) as cited in asrowi et al. (2019). hasbiyati & khusnah (2017) as cited in asrowi et al. (2019) also revealed that e-book utilization can increase learning interest very well and can improve students’ learning outcomes. aside from being able to improve students’ learning outcomes, the use of interactive e-books also encourages teachers to have creativity in providing learning materials suitable for their students’ needs (asrowi et al., 2019). 58 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 51-61 table 6. themes regarding students’ feedback on the e-books themes sample transcripts gathered from the interview user satisfaction • i enjoyed using the e-books (student c). • i enjoyed playing the activities especially when i get high scores (student l). clarity of multimedia • texts, and interactive activities were clearly stated and easy to understand (m). • audios and videos were clear and easy to understand (stud l). playability of e-books • videos, audios and activities were easy to play (stud d). • the e-books were easy to open, and it was easy to swipe to the next lesson (g). benefits of using e-books • the e-books are useful and informative. it has colored pictures, sounds, videos and quizzes (stud c) • it was easy for me to study the lessons through the e-books (stud q). • i can open the e-books anytime and anywhere that i want because it’s already installed in my phone (stud e). feedback from the students on the e-books they used identified four (4) themes which were user satisfaction, clarity of multimedia, playability of e-books, and practical benefits of using e-books. in general, participants’ views about the quality and use of e-books were positive. the students enjoyed using the ebooks as well as playing the embedded activities. they also perceived that the texts, interactive activities, audios, and videos were clearly stated and easy to understand. students also found the e-books useful and informative, easy to access, and easy to navigate. the results of the interview supported the findings of stirling & birt (2014) who revealed that the use of e-books resulted in a strong positive user experience in teaching the gross anatomy of the heart and great vessels. it also reinforced the study of morris & lambe (2017) who found out that the majority of the participants (over 70%) indicated that e-books were beneficial to their learning. however, the result is in contrast with the study of hsieh & huang (2020) who reported that the use of e-books was not perceived as particularly beneficial for learning. in this study, the e-books used were compliant with the e-learning theory’s principles of multimedia, modality, and learner control (wang, 2012) as cited in he (2020), which could have contributed to the positive views and feedback of the students. according to sprague (2008), hunter abram (2010), paxhia (2011), and daniel (2013) as cited in alshaya & oyaid (2017), the employment of multimedia tools (from text with images to audio and videos and interactive activities), can attract the attention of the students and their sense of enjoying the thrill during learning and can make learning more interesting and fun. https://jse.rezkimedia.org/index.php/jse/index ananayo – the effect of using interactive e-books … 59 table 7. challenge met by the students regarding the use of e-books themes sample transcripts gathered from the interview difficult installation i had a difficulty in the installation of e-books because my phone storage was nearly full, which i did not know at first. i even went to school to ask my teacher about it. it was solved when some of my videos were deleted. (stud d) only one theme emerged for the challenges met by the students during the implementation of the intervention. a few of the respondents agreed on one difficulty which is the difficult installation of e-books when phones are nearly full. this could be because the e-books that were distributed have large file sizes, hence, require large storage area on phones. conclusion the utilization of interactive e-books in science learning is as effective as the two-way radio-guided modular distance learning modality when it comes to improving the mastery level of students on selected competencies in science 9 as indicated by the significant increase in the scores of the students. in support to this, feedback from students on the use of e-books were generally positive which include user satisfaction, clarity of multimedia, playability of e-books, and practical benefits of using e-books. these qualitative data supported the significant increase in students’ scores and the nonsignificant difference when e-book utilization was compared to the blended learning modality. the only challenge that the students experienced during the utilization of e-books was the difficulty in installing the e-books when phones are nearly full. recommendation 1. the use of interactive e-books can be employed as an alternative learning strategy for the science 9 subject in times when teaching and learning are distant. thus, more teachers should be trained in designing, producing, and employing e-books in the teaching-learning process due to its great benefits and achievable results in terms of academic performance. 2. this study only measured the impact of interactive e-books in enhancing the mastery level of students on selected competencies in science 9. other aspects such as attitudes towards science and other attributes were not measured, therefore, could be a great potential for future investigations. the developed e-books that were used could also be used for further research but in another set of participants. 3. studies utilizing both e-books and the use of two-way radios could be conducted to see if the combination of the two modalities could attain a 90% and above mean percentage score (mps). acknowledgement the researcher would like to thank the policy and planning research division of deped – region 2 for the funding of this study and the respondents for their active participation. references abidin, n. a. s. z., & tho, s. w. 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(2021). covid-19: physical distancing. https://www.who.int/westernpacific/emergencies/covid-19/information/physicaldistancing#:~:text=physical%20distancing%20helps%20limit%20the,places%20or%20in%20groups https://doi.org/https:/doi.org/10.1016/j.compedu.2010.03.005 https://doi.org/https:/ojs.aishe.org/index.php/aishe-j/article/view/335 https://doi.org/https:/doi.org/10.3389/feduc.2020.00016 https://doi.org/10.1080/23752696.2017.1338531 https://doi.org/10.4108/eai.21-9-2018.2281185 https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf https://www.statista.com/statistics/330695/number-of-smartphone-users-worldwide/ https://www.statista.com/statistics/330695/number-of-smartphone-users-worldwide/ https://doi.org/https:/doi.org/10.1002/ase.1373 https://doi.org/10.29333/pr/7947 https://www.who.int/westernpacific/emergencies/covid-19/information/physical-distancing#:~:text=physical%20distancing%20helps%20limit%20the,places%20or%20in%20groups https://www.who.int/westernpacific/emergencies/covid-19/information/physical-distancing#:~:text=physical%20distancing%20helps%20limit%20the,places%20or%20in%20groups ieee paper template in a4 (v1) 99 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 2, 2022, 99-110 doi: 10.56003/jse.v2i2.110 issn: 2745-5351 analysis of facilities management on inclusion education school in batu city delora jantung amelia1, ichsan anshory2, vivi kurnia herviani3 1,2,3 universitas of muhammadiyah malang, jalan raya tlogomas no. 246 tlogomas, babatan, tegalgondo, malang, east java province, 65144, indonesia e-mail: delorajantung@umm.ac.id received: 18 january 2022 accepted: 27 march 2022 published: 31 march 2022 abstract: facilities and infrastructure in inclusive schools are the same as schools in general, friendly to all, equipped with accessibility that can help facilitate mobility and do not endanger students with special needs. this study aims to analyze the management of facilities and infrastructure at schools providing inclusive education in batu city. the qualitative research design used a descriptive qualitative approach. the research was conducted in 3 schools providing inclusive education. data was collected through observation, interviews, and documentation to the principal and special assistant teachers. the availability of facilities and infrastructure for schools that provide inclusive education is quite complete in batu city, but still has many shortcomings such as lack of resource space, school accessibility and lack of supporting learning media for children with special needs. inequality of learning media tools, the lack of books in the library, and the unavailability of an improper storage warehouse. with the lack of availability of learning facilities and infrastructure for children with special needs, it cannot be carried out optimally. keywords: school facilities, infrastructure, inclusive. how to cite: amelia, d.j., anshory, i., & herviani, v.k. (2022). analysis of facilities management on inclusion education school in batu city. journal of science and education (jse), 2(2): 99-110. https://doi.org/10.56003/jse.v2i2.110 introduction education is an effort made by the government in an effort to achieve national goals, namely the intellectual life of the nation as well as to improve the quality of human resources. to achieve this goal, the implementation of education needs to be well regulated and directed so that in its implementation it does not deviate from the previously set goals. with adequate education, poverty in the people of the country can be replaced into prosperity. education in indonesia itself requires the involvement and participation of all parties involved in it such as parents, teachers, school principals, the community and also the students themselves. all children are eligible to participate in compulsory education determined by the government. zirkel (2010) describing children who need special teaching are required to receive education that is appropriate and equal to the education of other regular children. one of the constitutional rights regulated in the 1945 constitution of the republic of indonesia, namely the constitutional rights of persons with disabilities. the constitutional rights of persons with disabilities need to be regulated both in the constitution and in laws which aim not only to guarantee the fulfillment of the rights and needs of persons with disabilities, but also to give the government and society a responsibility to play a more active role in protecting the dignity and worth of persons with disabilities. dignity of persons https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i2.110 https://portal.issn.org/resource/issn/2745-5351 mailto:delorajantung@umm.ac.id https://doi.org/10.56003/jse.v2i2.110 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i2.110&domain=pdf&date_stamp=2022-05-01 100 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 99-110 with disabilities in the discussion of inclusive education, teachers play an important role in making inclusive education itself word (odebiyi, 2016). according to amka (2020) describes in his book educational facilities are all facilities that directly and support the educational process, especially the teachingand learning process, both movable and immovable so that theachievement of educational goals can run smoothly, regularly, effectively and efficiently. while educational infrastructure is a facility that does not directly support the course of the education or teaching process, such as yards, gardens, school parks, roads leading to schools, but is used directly for the teaching and learning process, such as school gardens for teaching biology, school grounds as well as component sports fields. it is an educational infrastructure. completing educational facilities is a key to the success of inclusive education in schools. complete facilities and infrastructure can support the effectiveness and efficiency of achieving educational goals in schools. the completeness of these facilities and infrastructure must be adjusted to the standard of facilities and infrastructure set by the government (wedyawati & lisa, 2018). in government regulations no. 19 of 2005 concerning national education standards, the standard of facilities and infrastructure is defined as the national standard of education relating to minimum criteria regarding study rooms, places to exercise, places of worship, libraries, laboratories, workshops, places to play, places to be creative and resources other learning (sumarsih et al., 2018). a brief description of inclusive education is education that is friendly for all children, with an education service system that requires children with special needs to study in nearby schools in regular classes with friends of their age. inclusive education is also one of the national policies in the context of completing compulsory basic education. inclusive education is held in all educational channels, both formal, informal and non-formal. the enactment of these regulations requires schools to make adjustments both in terms of curriculum, educational infrastructure, and the learning system that is carried out. the facilities and infrastructure to support inclusive education are slightly different from the facilities and infrastructure for ordinary schools. in inclusive education requires several special facilities and infrastructure to facilitate the learning process, especially for children who have special needs. these tools include books with “braille” letters, embossed ceramics, motor therapy tools, computers with special applications, special rooms, and so on herawati, (2016). anjarsari (2018) explains that there are still children with special needs who do not go to school and do not receive education, educators at inclusive schools have not made modifications, omissions, substitutions and duplications on learning materials, strategies and learning media in the inclusive education service class model. wijiastuti et al., (2020) describes an analysis of the position of vygotsky's theory in the application of inclusive education in the proximal development zone concept focused on how children build knowledge according to their culture and way. inside and outside according to its own nature. the concept of "soul https://jse.rezkimedia.org/index.php/jse/index amelia, anshory, & herviani – analysis of facilities management on inclusion education … 101 freedom" and zpd, harmonized in terms of cognitive and children's efforts to acquire the concept of knowledge in the implementation of education in the classroom. inclusive education programs in elementary schools are successful if they are supported by professional human resources in carrying out school operations. the principal's program in implementing inclusive education is implemented in providing training to teachers, accepting special needs students modifying the curriculum and seeking school facilities and infrastructure according to the needs of participants. according to amka (2020) inclusive education providers state that in general there are four (4) management functions that are widely known to the public, namely (1) planning functions, planning for educational facilities and infrastructure needs depending on the type of educational program and the goals set. (2) organizing is a series of activities to provide school education facilities and infrastructure in accordance with needs, both in terms of type and specifications, quantity, time and place with accountable prices and sources. (3) direction and use (directing), the use or use of educational facilities and infrastructure in schools is the responsibility of the principal at every level of education. for the smooth running of these activities for school principals who have representatives in the field of facilities and infrastructure related to the handling of these facilities and infrastructure. and finally (4) the function of control and supervision (controlling) is an activity of observing, examining, and evaluating the implementation of the administration of educational facilities and infrastructure. there are many examples of schools providing inclusive education in indonesia, one of which is in the city of batu, namely muhammadiah elementary school 4 batu, punten elementary school 01 batu, and junrejo elementary school1 batu. for the fulfillment of inclusive education facilities and infrastructure in schools, the special allocation fund, general allocation fund and school operational costs come from the state revenue and expenditure budget. researchers want to know the availability of facilities and infrastructure for inclusive school organizers in the city of batu. and what are the obstacles and solutions in managing facilities and infrastructure in schools providing inclusive education?. this research was conducted to determine the management of facilities and infrastructure of schools providing inclusive education in batu city. this study provides information to the public that infrastructure is needed for children with special needs. theoretical benefits in this research are for information or study material/enriching scientific treasures about management to improve the quality of education, especially inclusive education management. research related to infrastructure management was also carried out by efendi et al., (2018) stating that the results showed that the management of school education infrastructure was quite good in terms of implementation, evaluation and overcoming the obstacles that arise. however, in the planning aspect: students, special tutors, facilities, and infrastructure are not optimal. the existing obstacles are the lack of facilities and infrastructure from the government as well as the shortage of special tutors. efforts to overcome barriers to children with special needs are maximizing the assistance of regular students, 102 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 99-110 educators, and education staff. in previous studies, only one school was analyzed, but in this study, there are inclusive schools in batu city. in previous studies, only analyzing infrastructure, while in this study, apart from analyzing infrastructure, constraints and solutions to problems that occur in schools. in this study, the renewables found classifying infrastructure based on children with special needs. method the research design used is qualitative research using a descriptive approach. the subjects in this study were the principal and special assistant teachers totaling 6 people. the research location was conducted in 3 primary schools providing inclusive education in batu city, muhammadiah elementary school 4 batu, punten elementary school 01 batu, and junrejo elementary school 1 batu. this type of research uses qualitative research. data collection techniques were carried out through observation, interviews, and documentation. interviews were conducted directly with the respective principals, vice principals in the field of sarpras and special assistant teachers. interviews were conducted based on the interview instrument. interviews were conducted for 2 meetings. at the first meeting discussed the management of school facilities and infrastructure to provide inclusive education, the second meeting discussed solutions and obstacles to managing school facilities and infrastructure providing inclusive education. observations in the form of observing the availability of school facilities and infrastructure, and documentation in the form of photos of ongoing interviews and school inventory data. this research collaborates with school principals, vice principals in the field of infrastructure, special assistant teachers and researchers as implementers. this research was carried out in mid-september 2021 to early october 2021 by coming directly to inclusive education providers in batu city. the data analysis technique used in this research is induction data analysis technique, induction is defined as the process of drawing conclusions based on one or two facts or evidence. induction data analysis researchers collect data and conclude. results and discussion result inclusive education facilities and infrastructure are hardware and software used to support the successful implementation of inclusive education in schools. in essence, all educational facilities and infrastructure in certain educational units can be used in the implementation of inclusive education, but to optimize the learning process it is necessary to provide accessibility for the development of the mobilization of children with special needs. 1. facilities and infrastructure at muhammadiah elementary school 4 batu the management of school facilities and infrastructure that provides inclusive education in batu city, especially at muhammadiah elementary school 4 batu provides a special room for students with special needs. the space is still under construction, so it cannot be used yet. it is planned that all children with special needs are made to carry out learning according to the needs of each student. in the classroom, https://jse.rezkimedia.org/index.php/jse/index amelia, anshory, & herviani – analysis of facilities management on inclusion education … 103 students with special needs are provided with definite tables and chairs. adapting to the needs of each student. the school facilities and intrastructure are described in the following table 1. table 1. facilities and intrastructure muhammadiah elementary school 4 no facilities availability infrastructure condition/ amount 1 school furniture complete classroom good / 17 2 lesson tools complete library room good /1 3 instructional media complete canteen good /1 skill room good /1 student toilet worthy/ 2 teacher’s toilet worthy /1 principal’s office worthy /1 teacher’s room worthy /1 mosque worthy /1 school health unit good /1 students with learning difficulties and mild down syndrome use ordinary desks and chairs like normal children in their class. the muhammadiah elementary school 4 batu building consists of several levels. the stairs that are used as access to the next floor are made with a two-lane system, namely the left path to go up and the right lane to go down. the ladder is divided by a line that divides the width of the ladder. it also anticipates students with special needs to facilitate access to upper classrooms. in addition, this school also has a toilet with two types of cupboards, namely a sitting closet and a squat toilet for urinating and defecating. learning tools include special learning media depending on the material being taught and the needs of the students being taught. however, for students who have special needs with learning disorders or slow learners and mild down syndrome, they use learning media with normal children in their class, it's just that the way of teaching is slightly different. they need more special assistance and attention than other normal children. eelemtary school muhammadiyah 4 batu provides a special room for students with special needs. the room is located on the 2nd floor, but the room is still under construction, so it cannot be used yet. it is planned that all children with special needs are made to carry out learning according to the needs of each student. 2. facilities and infrastructure at punten elementary school 01 batu punten elementary school 01 batu certainly has adequate facilities and infrastructure in implementing inclusive education, in providing the existing facilities and infrastructure at punten elementary school 01 batu from the special allocation fund, general allocation fund and school operational costs. sourced from the state revenue and expenditure budget, regional revenue and expenditure budget and others. in planning the determination of the need for facilities and infrastructure at punten elementary school 01 batu, it is carried out after the new academic year by reporting to the education office. facilities and infrastructure have an important role in learning to assist students in learning and provide comfort during the learning process. for this reason, that school itself has several infrastructures such as classrooms, principal's room, teacher's room, library, prayer room, toilet, and reading garden. there are many facilities at school such as 104 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 99-110 benches, tables, cupboards, bookshelves, blackboards, computers, textbooks, supporting books, teacher handbooks, story books, science teaching aids, social studies teaching aids, various kinds of facilities. musical instruments, various costumes, prayer equipment, carpets, and various facilities for sports such as ball, table tennis, wicket, net volley, and many other facilities that have an important role to carry out learning at school. table 2. facilities and infrastructure at punten elementary school 01 batu no facilities availability infrastructure condition/ amount 1 school furniture complete classroom good / 15 2 lesson tools complete library room good /1 3 educational media complete laboratory good /1 skill room good /1 toilet worth/ 2 principal's office worth/1 teacher's room worth/1 prayer room worth/1 reading garden good/1 there are also facilities and infrastructure specifically for students with special needs, namely, in a special class for children with special needs there are 2 rooms, the first room is for carrying out learning and the second room is a black room and special glass is used when there is a hyperactive students with special needs, tantrums or can't control himself, the point of being put in this special room is so that the special needs students doesn't hurt his other friends and there is also a set of chairs for hyperactive students at punten elementary school 01 batu. 3. facilities and infrastructure at junrejo elementary school 1 batu availability of facilities and infrastructure at junrejo elementary school has adequate facilities and infrastructure conditions such as classrooms, principal's room, teacher's room, library, teacher and student toilets, prayer rooms/facilities of worship, school health unit room, and canteen with good conditions. good. in the classroom, equipment such as chairs, tables, blackboards, and various teaching aids are provided to support the teaching and learning process. a neat arrangement of seating positions helps students feel comfortable in the classroom during the teaching and learning process. the existing infrastructure at elementary school junrejo 1 is quite complete, such as student chairs, student desks, student chairs, cupboards, teacher desks, teacher chairs, blackboards, guest chairs and sinks. there is also a source room or own room for which is used for student potential development activities. data on infrasstructure and facilities at elementary school 1 junrejo are describe in the following table 3. https://jse.rezkimedia.org/index.php/jse/index amelia, anshory, & herviani – analysis of facilities management on inclusion education … 105 table 3. facilities and infrastructure at junrejo elementary school 1 batu no facilities availability infrastructure condition/amount 1 school furniture complete classroom good / 17 2 lesson tools complete library room good /1 3 media complete canteen good /1 skill room good /1 student toilet worth/ 2 teacher's toilet worth/1 principal's office worth/1 teacher's room worth/1 mosque/means of worship worth/1 school health unit good/1 4. inclusive activities in schools in learning activities for children with special needs, there are several kinds of implementation. there are learning activities for children with special needs that are taught by teachers from schools and use assistance from psychologists and collaboration with parents. like children who are deaf, they use the help of plb during their learning activities in their pronunciation or delivery. other children with special needs, such as autism, slow learners, concentration disorders, down syndrome, attention deficit hyperactive disorder (adhd) and physical disability, learn directly from special assistant teacher. in the process of identifying students with disabilities, special assistant teacher at junrejo elementary school 1 batu uses an assessment that is carried out every new school year, which is seen from the results of report cards and collaboration with psychologists (efendi et al., 2018). nour halisa & annisa (2020) describes the implementation of inclusive education programs in schools which is divided into 2 stages, namely the preparation stage and the implementation stage. the preparation phase refers to the government program and the implementation phase refers to the availability of infrastructure, teachers and curriculum. at the time we interviewed related to the characteristics of children with special needs. special assistant teacher xplains that there are different characteristics. it is through these different characteristics that special assistant teacher use their learning strategies diahwati et al. (2016). special assistant teacher when delivering material or information to deaf children use their mother tongue. there is also a child who has down's syndrome named ahmad, this student feels that when he learns he must eat first after that he wants to learn. there are activities carried out outside of learning, namely drawing. there are several special needs students who have potential and talent, namely drawing and making storylines in the process of making picture story books, such as deaf and autistic children. a deaf child named fatma has a high intelligence quotient and has a talent for drawing and an autistic child has a talent for making ideas for making illustrated storylines. classroom management in inclusive schools is an integral part of the professional abilities that a teacher must possess, which are the basic skills of teachers in inclusive schools to create favorable and enjoyable conditions for students and healthy learning discipline. sunhaji (2014) describes the learning process always 106 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 99-110 takes place in a classroom scene, the classroom scene needs to be created and developed into a vehicle for effective learning that affects the teacher's ability to manage classes in the inclusive school itself. children with special needs normally placed in special schools can now attend regular schools in the inclusive education system. fitria (2012) describes the implementation of inclusive education in learning that is carried out quite well, but the obstacles are that teachers have used various methods and the lack of cooperation with classroom teachers and special tutors. the important key in the learning process that takes place is collaboration between parents, teachers, and students well. if communication between parents and children with special needs is good, the learning process will be good too, if communication between parents and children with special needs is not good, such as the lack of attention from parents to children with special needs, it will be difficult to follow the learning process with teachers as in slow learner children get attention from parents so that when learning with the teacher the child is difficult to receive information from the teacher (melani et al., 2019). there were also treatments carried out by special assistant teacher at junrejo elementary school 01 batu before the pandemic, namely full inclusion (in the classroom with the class teacher), mentoring in the classroom, in general classes but there were class teacher assistants), and resource rooms (learning in their own room only if the students are ready for their learning to be transferred to the general class). special needs students learning process is carried out when face-to-face meeting teachers make magic books, home visits, habituation of therapy at home. magic books are shaped like student worksheets, home visits are carried out by teachers to come directly to the homes of children with special needs, habituation of therapy at home is carried out such as instilling positive behaviors that children with special needs usually do in their daily activities. the learning process is carried out once a week and one child with special needs is mentored a day. 5. learning media in inclusive schools learning media for children with special needs in inclusive schools does require a little more infrastructure for schools that provide inclusive education. from the umpteenth schools providing inclusive education, it is still found that the teaching media used in class with regular children makes inclusive students experience confusion. hanley et al. (1988) describes the technical learning media for students with special needs in inclusive schools should be in accordance with the assessment or more abilities possessed by children, so that the school becomes a place for them to develop their creativity and activities as much as possible. teachers at inclusive schools in batu city create and develop multimedia learning in the classroom with special students, the learning media developed must have characteristics such as being interactive, covering various media components, namely text, images, animation, sound, and video. and in terms of learning aspects, materials and media and the percentage of students in the class who achieve learning mastery after using the learning multimedia provided by the teacher (priyanto, 2009). https://jse.rezkimedia.org/index.php/jse/index amelia, anshory, & herviani – analysis of facilities management on inclusion education … 107 discussion 1. management of school facilities and infrastructure for inclusive education provider in batu city the component of facilities and infrastructure in the inclusive education system is one of the components that is important to see the characteristics of children with special needs, the educational facilities and infrastructure needed of course adjust to the needs of children. from the results of the research described above, inclusive schools in batu include muhammadiyah elementary school 4 batu, punten elementary school 01 batu, and junrejo elementary school 01 batu. overall, the completeness of the facilities and infrastructure is adequate in accordance with the regulation of the minister of national education of the republic of indonesia number 33 of 2008 concerning facilities and infrastructure for elementary schools. in addition to school components such as land, buildings, offices, school buildings and so on, specific tools are also needed such as special rooms for low vision children, soundproof rooms for deaf children, various kinds of teaching aids for autistic children and learning aids that are all of which are expected to support children to learn effectively and maximally. firda (2020) describes the facilities of schools that provide inclusive education in supporting children's learning processes, and the advantages of additional facilities provided to children greatly support the growth of talents or abilities of children with special needs in inclusive schools. facilities and infrastructure in inclusive schools are the same as schools in general, friendly to all, equipped with accessibility that can help facilitate mobility and do not endanger students with special needs. darma & rusyidi (2015) explains that the implementation of inclusion schools in indonesia is still not in accordance with the concepts put fssorward and implementation guidelines, both in terms of students, teacher qualifications, facilities and infrastructure, parental and community support. inclusive education management as described by agustin (2017) the implementation of inclusive education management can be seen from the number of students with special needs in which 1 class of students with special needs is a maximum of 2 people, and the availability of infrastructure such as resource rooms and special assistant teachers. the management of school facilities and infrastructure is carried out by the principal together with the waka of school facilities and infrastructure, and the teacher council, school committee in making needs analysis and priority scale, so that the learning process in inclusive schools goes well. in the procurement of facilities and infrastructure for waka facilities and infrastructure, each school manages with an inventory to record all facilities and infrastructure such as a record book for purchasing facilities and infrastructure, a record book for the abolition of facilities and infrastructure and goods cards. shofa (2018) describes student admissions with inclusive arrangements that must understand children with special needs, prepare human resources, prepare learning systems, and report child development, provide facilities and infrastructure, collaborate with other parties and monitor and evaluate inclusion in schools that provide education. inclusion 108 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 99-110 inventory items are marked with names or numbers arranged according to a certain pattern, making it easier to find them again. for maintenance, namely by showing several school personnel for routine maintenance of facilities and infrastructure and for school residents to continue to increase their concern for maintaining and caring for school facilities and infrastructure so that they have an impact on their own facilities and infrastructure in the long term. school facilities and infrastructure determine whether it is repaired, or a proposal is made to be replaced with a new one to the authorized supervisor. elimination of school facilities and infrastructure is not carried out arbitrarily, must be passed by fulfilling certain conditions, such as if they are old or heavily damaged, cost a lot of money, are burned, stolen, destroyed due to natural disasters. the elimination process is usually carried out by destroying or selling for those who can still be sold, and the proceeds from the sale will be included in the school treasury. 2. obstacles and solutions in the management of facilities and infrastructure in schools providing inclusive education di kota batu darma & rusyidi (2015) describes that inclusive schools are a form of equity and a form of education without discrimination where children with special needs and children in general can get the same education. so far, children with different abilities with disabilities are provided with special educational facilities tailored to the degree and type of disability called special schools. the implementation of inclusive schools for children with special needs should create a pleasant, friendly environment and can foster the confidence of students with special needs in receiving a proper education in accordance with their rights. the reality of implementing inclusive schools in indonesia is still not in accordance with the concepts stated in the implementation guidelines, both in terms of students, teacher qualifications, facilities and infrastructure, parental and community support. the problems faced by schools providing inclusive education as described by tarnoto (2016) are the lack of competence in dealing with students with special needs. lack of parental awareness of children with special needs, the number of students with special needs in each class, lack of cooperation from various parties such as professional government and the environment. principals and other school personnel try to carry out their roles optimally by doing various things to provide adequate facilities for the continuity of learning activities in inclusive schools. sometimes during the activity process there are obstacles in the management of facilities and infrastructure that hinder the learning process. during the research, researchers found several obstacles or obstacles experienced by inclusive education providing schools in batu city, namely that they were still not optimal, marked by a lack of support from various parties such as the education office and parents, inclusive school facilities and equipment, there were still shortcomings, such as the availability of adequate resource space. inadequate, school accessibility (erinta & budiani, 2012). the available learning media is not optimal for learning students with special needs. and then the researchers saw the incompatibility of the infrastructure owned by the school with the needs of existing students such as learning tools for special needs students with other regular students. then the next obstacle https://jse.rezkimedia.org/index.php/jse/index amelia, anshory, & herviani – analysis of facilities management on inclusion education … 109 that the researchers found from the results of the observation was that there was no storage space for goods that were heavily or lightly damaged. management of facilities and infrastructure is not an easy thing to do. the organizers of inclusive schools in batu city make maximum efforts to help the education process run according to the desired expectations. yunita et al. (2019) explained that there are still many schools that have implemented inclusive education but still provide general treatment or services for inclusive students. in the learning process, teachers play an important role in handling the educational process, the handlers given are good in responding and paying special attention to children with special needs who attend inclusive schools. the solutions implemented by schools providing inclusive education to face these obstacles include lack of resource space and accessibility, schools propose inclusive education facilities and infrastructure and utilize existing rooms to be used as resource rooms, adding ram in each school. in storing facilities and infrastructure that are no longer feasible, the school implements a solution, namely by creating an empty space using insulated plywood and used to store facilities that are not suitable for use. conclusion the availability of facilities and infrastructure for inclusive education providers is quite complete, but still has many shortcomings such as lack of resource space, school accessibility and lack of learning media that supports. inequality of learning media tools, the lack of books in the library, and the unavailability of an improper storage warehouse. the management of school facilities and infrastructure is carried out by the principal together with the waka of school facilities and infrastructure, and the teacher council, school committee in making needs analysis and priorities. facilities and infrastructure in inclusive schools are the same as schools in general, friendly to all, equipped with accessibility that can help facilitate mobility and do not endanger students with special needs. acknowledgement we would like to thank those who have assisted in the research, including the teachers of punten elementary school 01 batu and the principal. references agustin, i. 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(2022). motivation of physical education, health, and recreation students in carrying out movement activities after the covid-19 transition period in indonesia. journal of science and education (jse), 3(2): 122-140. https://doi.org/10.56003/jse.v3i2.165 introduction the physical education must be applied in school learning because physical education has an important and strategic role in order to shape the character and survival of students in the surrounding environment. so physical education aims to provide humans with 1) emotional response, 2) personal relationships, 3) intellectual mentality, and 4) aesthetic output, while not neglecting the development of muscle, bone and joint strength, by not forgetting elements of movement skills, and increasing fitness. human body (sudarsini, 2013). motivation is a driving force that can generate activity in living things and can cause behavior and direct it towards certain goals. meanwhile, according to hoy and miskel in shaleh's book (2008) motivation is complex forces, drives, needs, statements, tensions (tension states), or other mechanisms that initiate and maintain desired activities toward achieving personal goals. in terms of student engagement, pike & kuh (2005) and hsieh (2013) show that female students exhibit more cognitive effort than male students, but there is no significant gender difference in the other two student engagement behaviors (active participation and interaction with students). instructor). hsieh (2013) https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.165 https://portal.issn.org/resource/issn/2745-5351 mailto:ari.wibowo.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.165 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.165&domain=pdf&date_stamp=2022-12-19 wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 123 found that motivation identified as values and expectations had a stronger direct effect on learning outcomes than the indirect effect through engagement variables. wu (2019) identified academic motivation as the single concept of students' desire or interest to engage with their learning and experiences. wu found a significant positive effect of motivation on academic engagement and academic achievement namely gpa during four years in college. the covid-19 pandemic was a very difficult year for people all over the world, when this virus first appeared on december 31, 2019 in wuhan, china, a case similar to pneumonia , which until now has not been known how to treat it effectively (lee, 2020). the rapid spread resulted in the impact of this pandemic being very broad, starting from a decline in the economic sector, to problems with the welfare of the people, especially indonesian citizens. the education sector has also experienced the impact of the covid-19 pandemic. many countries decided to close schools, there are 463 million children whose schools have been closed due to the covid19 pandemic (hasanah, 2020). but keep in mind that advances in learning technology have advantages and disadvantages, so face-to-face conventional learning is still needed (supriyadi, 2020). motivation is a driving force to achieve certain goals, motivation can be realized or not realized at all. motivation can be found in humans or come from the surrounding environment. the best motivation is motivation that comes from within humans (intrinsic motivation), not environmental influences (extrinsic motivation) (sunaryo, 2004). according to suwarno (2014) motivation is divided into two types, namely "intrinsic motivation and extrinsic motivation". intrinsic motivation comes from a person, usually there is satisfaction in doing something that someone thinks is interesting and makes it motivation to be able to achieve satisfaction or something. according to husdarta & saputra (2013) intrinsic motivation is an encouragement from within himself. students must be able to generate motivation by setting their own goals to be achieved and managing their own efforts to achieve something. meanwhile, according to djamarah (2008) the motives that make it active or not functioning need not be stimulated from the outside, because each individual already has the urge to do something. intrinsic motivation are motives that are active within the human individual without any help from outside or other people because each individual has a will from himself (dimyati, 2010). extrinsic motivation is very different from intrinsic motivation because in this motivation a student's desire to participate in physical education learning is strongly influenced by encouragement or stimulation from outside. this external encouragement can be in the form of praise, gifts, punishment, reprimands, or it can arise because of reproaches from other people. according to sudirman (2006) extrinsic motivation is "motives that can arise and function because of stimulation or encouragement from outside". in this motivation the most important thing is not the purpose of learning to become more knowledgeable about something but just wanting to get good grades, so you want to get a prize. 124 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 according to ega (2013) that sports and health physical education is a phase in which the entire educational process contains elements of movement activity and muscle response and raises changes that result from the individual's response. humans basically can grow and develop through a process in a natural process towards maturity both physically (physically) and psychologically (spiritually). this process can be carried out with an educational process, namely, to lead to optimal human development in accordance with the potential and abilities they have. according to lutan, et, al (2002) physical education is essentially an educational process through physical activity as a "tool" to achieve educational goals. the purpose of physical education is comprehensive, covering physical, intellectual, moral, social, and emotional aspects. the target space in physical education aims to foster health and awareness in the surrounding environment. sports and health physical education is a learning that fully encourages movement activities and gives special and adequate attention to the learning domains, which include psychomotor, cognitive, and affective. physical education and sports and health are educational processes through physical activity. through physical activity children can be directed to learn, resulting in changes in children's behavior, and concerning the physical aspect, not only that but also changing intellectual, emotional, social and moral attitudes. from the results of moore et al. (2011) surveyed 43 people and found that there was inconsistent use of terminology for various types of delivery models.learning online can be more difficult to use because there are different environmental factors with various characteristics. from research conducted by astuti (2021) out of 10 students learning, if given assignments by lecturers, only 5 people take the initiative to study independently even though they are not given assignments from lecturers. departing from the problem descriptions and the findings of several studies above, the researchers wanted to conduct further research on "pehr student motivation in carrying out movement activities after the transition of a pandemic to endemic throughout indonesia". the purpose of this study was to find out how far the motivation of pehr students in indonesia is in carrying out physical activities during this transition period from two (2) years of no face-to-face learning by carrying out direct physical activity practices. therefore, this research will make it easier for other researchers, government or other institutions to conduct research that can develop and discover. method research the population of this study were students of physical education, health, and recreation throughout indonesia. in this study the selection of samples using cluster random sampling. in books yusuf (2016) cluster random sampling is part of a group or collection, in one cluster is homogeneous, while one cluster and cluster has differences. the sample will be divided into several islands from sumatra, java, kalimantan, sulawesi, bali, and papua. https://jse.rezkimedia.org/index.php/jse/index wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 125 table 1. names of universities as respondents university n musamus merauke university 33 state university of makassar 66 state university of malang 34 state university of medan 109 tanjungpura university 75 amount 317 from several universities that were determined later from universities in indonesia will be given a google form which contains questions about movement activities during physical education, health, and recreation students in this covid-19 pandemic situation. of the total questionnaires distributed, 30 questions were answered by these pehr students. where from the answers that students did as our data to analyze what conditions and what students did during the pandemic and during the transition after the covid-19 pandemic. collecting data in this development research using a questionnaire/questionnaire. before the researcher collected data in the field, the researcher designed a questionnaire question which would later be validated and reproducible to experts and small group test subjects from pehr students. after carrying out the above procedure, the questionnaire can be distributed to large group trials. to analyze the quantitative data, descriptive statistics were used, namely analysis of percentages and averages. the formula used to process the percentage descriptive data uses the formula from sudijono (2007): description: p : percentage number f : frequency being sought percentage n : number of cases (total frequency/number of individuals) 100% : constant results and discussion results the data obtained from the results of this survey are presented in the form of charts and tables for each question. below is a diagram and table of research results: 126 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 figure 1. question 1, exercising is a fun activity the diagram above shows student responses to question number 1: the results obtained were 75.7% answered strongly agree and 24.3% answered agree. figure 2. question 2, i am interested in participating in easy sports activities the diagram above shows student responses to statement number 2: 54.3% answered strongly agree and 41.3% answered agree and 4,4% disagreed. figure 3. question 3, i enjoy doing sports activities during a pandemic the diagram above shows student responses to statement number 3: the results obtained were 42% answered strongly agree and 35.6% answered agree, 19.9% disagreed and 2.5% answered strongly disagree. https://jse.rezkimedia.org/index.php/jse/index wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 127 figure 4. question 4 did you sports activities in the form of movement activities during the covid-19 pandemic? the diagram above shows student responses to question number 4: 95.3% yes and 4.7% answered no. figure 5. question 5, are you consistent in carrying out sports activities in the form of movement activities during covid-19 pandemic? the diagram above shows student responses to question number 5: 38.2% always and 61.2% answered sometimes. figure 6. question 6, in implementing sports activities, what movement activities did you do during the pandemic? the diagram above shows student responses to question number 6: 50% answered jogging, 35% answered workout, 8% answered gymnastics and 7% answered cycling. 128 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 figure 7. question 7, in carrying out sports activities, how many times a week do you carry out activities in the form of movement activities? the diagram above shows student responses to question number 7: 37% answered more than 3 times, 31.2% answered 3 times, 24.6% answered 2 times and 6.9% answered 1 time. figure 8. question 8, when do you do sports activities in the form of movement activities? the diagram above shows student responses to question number 8: 55.2% answered afternoon, 40.4% answered morning, 3.5% answered evening and 0.9% answered competitive. figure 9. question 9, in your opinion, when online learning was implemented during the covid-19 pandemic, were sports activities in the form of mevement activities necessary? the diagram above shows student responses to question number 9: the results obtained were 59% answered very necessary, 39.4% answered necessary and 1.6% answered not necessary. https://jse.rezkimedia.org/index.php/jse/index wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 129 figure 10. question 10, how much time do you need when carrying out sports activities in the form of movement activities during a pandemic? the diagram above shows student responses to question number 10: 46.9% answered ± 30 minutes per day, 19.9% answered ± 1 hour/day, 19.6% answered ± 15 minutes/ day and 14.2% answered > 1 hour/day. figure 11. question 11, do you feel happy when implementing sports activities in the form of movement activities? the diagram above shows student responses to question number 11: 53.3% answered very happy and 46.6% answered happy. figure 12. question 12, did your movement activities help you improve your physical fitness during the covid-19 pandemic? the diagram above shows student responses to question number 12: 66.6% answered very helpful, 27.4% answered helpful and 5.7% answered quite helpful. 130 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 figure 13. question 13, do you have any problems or difficulties when doing sports activities in the form of movement activities? the diagram above shows student responses to question number 13: 65.3% answered yes and 34.7% answered no. figure 14. question 14, what made you feel difficult in implementing sports activities in the form movement activities during the covid-19 pandemic? the diagram above shows student responses to question number 14: 50% answered space restrictions (wearing masks during sports), 35% answered weather, 8% answered facilities and infrastructure and 7% answered time. https://jse.rezkimedia.org/index.php/jse/index wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 131 figure 15. question 15, does your environment have activities that support sports activities in the form of movement activities? the diagram above shows student responses to question number 15: the results obtained were 43.5% answered in support, 27.4% was quite supportive, 23% answered very supportive and 6% answered not supportive. figure 16. question 16, do the activities carried out around you help in motivating yourself in carrying out sports activities? the diagram above shows student responses to question number 16: 46.4% answered motivated, 31.5% answered very motivated, 18.6% answered quite motivated and 3.5% answered not motivated. figure 17. question 17, after the transition from pandemic to endemic and the enactment of limited face to face learning, are sports activities in the form of movement activities still needed? 132 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 the diagram above shows student responses to question number 17: the results obtained were 58.4% answered really needed, 38.8% answered needed, 1.9% answered quite necessary and 0.9% answered not needed. figure 18. question 18, have you remained consistent in carrying out sports activities in the form of movement activities after the pandemic to endemic transition was implemented? the diagram above shows student responses to question number 18: 92.1% answered yes and 7.9% answered no. figure 19. question 19, how many times a week do you carry out sports activities in the form of movement activities after the transition form pandemic to endemic has been implemented? the diagram above shows student responses to question number 19: the results obtained were 40.7% answered more than 3 times, 30.9% answered 3 times, 18.9% answered 3 2 times and 9.5 % replied 1 time. https://jse.rezkimedia.org/index.php/jse/index wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 133 figure 20. question 20, how much time do you need in carrying out sports activities in the form of movement activities that you need when an endemic is implemented? the diagram above shows student responses to question number 20: 39.7% answered ± 30 minutes per day, 24.6% answered ± 1 hour/day, 17.7% answered ± 15 minutes/ day and 18% answered > 1 hour/day. figure 21. question 21, did you experience difficulties when carrying out sports activities in the form of movement activities after the transition from pandemic to endemic was implemented? the diagram above shows student responses to question number 21: 30.9% answered yes and 69.1% answered no. figure 22. question 22, are there any differences that occur when carrying out sports activities in the form of movement activities after the transition from pandemic to endemic? the diagram above shows student responses to question number 22: 80.8% answered yes and 19.2% answered no. 134 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 figure 23. question 23, what things show a difference when doing sports activities in the form of movement activities after the transition from pandemic to endemic? the diagram above shows student responses to question number 23: 60% answered that there was no space for movement, 25% answered rules that had begun to loosen, 10% answered facilities and infrastructure that were free to use and 5% there is no time limit (when exercising outside, for example stadiums, gyms etc). figure 24. question 24, how do you maintain the consistency of sports activities in the form of movement activities after the transition from pandemic to endemic? the diagram above shows student responses to question number 24: 35% answered making a routine schedule, 30% answered thinking that health is important, 20% answered sports with family and 15% answered self-motivation. figure 25. question 25, after the implementation of the transition from pandemic to endemic, do you still need special facilities in carrying out sports activities in the form of moveent activities? the diagram above shows student responses to question number 25: 80.4% answered yes and 19.6% answered no. https://jse.rezkimedia.org/index.php/jse/index wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 135 figure 26. question 26, in your opinion, the transition from a pandemic to endemic is quite affective in facilitating sports activities in the form of movement activities? the diagram above shows student responses to question number 26: the results obtained were 45.1% answered easily, 34.7% answered very easily, 17.7% answered quite easily and 2.5% answered not easy. figure 27. question 27, did movement activities affect your lecture activities during a pandemic and endemic periode? the diagram above shows student responses to question number 27: 77.9% answered yes and 22.1% answered no. figure 28. question 28, in your opinion, sports activities in the form of movement activities stil need to be carried out even though limited face-to-face lectures have been implemented? the diagram above shows student responses to question number 28: 95% answered necessary and 5% answered not necessary. 136 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 figure 29. question 29, does the transition from pandemic to endemic affect lecture activities, especially in lectures that involve movement activities? the diagram above shows student responses to question number 27: 76.7% answered yes and 23.3% answered no. figure 30. question 30, was there difference during the online to face-to-face lectures in carrying out movement activities? the diagram above shows student responses to question number 30: 95% answered yes and 5% answered no. discussion exercising is great fun, including during a covid-19 pandemic like this, a factor that can allow a person to be physically active comfortably, namely by providing access, facilities and security for people doing physical activity (levinger et al., 2018). physical activity such as exercising is also for fun, this sport is also influenced by emotions, people can be motivated to do physical activities (yon ey al., 2022). exercise during a pandemic also has a positive impact on body health. fun exercise can understand a person's motivation to exercise and this physical activity can affect health during a pandemic (folk et al., 2022). routine sports during the pandemic also affect the behavior of children and adolescents. this makes the experience of sports influenced by mediation effects and from the commitment to sports to maintain sports activities (he et al., 2022). people who do sports during the covid-19 pandemic have revitalizing intensity, pleasure from challenge, social recognition, affiliation, competition, positive health, appearance, strength and endurance, and a very high degree of flexibility (vučković et al., 2022). https://jse.rezkimedia.org/index.php/jse/index wiguno, kurniawan, heynoek, nasution, haetami, sudirman, & jondry – motivation of physical education, health, and recreation studensts … 137 many students agree with this statement that they want to do the physical activity that they have done but also still be able to improve the quality of their health. students are also aware in the current pandemic situation that health is very important to make positive changes to increase their physical activity (tyson et al., 2022). weak and poor body strength during a pandemic allows a person's fitness level to be low and can affect health in this covid-19 pandemic situation (saadeh et al., 2022). that the covid-19 pandemic had an impact on student participation in physical activity. by providing training sessions during the covid-19 pandemic quarantine, they are still given training in order to provide movement activities and maintain their physical fitness and movement function (pietsch et al., 2022). due to the covid-19 pandemic, it has caused a decrease in physical activity. this reduction in physical activity can have a negative effect on the life expectancy of the elderly (harangi-rákos et al., 2022). many people are doing movement activities during the covid-19 pandemic, where only around five percent rarely do movement activities. this indicates that many people are aware that exercise and movement activities during a pandemic are very necessary. in the research that was carried out czenczeklewandowska, et al. (2021) the covid-19 pandemic has made many people's health conditions worse, especially adults and adolescents. as a result of weeks of quarantine and the lifestyle of teenagers who stay up late with no positive activities, it can reduce one's fitness level. higher levels of depression or anxiety were triggered by a large decrease in physical activity levels during lockdown (ding et al., 2021). infrastructure in physical activity also supports the community to do sports. by providing public health, namely supporting adequate sports infrastructure (szpunar et al., 2021). what adults in the uk are doing is that they have physical activity opportunities and are motivated and are maintaining their physical activity during the covid-19 lockdown (spence et al., 2021). social support, loneliness during quarantine and social isolation can affect physical activity during covid-19 (hailey et al., 2022). conclusion considering the multiple physical and psychological benefits of increased exercise and reduced sedentary behavior, public health strategies should include the creation and application of interventions that promote comfortable exercise and reduce sedentary behavior should existing lockdowns take place (stockwell et al., 2021). there is a negative impact of the pandemic on physical activity carried out by young people. the need for increased physical activity measures both by physical education teachers and parents to motivate and support children in participating in systematic physical activity consciously (bronikowska et al., 2021). the recently hit covid-19 pandemic has had a negative impact on sports and indoor sports as daily lifestyle changes due to government social restrictions to contain and contain infections (raiola & di domenico, 2021). as the first reaction to the changing social forms of indoor training in gyms, sport and 138 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 122-140 training experts have developed innovative and original outdoor training ideas that offer different physical exercises for different groups of users. based on the results of a survey conducted and then connected with the research objectives. it can be said that the motivation of pehr students to move after the transition from pandemic to endemic obtained positive results. it can be seen from questions number 5 and 26 about consistency in carrying out sports activities and the ease of doing sports from a pandemic to an endemic transition. furthermore, on questions no. 7 and 19 about how many times a week students do sports, during a pandemic 37.2% did more than 3 times in 1 week, while during the endemic period 40.7% did more than 3 times in 1 week motion activity. in this result there was an increase in students who carried out movement activities more than 3 times in 1 week, which was 3.5%. motivation can be increased in various ways, one of which is by expository method which is learning that emphasizes the process of delivering material verbally (tabroni & qutbiyah, 2022). sports motivation is a mandatory goal that a person has for achievement, if motivation is high, it will support achievement. these results prove that the motivation of pehr students to carry out movement activities is quite high. in question number 21 it shows that there are no difficulties experienced by pehr students in carrying out movement activities after the pandemic transition to endemic. then in question number 22 pehr students feel there is a difference in carrying out movement activities during the transition from pandemic to endemic, then this difference is answered in question number 23 which is the difference when carrying out movement activities after the transition from pandemic to endemic including there are no restrictions on space for movement, rules that have been starting loose, facilities and infrastructure that are free to use and there is no time limit for using sports advice and infrastructure (when exercising outside, for example stadiums, gyms, etc.). in question number 26 regarding the effectiveness of the pandemic to endemic transition in facilitating sports activities in the form of movement activities pehr students answered 45.1% easy and 34.7% answered very easy, and the rest answered quite easy and not easy, these results show that sports activities are easy in the form of movement activities can increase the motivation of pehr students to keep moving. conclusion the conclusion that can be drawn from this study is that the motivation of pehr students to carry out movement activities from the pandemic to endemic transition period is quite high, which can be seen from the answers to the questions given by the researchers. it is hoped that these results can become a reference to be able to conduct further research or service and the motivational aspects studied will become more numerous not only in movement activities. references astuti, r. k. 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(2016). metode penelitian kuantitatif, kualitatif & penelitian gabungan. prenada media. https://jse.rezkimedia.org/index.php/jse/index ieee paper template in a4 (v1) 196 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 196-205 doi: 10.56003/jse.v3i2.176 issn: 2745-5351 literature review: the physical condition of pencak silat athletes in indonesia during the covid-19 pandemic indana rohmatikan zulfa1, supriatna2, yulingga nanda hanief3* sport coaching department, universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: yulingga.hanief.fik@um.ac.id received: 3 october 2022 accepted: 4 december 2022 published: 26 december 2022 abstract: : the development of the physical condition of pencak silat athletes is an important aspect that must be considered. a person who has a good physical condition will be better prepared for matches, but the covid-19 pandemic has indirectly forced the adaptation of athletes to carry out exercises with limited conditions, so it will indirectly affect the level of the physical condition of the pencak silat athletes. the purpose of this study was to determine the physical condition of athletes in indonesia during the covid-19 pandemic. the research method used is a literature review with the prisma search flow on the google scholar database for the period of 2015-2021. the results of the study found five articles that matched the criteria, and there were differences in the results of the five articles on the physical condition of pencak silat athletes in various regions and the physical condition of pencak silat athletes during the covid-19 pandemic in the category that was quite likely to be lacking. so, there was a decrease in physical condition during the covid-19 pandemic. keywords: physical condition; pencak silat; literature review. how to cite: zulfa, i. r., supriatna, & hanief, y. n. (2022). literature review: the physical condition of pencak silat athletes in indonesia during the covid-19 pandemic. journal of science and education (jse), 3(2): 196-205. https://doi.org/10.56003/jse.v3i2.176 introduction pencak silat is a martial art sport originating from indonesia. the sport of pencak silat martial arts is now growing with the holding of events at regional, regional, national, and international levels. asean games are evidence of the development of pencak silat at the international level and as the largest gold contributor. in pencak silat itself, the match is carried out in three rounds with two minutes per round (kriswanto, 2015). the match time in pencak silat is only two minutes per round. in one round, athletes are demanded with high focus and are always ready to make explosive movements. intensity tends to be high, so every athlete must maintain and improve endurance in good condition. this is done to stay focused on carrying out defensive and attacking strategies. the dominant energy during a match is 26.25% anaerobic and 73.75% aerobic. anaerobic energy is used when competing or fighting (working time). on average, the time used during the fight (working time) is 3 seconds, so it can be concluded that in competing, the more dominant use of anaerobic systems, namely anaerobic lactic (hartono, 2013). anaerobic lactic itself is an atp-pc energy system that gathers power quickly and with a maximum work span of 10 seconds. furthermore, in the martial arts category, the average fight is 13-15 times continuously, so the endurance of the aerobic system is needed as the required energy provider. the aerobic system can provide 100-120 seconds of muscle performance (hartono, 2013). https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.176 https://portal.issn.org/resource/issn/2745-5351 mailto:yulingga.hanief.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.176 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.176&domain=pdf&date_stamp=2022-12-31 zulfa, supriatna, & hanief – literature review: the physical condition of pencak silat … 197 physical condition is the capacity of a person to perform physical labor using graded abilities. the physical condition can be measured quantitatively and qualitatively (subarjah, 2013). physical condition is also the unity of the components of physical condition that work together (hariono, 2010). the development of the physical condition of pencak silat athletes is an important aspect that must be considered. someone with the good physical condition will be able to support when athletes take part in a match. this will affect the athlete's performance during the match (septianingrum et al., 2018). the components of physical condition that must be owned or improved for pencak silat athletes are endurance, speed, agility, power, coordination reaction, and strength. furthermore, the supporting components of the main components are balance and flexibility. endurance is a fundamental factor in determining the athlete's focus from the start of the match to completion (pratama & bayu, 2019). the movements performed are more coordinated and can increase self-confidence in activities. furthermore, good movement coordination can help the appearance or performance to be more optimal and planned. this statement is reinforced by hulfian (2019), who states that by having good physical condition, athletes will be better able to apply what they train before competing because good physical condition also affects the athlete's focus in competing, so with the correct technique the athlete will issue maximum techniques such as maximum power and will not tire easily. the influence of this physical condition must be very supportive of athletes to win in competing. so, it can be concluded that physical conditions are able to realize the maturity and control of one's body movements properly and optimally (hulfian, 2019). some physical conditions that must be improved in the sport of pencak silat include speed and leg muscle explosiveness obtained from a combination of strength and speed. so that athletes must practice strength and speed to the maximum category, even though practicing strength and speed is also part of power training (sukadiyanto, 2005). meanwhile, the ability to travel a predetermined link in the fastest or shortest time is called speed (agus & wisnu, 2018). the explosive power of the leg muscles is needed in pencak silat, the explosive power of the leg muscles is needed to produce kicks that opponents do not easily catch because the explosive power in the leg muscles shows the athlete's ability to kick very strongly and quickly, which can produce two scores clearly in a pencak silat match. the physical condition of considerable concern to several researchers is endurance, where there is a significant difference in the level of aerobic endurance of pencak silat athletes before and during the pandemic. research on physical condition has been widely conducted in sports. these studies show that physical condition skills positively influence the achievements of athletes and students in various sports. however, the results of these studies tend to obtain different results, so a comprehensive analysis is needed to describe the overall physical condition of a person's performance. the efforts are to hold limited training sessions using the covid-19 health protocol, including using hand sanitizers and masks, maintaining distance and exercise is only limited to 30 minutes, and touch surfaces must be sanitized every day (prayogo et al., 2021). basically, physical condition skills differ in everyone. a person's physical condition can be seen from the 198 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 ability to carry out the training program menu and not feel fatigued quickly (maliki et al., 2017). athletes with the poor physical condition will affect performance when competing, such as when performing attacking tactics, kicks will be more easily caught by opponents, and will experience fatigue more quickly, so they cannot anticipate tricks and opponent attacks (saputra & aziz, 2020). ridwan (2020) states that to get maximum achievement in sports, good physical condition is needed and must always be improved according to the characteristics of the sport being followed. according to research conducted by indahwati et al. (2021) there are indeed different patterns of training styles before and during the pandemic where the percentage of training before the pandemic reached 90.67%, this decreased considerably when compared to during the pandemic, which was only around 60.62%, athletes experienced a decrease in activity with restrictions on activities or physical distancing and no matches taking place. in addition to efforts in physical condition training management during the pandemic, research suggests that not only provides a form of physical exercise but also a form of mental training is given in the hope that the motivation to train athletes is maintained. postponement of events and various effects of the pandemic, recognition of the existence of mental health problems during this pandemic must be recognized in advance so that treatment recommendations can be suggested more perfectly targeted according to the characteristics of athletes. research on the physical condition has been widely conducted in the field of sports. these studies show that physical condition skills have a positive influence on the achievements of athletes and students in various sports. however, the results of these studies tend to obtain different results, so a comprehensive analysis is needed to describe the overall physical condition in relation to a person's performance. so, there needs to be a process of analyzing these studies to get a complete picture of how the physical condition of pencak silat athletes in indonesia during the covid-19 pandemic. method literature searches were conducted through the google scholar database and doaj. the keywords used to obtain articles to be reviewed were "physical condition" and "pencak silat" or "silat" and "pandemic" or "covid-19". searches are limited to 2021, and the oldest article is from 2015. the results of searching for articles from the google scholar database are 111 articles, while the doaj database, by doing the same search method, gets a total of 5 articles. from the two databases searched, there are a total of 116 articles with a period of 2015-2022. the next step is to duplicate whether the articles found in the doaj journal database are also in the google scholar database, of the five articles found in the database, all of them were also found in the google scholar database, so at this duplication stage, the researcher removed five articles. the next step after duplicating the article, the researcher conducts screening with the suitability of the desired title, namely "the physical condition of pencak silat athletes in the covid1-19 pandemic era". in terms of articles after the duplication https://jse.rezkimedia.org/index.php/jse/index zulfa, supriatna, & hanief – literature review: the physical condition of pencak silat … 199 checking process, there are 111 articles left, there are five related to the title "physical condition of martial arts athletes during the co-19 pandemic". the following are the findings of articles obtained by researchers. table 1. screening results of titles obtained by researchers no author(s) article title 1 cucu sundara, yopi meirizal, sumbara hambali (2020) kondisi fisik atlet pencak silat pplp jawa barat 2 nasyiatul aisyiyah, irmantara subagio (2021) kondisi fisik atlet pencak silat pemusatan latian daerah (puslatda) jawa timur 100-iv 3 yuniar anggraini, irmantara subagio (2021) status kondisi fisik atlet putri cabang olahraga bela diri kategori tarung pusat latihan daerah (puslatda) new normal jawa timur 100 tahun 2021 4 vina istyanah, achmad rizanul wahyudi (2021) identifikasi kondisi fisik atlet puslatda jawa timur cabor pencak silat selama tfh di kondisi pandemi covid 19 5 fajar dwi wicaksana, achmad rizanul wahyudi (2021) analisis kondisi fisik atlet perguruan pencak silat jokotole ranting kraton pada saat pandemi covid-19 based on the findings obtained by the researcher, there were five articles, so a total of 105 articles were excluded because they needed to match the title desired by the researcher. furthermore, screening is done by looking at the research methods used in the article. the criteria that are included in the next stage of research using survey methods of the six articles obtained all use survey methods. so, at this stage, no articles were excluded. the final stage is the feasibility test of the article before the overall review is carried out, namely the article has an appropriate abstract, which describes the physical condition of martial arts athletes in the covid-19 pandemic era. researchers obtained the following results. table 2. indexed article eligibility test no author(s) article title journal index 1 cucu sundara, yopi meirizal, sumbara hambali (2020) kondisi fisik atlet pencak silat pplp jawa barat multilateral (jurnal pendidikan jasmani dan olahraga doaj dan google scholar 2 nasyiatul aisyiyah, irmantara subagio (2021) kondisi fisik atlet pencak silat pemusatan latian daerah (puslatda) jawa timur 100-iv jpo (jurnal prestasi olahrag) google scholar 3 yuniar anggraini, irmantara subagio (2021) status kondisi fisik atlet putri cabang olahraga bela diri kategori tarung pusat latihan daerah (puslatda) new normal jawa timur 100 tahun 2021 jpo (jurnal prestasi olahrag) google scholar 4 vina istyanah, achmad rizanul wahyudi (2021) identifikasi kondisi fisik atlet puslatda jawa timur cabor pencak silat selama tfh di kondisi pandemi covid 19 jpo (jurnal prestasi olahrag) google scholar 5 fajar dwi wicaksana, achmad rizanul wahyudi (2021) analisis kondisi fisik atlet perguruan pencak silat jokotole ranting kraton pada saat pandemi covid-19 jpo (jurnal prestasi olahrag) google scholar the article screening process in writing this literature review uses the prisma (preferred reporting items for systematic reviews and meta-analyses literature search extension) flow reference. prisma is a 200 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 identification through google scholar database = 111 articles remaining after removing duplicated documents (5) n: 111 screened articles n = 5 articles excluded (0) all articles in accordance with the desired method, namely surveys id e n ti fi c a ti o n f il te ri n g articles assessed for eligibility n = 5 identification through doaj database = 5 f e a si b il it y in c lu d e d articles that met all criteria n = 6 full articles to be reviewed for quality n = 5 article excluded (0) because the abstract is as desired form of reporting systematic reviews and meta-analysis literature search extensions. the literature search informs the results of the systematic review and the underlying process that established the data available for analysis. additional components of the systematic review process, such as screening, data extraction, and qualitative or quantitative synthesis procedures, depending on the identification of eligible studies. thus, the literature search must be robust and reproducible to ensure the minimization of bias (rethlefsen et al., 2021). prisma in this study is as follows: figure 1. prisma flowchart results and discussion result the results of the literature search on physical conditions in indonesia can be seen in table 3. from table 3, five articles aim to investigate the portrait of the physical condition of pencak silat athletes during the co-19 pandemic. all these studies involved athlete subjects. one of the five studies reported that athletes' physical condition was in a good category, the rest were in the poor category and experienced a decline. https://jse.rezkimedia.org/index.php/jse/index zulfa, supriatna, & hanief – literature review: the physical condition of pencak silat … 201 table 3. summary table of studies included in the review no author(s) objective research design number of sample result 1 (yuniar anggraini, irmantara subagio,2021) knowing the physical condition status of female athletes in the martial arts category fighting puslatda new normal east java quantitative with descriptive analysis method (n=27 female athletes) in some physical measurement test items on the research subjects did not meet the standards. the conclusion of this study is that the physical condition status of female martial arts athletes in the east java puslatda fighting category still needs to be improved to be able to meet the specified targets so that they can achieve the highest achievement goals. 2 (fajar dwi wicaksana, achmad rizanul wahyudi, 2021) analyze the physical condition of jokotole martial arts athletes kraton branch whether there is a decrease in physical condition or not quantitative with survey method (n=20 athletes u15-18) this study shows that from each category of physical condition tests that have been carried out there are still some athletes who have very poor physical condition so that they can be further improved. 3 nasyiatul aisyiyah, irmantara subagio 2020) knowing the physical condition of east java 100-iv pencak silat athletes in preparing for pon 2020. quantitative (n=9 male, 5 female) the results of the study reported that the physical condition of martial arts athletes in the category of sparring puslatda east java iv in the good category 4 cucu sundara, yopi meirizal, sumbara hambali (2020) physical condition of west java pplp pencak silat athletes quantitative 17 athletes the average results of the physical condition of pplp west java athletes in pencak silat sports are in the sufficient category. 5 vina istyanah, achmad rizanul wahyudi (2021) identification of the physical condition of east java puslatda athletes of pencak silat sports during tfh in covid-19 pandemic conditions covid 19 quantitative with descriptive analysis method 6 athletes the physical condition of east java puslatda athletes in the tgr art category during the pandemic using the tfh system has decreased slightly. 202 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 discussion in the era of the pandemic that occurred, of course, it will greatly affect a new problem where there is no championship match in the title, how athletes must remain in top performance when the pandemic passes, and there are many championships that need to be followed. physical condition is a basic requirement for sports achievement, attention to the physical condition of athletes, especially pencak silat, must always be under the observation of existing stakeholders both in the early childhood development and higher levels. the physical condition itself is a combination of components that affect the improvement of the body's ability in the best condition (ridwan, 2020). the components of physical condition that must be owned or improved for pencak silat athletes are endurance, speed, agility, power, coordination reaction, and strength. furthermore, the supporting components of the main components are balance and flexibility. an important determinant of achievement is the endurance component because it determines the athlete's focus from the start of the match to completion (pratama, 2019). this statement is also reinforced by hariono (2006), namely, the physical condition components needed in pencak silat, including endurance, strength, speed, coordination, and flexibility. so, it can be concluded that the components that pencak silat athletes must own are endurance, strength, speed, agility, flexibility, reaction, and coordination. so, the researcher focuses on discussing the components needed in pencak silat. the following is an explanation of the discussion based on the review articles that have been carried out by researchers related to the physical condition of pencak silat athletes in the covid-19 pandemic era: table 4. table analysis of studies included in the review no article title physical condition aspects description endurance power strength agility speed flexibility reaction 1 status kondisi fisik atlet putri cabang olahraga bela diri kategori tarung pusat latihan daerah (puslatda) new normal jawa timur 100 tahun 2021 mft not yet up to standard (average 7.2) standard 10 arm: -ball throw moderate category (average 6.64) -standard 6 -square jump less fulfilling (average 25.4) -standard 30 abdominal muscles: sit up 45 inclide for 60 seconds. not yet fulfilled (average 43.8) -standard 50. illinois did not meet the target (average 16.872 seconds) -standard 15 seconds -sprint 20m -average 3,5 standard 3,3. there are still some who have not passed -sit and reach moderate category (average 21.2cm) -standard 20 -russian twist moderate category (average 8.96 seconds the results of physical condition are lacking because in the test results there is no good category, and the average is still lacking. 2 analisis kondisi fisik atlet perguruan pencak silat jokotole ranting mft male (category 30% good, 40% enough, 30% less) female -standing board jump male (10% excellent, 20% good, 20% fair, abdominal muscles: -sit up 30 seconds male (category less than 100%) suttle run -male (excellent 20%, moderate 20%, good 20% and 30m sprint -male (100% excellent category) -female (excellent -sit and reach -male (60% excellent, 30% fair, and 10% poor) -female the results of physical condition are lacking, because there are still athletes whose https://jse.rezkimedia.org/index.php/jse/index zulfa, supriatna, & hanief – literature review: the physical condition of pencak silat … 203 kraton pada saat pandemi covid-19 (category 60% medium, 10% less, and 30% very less 40% poor, 10% very poor) -female (category excellent 10%, good 20%, good 50%, and moderate 40%). -female (category less 10%, and very less 90%) arm muscles: -push up 30 seconds -male (categories 70% excellent, and 30% good) -male (category 30% excellent and 70% good) poor 40%) -female (30% excellent, 20% good, and 50% moderate) 50%, good 30%, and moderate 20%) (40% excellent, 40% good, and 20% poor) physical condition is very poor. 3 kondisi fisik atlet pencak silat pemusatan latian daerah (puslatda) jawa timur 100iv mft male good category (average 11.1566667) female good category (average 8.12) triple jump -male (average 7.822) -in the fair category -female (average 5.98) -in the less category shit up -male (average 48) -female (average 40.2) square jump -male (average 30.111) -female (average 25.6) 20m sprint -male (excellent category with an average of 3.3) -female (excellent category with an average of 3.44) -sit and reach male (good category with an average of 23) -female (fair category with an average of 20) russian twist -good category with an average of 9.806 for men, and 8.986 for women. the results of physical conditions are in the good category because of the 6 components the average states in the good category. 4 kondisi fisik atlet pencak silat pplp jawa barat balke test fair category muscle endurance: abdominal muscles: 2-minute sit ups fair category arm muscles: push ups 1 minute fair category -standing board jump -good category -shuttle run good category the results of physical condition are 3.22 in the sufficient category because only 2 components state good and in endurance state sufficient, with a standard deviation of 0.86. 5 identifikasi kondisi fisik atlet puslatda jawa timur cabor pencak silat branco test many did not reach the target average 5.263 category less -triple jump unable and no one succeeded in the test -average 5.341 -deficient dips -lack of category -average 4.8 -hamsting -in the sufficient category -ilinois did not reach the target -average 13.075 -square jump -did not 20 meter sprint -did not reach the target -average 2.706 -lack of category -sit and reach has met the target -average 27.666 the results of physical condition in the category are lacking because in the physical condition components 204 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 selama tfh di kondisi pandemi covid 19 muscle endurance: arm muscles: push ups average 61.166 -has met the target abdominal muscles: v sit ups average 48.333 has not met the target category -average 5.166 meet the target -average 24.166 tested many have not met the target and are lacking. and in the article states that there is a decrease in physical condition. based on the matrix analysis of the results of the literature review study conducted by the author, the physical condition in the 5 subjects of the article has not been maximized with the category less due to obstacles to the implementation of the training program during the covid-19 pandemic (aisyiyah et al., 2021; sundara et al., 2020; wicaksana & wahyudi, 2021.; wijayanto et al., 2021). this means that the physical condition training of pencak silat athletes in indonesia is still not optimal, due to the covid-19 pandemic. however, it can be used as a lesson. learning from the results of the physical condition analysis, namely the need to really plan a training program system that will be determined in accordance with the current conditions. this means that do not let the pandemic disease outbreak (covid-19) become an arena for the decline in the physical condition of every athlete in indonesia. this is due to the closure of sports facilities, and large-scale social restrictions to deal with the covid-19 outbreak. meanwhile, trainers are accustomed to doing training directly so it will be difficult for trainers to supervise if training is done online. in addition, what happened to the east java pplp female martial arts athletes in the tarung category with the covid-19 pandemic was very stressful, especially the implementation of training programs and achievement benchmarks being disrupted. so that they must change the plan for forming athlete readiness (anggraini et al., 2021). this includes the cause of the physical condition in pplp east java in poor condition, where the results of the test stated that of the 7 test items only 2 items (flexibility and reaction) were in the sufficient category, the remaining 5 items still did not meet the standards. things like this, should be dangerous because physical condition is very important in supporting athlete performance, so the role of the coach is needed. in addition, the test instrument must also be considered in accordance with the characteristics of the sport. pplp east java uses mft test instruments, ball throw, square jump, sit up, ilinois, sit and reach, and russian twist. the instruments used are in accordance with preliminary studies and focus group discussion (fgd), but still lack 1 test item that is not carried out, namely the anaerobic endurance test with the 300m sprint run instrument (saputro & siswantoyo, 2018). the covid-19 pandemic hampers training and makes training unprogrammed at pencak silat jokotole ranting keraton. in an effort to improve physical condition for athletes of pencak silat jokotole ranting https://jse.rezkimedia.org/index.php/jse/index zulfa, supriatna, & hanief – literature review: the physical condition of pencak silat … 205 kraton, a condition test was conducted. the results obtained from the test were in the very poor category. there are 2 test items that are not carried out by pencak silat jokotole branches, namely reaction and anaerobic endurance. in accordance with the preliminary study and the results of the fgd, the tests carried out were incomplete. in addition, the article discusses the decline in the physical condition of its athletes. however, there is no comparison of previous physical conditions so that the conclusions in the article are only limited to the physical condition profile at that time. the existence of these tests at jokotole ranting keraton makes it clear that the problem of lack of physical condition makes the coach have to prepare a training program to support in the future. this means that in planning the training program the coach must see the ability and potential of athletes, whether they are able to be given a heavy training load again. the data states that in the physical condition test, martial arts athletes jokotole ranting kraton have deficiencies in the components of agility, power, and endurance. this shows that during a pandemic, endurance training is lacking especially with the closure of sports facilities and a pandemic. the importance of pencak silat athletes having good endurance during the match, efforts to increase endurance in pencak silat, one of which is by means of the game method (hidayatulloh et al., 2018). in connection with the lack of endurance, the coach must pay attention in terms of the athlete's body immunity, so that athletes can carry out training to the maximum and are not easily infected with covid-19. of course, besides that, power and agility training must also be considered, by practicing at home, agility training will be hampered because the conditions of the place are not too broad. so, the coach must be able to modify the agility training method in a minimalist place. physical condition tests are also applied to the east java regional training center (puslatda). in the implementation there were 9 men and 5 women as subjects, the implementation of the test had the aim of knowing the physical condition and preparing athletes for the 2020 pon championship. however, the test results are inversely proportional to the test results conducted in other articles. this means that the physical condition of east java puslatda athletes remains in the good category. the occurrence of the covid-19 outbreaks did not significantly affect the athlete's physical condition. the test results can be a formulation of a new problem, regarding how to keep athletes in prime condition during the covid-19 pandemic. this means that if the coach wants to maintain the athlete's physical condition during the covid-19 pandemic, he must pay attention to limited land function experts as a reference for the right training program, and the need for education for athletes regarding the opportunity and risk factors in changing these training conditions. do not let the utilization of home training become risky with a lack of supervision from the coach. pplp west java successfully carried out physical condition tests for its athletes, but the tests carried out did not meet the required component standards. this is due to the few components tested, namely endurance, power, and agility. given the importance of other components that need to be tested such as flexibility, strength, and reaction. the success of pplp west java in implementing the previous training program can be seen from the test results, namely agility and power. flexibility is an important supporting component in the 206 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 sport of pencak silat, by measuring flexibility it can determine the flexibility that serves to reduce the risk of muscle, ligament, and other tissue injuries. in addition, it also makes it easier to make movements in martial arts so that it can improve performance in athletes. there are differences in the test instruments used to measure endurance, namely using the balke test instrument. the instrument has the advantage of being able to measure many people. however, the instrument also has the disadvantage that it requires a standard 400m track. so that the instrument is less efficient if the place where the test is carried out has limited space conditions. the success of pplp east java in maintaining the physical condition of its athletes in the sparring category is carried out by applying an exercise model that is adapted to the conditions during the co-19 pandemic, the implementation of the training model is tfh (trining from home) which is digitally trained as a remote independent training solution for the coach. however, the training model still cannot maintain the physical condition of athletes in the tgr (single double team) category. it can be seen in the results of the physical condition test conducted on 6 tgr athlete subjects in poor condition and have not met the target (vina istyanah, 2021). in the study, there were 6 test items carried out, namely general endurance, agility, speed, power, strength, and flexibility. furthermore, the results obtained were compared with previous physical condition tests. the comparison results show that east java pplp tgr athletes have decreased. the decline is due to the application of tfh which has shortcomings in terms of direct controlling. so that athletes cannot fully focus on terms of physical improvement. psychological training, they tend to complete the training program. meanwhile, the coach reduced the intensity of the training program to maintain physical fitness during the covid-19 pandemic (vina istyanah, 2021). conclusion conclusions can be generalized findings according to research problems, can also be in the form of recommendations for the next step. in the 5 articles that have been reviewed, it can be concluded that the physical condition of pencak silat athletes during the co-19 pandemic that occurred in indonesia does tend to be in the deficient category. training adjustments must be made in limited conditions, but athletes and coaches continue to practice either independently or collectively. this study provides an overview of how the level of physical condition of athletes in the covid 19 pandemic era so that it can be a reference for evaluating athletes and coaches. acknowledgment the author would like to thank the state university of malang for providing a research grant so that this research can be completed properly. references agus, s., & wisnu, m. 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(2021). akseleerasi berpikir ekstraordinasi merdeka belajarpendidikan jasmani dan olahraga era pandemi covid-19.tulungagung: akademia pustaka. https://jse.rezkimedia.org/index.php/jse/index https://ppjp.ulm.ac.id/journal/index.php/multilateralpjkr/article/view/8217 https://ejournal.unesa.ac.id/index.php/jurnal-prestasi-olahraga/article/view/43116 https://ejournal.unesa.ac.id/index.php/jurnal-prestasi-olahraga/article/view/38859 https://ejournal.unesa.ac.id/index.php/jurnal-prestasi-olahraga/article/view/38859 ieee paper template in a4 (v1) 206 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 3, 2023, 206-220 doi: 10.56003/jse.v3i3.151 issn: 2745-5351 perceived psychological distress and learning barriers on emergency remote education: association with students’ motivation and resilience shyra grace bauya1, mary princess cacayan2*, diane mae ulanday3 1,2,3 mindanao state university, general santos city, south cotabato, philippines e-mail: maryprincess.cacayan@msugensan.edu.ph received: 14 august 2022 accepted: 14 march 2023 published: 31 march 2023 abstract: : emergency remote education has become a critical learning platform that created changes in ways of attaining learning goals. this shift to a new learning platform posed a great challenge to students’ motivation and resilience in learning. this study aimed to analyze the students' learning barriers and psychological distress and their motivation and resilience in studying during the public health emergency. a descriptive-correlational research design was utilized to assess the research questions posed in this study. the respondents of the study were the two hundred thirtyeight (238) beed students of mindanao state university, general santos city who were officially enrolled during the s.y. 2021-2022. the researchers employed a stratified sampling technique in selecting the respondents for this study. adapted questionnaires such as the depression, anxiety, stress scale-21 (dass-21), learning barriers questionnaire, motivation to learn online questionnaire (mloq), and the connor-davidson resilience scale (cdrisc), checked and validated by experts, were used to gather the needed data. descriptive statistics and pearson product momentcorrelation coefficient were used to analyze and interpret the gathered data. in this study, the researchers found that psychological distress significantly influences the resilience of students, but it does not influence their motivation to learn. results also revealed that the learning barriers significantly influence both motivation and resilience of the students. replication of this study is highly recommended using qualitative research design and including other variables such as assessments and the engagements of students. keywords: psychological distress; learning barriers; learning motivation; emergency remote education; beed students. how to cite: bauya,, s. g. m., cacayan, m. p. r., & ulanday-lozano, d. m. (2022). perceived psychological distress and learning barriers on emergency remote education: association with students’ motivation and resilience. journal of science and education (jse), 3(3): 206-220. https://doi.org/10.56003/jse.v3i3.151 introduction the strong wave of the covid-19 pandemic has ushered the birth of a new normal in education. the changes in the school system included the closure of educational institutions worldwide, which had reached around 1.6 billion students from 194 countries (unesco, 2020). this sudden shift to a new learning platform poses today's most significant challenge to educational institutions. among students who had studied on emergency remote education, 33% expressed they could not learn online rather than face-to-face, 44% saw no difference, and 23% revealed they know better in this setting (talbert, 2020). research has shown that the rapid educational changes posed by the pandemic have impacted the learner’s well-being (plakhotnik, et al., 2021). for instance, the new set-up in education has escalated anxiety among students (wang et al., 2020). moreover, it has been reported that university students have experienced other health problems, specifically depression and eating disorders (kohls et al., 2020). the adverse mental and emotional consequences of emergency remote education have potentially threatened the https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i3.151 https://portal.issn.org/resource/issn/2745-5351 mailto:maryprincess.cacayan@msugensan.edu.ph https://doi.org/10.56003/jse.v3i3.151 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i3.151&domain=pdf&date_stamp=2023-04-27 bauya, cacayan, & ulanday-lozano – perceived psychological distress and learning barriers … 207 students’ holistic well-being and educational progress (singh et al., 2020). due to covid-19, the students have also faced learning barriers, including learner motivation and social interaction (mukhtar et al., 2020). previous studies have pointed out that the pandemic has affected students’ lifestyles (duraku & hoxha, 2020; labrague & ballad, 2021; baticulon et al., 2020). however, limited studies investigated their motivation and resilience levels despite the barriers and problems caused by the pandemic that focuses on future teachers. therefore, the current study wanted to fill the gaps and deepen the knowledge of the learning barriers and psychological problems that university students may encounter, which could determine their motivation and resilience in studying emergency remote education. these and other related studies (li et al., 2020; zhai & du, 2020) have pushed the researchers to explore the influence of covid-19 on the students’ psychological states and their well-being in general. thus, this paper aimed to answer the research questions: 1) what is the perceived level of psychological distress of the students on emergency remote education? 2) to what extent do students experience the learning barriers on emergency remote education? 3) what is the level of students’ motivation for learning during the pandemic? 4) what is the level of students’ emotional resilience during the pandemic? 5) do the experienced psychological distress and learning barriers correlate with the motivation and resilience of students?. method research design a descriptive-correlational research design was utilized to assess the research questions posed in this study: this method collected data in a detailed manner, and factual information was examined to describe the existing phenomena. a descriptive design describes the current status of a variable or phenomenon. the study does not begin with a hypothesis but typically develops after collecting data. a correlational study is a research method that involves measuring two or more variables and assessing the relationship between or among those variables (stangor & walinga, 2019). the study used this particular type of method to examine the relationship between psychological distress and learning barriers on emergency remote education in association with the motivation and resilience of the selected bachelor of elementary education (beed) students of mindanao state university, general santos city in the first semester of the academic year 20202021 in all year levels. moreover, this method is appropriate for this study since the information was collected without changing to the subject. 208 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 206-220 figure 1. research flow the respondents of the study were composed of two hundred thirty-eight (238) selected bachelor of elementary education (beed) students of mindanao state university general santos city in all year levels. there were 54 respondents from 1st year, 69 from 2nd year, 55 from 3rd year, and 60 from 4th year, respectively. stratified sampling was employed by the researchers in selecting the respondents. this sampling technique is suitable since it ensures that the sample group represents characteristics of the population in terms of psychological distress, learning barriers, emergency remote education, motivation, and resilience. additionally, the researchers followed the stratified sampling method of aoyama (1954) to get the sample size per year level. this indicates that the distribution of the sample means is fairly normally distributed. the entire population of the beed students was also considered to provide equal opportunity for the respondents to participate in this study. only those who are willing to participate in the survey received the survey questionnaire links. locale of the study the study was conducted at mindanao state university. it covers 149.76-hectare land located at barangay fatima, general santos city. the institution is one of the top-performing universities in mindanao that produces globally competent individuals. this locale is suitable for this study since the researchers and respondents are from this school, particularly in the bachelor of elementary education (beed) department, which will allow prompt and cost-effective data collection. https://jse.rezkimedia.org/index.php/jse/index bauya, cacayan, & ulanday-lozano – perceived psychological distress and learning barriers … 209 due to the current social and physical constraints, the researchers were unable to conduct the survey in a face-to-face set-up and given that the students were in their respective locations, the researchers chose online surveys as the only suitable alternative at the time the study took place. instrument the current study utilized four (4) different questionnaires to measure the students' psychological distress, learning barriers, motivation, and resilience, respectively. the depression, anxiety, and stress scale (dass-21) by lovibond and lovibond (1995) was an adapted instrument to measure the students' psychological distress levels. it is a set of three self-report scales designed to measure the emotional states of depression, anxiety, and stress. each of the three dass-21 scales contains 7 items, divided into subscales with similar content. each of the questions is rated from 0 to 3. the learning barriers questionnaire was adapted from muilenburg and berge (2005) to measure the respondents' perceived learning barriers. it is a 45-item instrument that was classified into eight (8) factors: administrative and instructor issues, social interaction, academic skills, technical skills, learner motivation, time and support for studies, cost and access to the internet, and technical problems. respondents will rate each barrier identified by muilenburg & berge (2005) according to the five-point likert scale choices: 1–no barrier, 2-weak barrier, 3-moderate barrier, 4-strong barrier, and 5-very strong barrier. the motivation to learn online questionnaire (mloq), adapted from fowler (2018), is designed to assess differences in student motivation in online and traditional classes. students will rate themselves on a 5point likert scale from "strongly disagree" to "strongly agree." the resilience questionnaire is a 25-item connor-davidson (2003) resilience scale. respondents rate items on a 5-point likert scale, ranging from 0 (not true at all) to 4 (true nearly all the time). each item has a minimum score of 0 and a maximum score of 4. scores are then totaled with a possible range from 0 to 100. higher scores reflect more heightened sense of resilience. data gathering procedure the researchers underwent several procedures to acquire the necessary data to complete this study. first, a letter of permission was crafted and submitted to the office of the dean of the college of education of mindanao state universitygeneral santos city to conduct the study as well as regarding the involvement of selected bachelor of elementary education (beed) students in all year levels as respondents of this study. following approval, the secretary of the federation of elementary educators obtained a master list of the entire population of respondents. this served as a guideline for selecting respondents using the stratified sampling technique. as soon as the sample frame was finalized, the researchers sent the respondents a link 210 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 206-220 that would take them to the online survey questionnaire. finally, the researchers collected and analyzed the survey questionnaire responses. statistical treatment of the data the gathered data for this study were treated using frequency count and weighted mean. to determine the students’ perceived level of psychological distress on emergency remote education, frequency count was used (table 1). table 1. perceived level of psychological distress level/disorder depression anxiety stress normal 0-9 0-7 0-14 mild 10-13 8-9 15-18 moderate 14-20 10-14 19-25 severe 21-27 15-19 26-33 extremely severe ≥28 ≥20 ≥34 a five-point scale was utilized to measure the extent of the experienced learning barriers of beed students. this is shown table 2 below. table 2. verbal interpretation of experienced learning scale range description verbal interpretation 1 1.00-1.79 no barrier very low extent 2 1.80-2.59 weak barrier low extent 3 2.60-3.39 moderate barrier moderate extent 4 3.40-4.19 strong barrier great extent 5 4.20-5.00 very strong barrier very great extent a five-point scale was utilized to measure the students’ motivation level on emergency remote education. this is shown tanle 2 below. table 3. verbal interpretation of motivation level scale range description verbal interpretation 1 1.00-1.79 strongly disagree very low level 2 1.80-2.59 disagree low level 3 2.60-3.39 uncertain average level 4 3.40-4.19 agree high level 5 4.20-5.00 strongly agree very high level a five-point scale was utilized to measure the students’ resilience level on emergency remote education. this is shown table 4 below. table 4. verbal interpretation of resilience level scale range description verbal interpretation 1 1.00-1.79 not true at all very low level 2 1.80-2.59 rarely true low level 3 2.60-3.39 sometimes true average level 4 3.40-4.19 often true high level 5 4.20-5.00 true nearly all the time very high level https://jse.rezkimedia.org/index.php/jse/index bauya, cacayan, & ulanday-lozano – perceived psychological distress and learning barriers … 211 finally, pearson product-moment correlation on coefficient was utilized to find the correlation between psychological distress and learning barriers associated with students’ motivation and resilience during emergency remote education. the test was carried out at a significant level of 0.05. results and discussion the data show (figure 2) the students' perceived level of psychological distress in emergency remote education. on depression, 26.9% of the respondents (64 students out of 238) had an extremely severe level of depression, while 17. 6% or 42 students have severe depression. unfortunately, only 15.1% or 36 students are considered normal. regarding anxiety, 62.6% of the respondents (149 students) suffer from extremely severe levels of anxiety, whereas only 4.2% of the respondents, or 10 out of 238 students, are normal. concerning stress, 33.6% of the respondents comprised 80 students had a moderate level of stress, and 30.3% or 72 students had extremely severe stress. whereas only 5.5% or 13 students have a normal level of stress. overall, 26.9% of the respondents had an extremely severe level of depression, 62.6% suffered from extremely severe levels of anxiety, and 33.6% had a moderate level of stress. this implies that students in emergency remote education have perceived levels of psychological distress from moderate to extremely severe depression, anxiety, and stress. figure 2. perceived level of psychological distress of the students on emergency remote education meanwhile, it is to be highlighted that dass-21, as a standardized test, comes with its disclaimer on how to interpret its results: “the dass-21 is based on a dimensional rather than a categorical conception of psychological disorder. the assumption on which the dass-21 development was based (and which was confirmed by the research data) is that the differences between the depression, anxiety and stress experienced by normal subjects and clinical populations are essentially differences in degree. the dass-21, therefore, has no direct implications for the allocation of patients to discrete diagnostic categories postulated in classificatory systems such as the diagnostic and statistical manual of mental disorders (dsm) and the international classification of diseases (icd).” hence, given the nature of this research and the 212 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 206-220 questionnaires, the results presented are not conclusive of any clinical implications and/or diagnosis of any of the students who have participated in the study. notwithstanding, the present study reveals alarming levels of depression, anxiety, and stress, implying that students have developed psychological distress in emergency remote education. this corroborates with previous studies, which highlighted that students nowadays are experiencing increased depression, anxiety, and stress (aslan et al., 2020; son et al., 2020). in the philippine setting, the psychological distress experienced by the students is reflected in many of the context-based psychological measures of disorders experienced by filipino citizens (montano & acebes, 2020; tee et al., 2020). studies reported that filipino students in the new learning platform have severe levels of psychological distress (rotas & cahapay, 2020; pusta et al., 2022). in addition, the study by tus (2021) reported that more than half of the students are experiencing moderate to extremely severe depression, anxiety, and stress levels. specifically, out of 259 respondents, 32.84% have severe depression level, 54.85% have extremely severe anxiety level, and 39.5% have moderate stress level. moreover, according to shaikh et al. (2021), the philippines had higher depression, anxiety, and stress levels when compared to egypt, pakistan, india, and ghana. according to lim et al. (2022), the activities implemented by the different schools on emergency remote education significantly affect students’ mental well-being. thus, the abrupt transition led to depression, anxiety, and stress for several students due to the lack of time to adjust to the remote learning modality. figure 3. extent students experienced the learning barriers on emergency remote education the data (figure 3) presents the extent of students’ experienced learning barriers on emergency remote education. students experience learning barriers in terms of cost and access to the internet (χ = 3.49), technical problems (χ = 3.29), learner motivation (χ = 3.26), time and support for studies (χ = 3.14), social interactions (χ = 3.11), academic skills (χ = 2.85), administrative/instructor issues (χ = 2.69), and technical skills (χ = 2.37). the overall mean of learning barriers is (χ = 2.94) described as a moderate barrier. this https://jse.rezkimedia.org/index.php/jse/index bauya, cacayan, & ulanday-lozano – perceived psychological distress and learning barriers … 213 implies that students have a moderate extent of experienced learning barriers on emergency remote education. this finding is coherent with a national survey by baticulon et al. (2021), which revealed that students in the philippines encountered learning barriers as they adapted to emergency remote education. moreover, recent studies showed significant challenges experienced by students during emergency remote education. these are administrative/instructor issues, technical problems, technical skills, time and support for studies, learner motivation, social interactions, cost and access to the internet, and academic skills (jingco et al., 2021). among the eight (8) factors of learning barriers on emergency remote education, cost and access to the internet obtained the highest (χ = 3.49), whereas technical skills had the lowest (χ = 2.37), interpreted as a low extent of barrier, thus, interpreted as a moderate extent of barrier. in coherence with aung & khaing's (2015) findings, students nowadays have greater computer and internet experience; thus, they perceive technical skills as an advantage rather than a barrier to learning. however, cost and access to the internet are of major concern for instructors and students in the new learning platform (mahmud, 2010). besides, previous literature revealed that students' unwillingness to participate well in the new learning modality is influenced by the high cost of technological resources and inadequate internet access (sinha & bagarukayo, 2019; nambiar, 2020). table 5. level of students' motivation for learning during the pandemic indicators mean description 1. i enjoy online classes. 3.17 uncertain 2. i feel "disconnected" from my teacher and fellow students in online classes. 3.00 uncertain 3. i learn the content well in online classes. 3.00 uncertain 4. i have control over my online learning process. 3.38 uncertain 5. online classes are easy for me. 2.36 disagree 6. i pay attention in online classes. 3.26 uncertain 7. i like online classes because they fit my personal schedule. 2.92 uncertain 8. i choose online classes because they fit my personal schedule. 2.81 uncertain 9. i feel like i can freely communicate with other students in online classes. 2.85 uncertain 10. i feel like i can freely communicate with my instructor in online classes. 2.70 uncertain 11. i think my online classes are challenging. 4.24 agree 12. cheating on tests is easy when done online. 3.17 uncertain 13. i prefer online materials that really challenges me, so i can learn new things. 3.21 uncertain 14. if i study in appropriate ways online, then i'll be able to learn the material. 3.92 agree 15. when i take online tests, i think about how poorly i'm doing compared with other students. 3.56 agree 16. i believe i'll receive excellent grades in my online classes. 2.99 uncertain 17. i'm certain i can understand the most difficult material presented in the readings online. 2.74 uncertain 18. getting a good grade is the most satisfying thing for me during the online modality. 3.74 agree 19. when i take online tests, i think about items on other parts of the tests i can't answer. 3.63 agree 214 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 206-220 20. it's my own fault if i don't learn the online material taught. 3.80 agree 21. the most important thing for me in online classes is to improve my overall grade point average, so my concern is getting a good grade. 3.56 agree 22. i'm confident i can learn the basic concepts that are being taught online. 3.58 agree 23. i want to get better grades than most of the other students in my online classes. 2.98 uncertain 24. when i take online tests, i think of the consequences of failing. 3.84 agree 25. i'm confident i can understand the most complex material presented by the instructor. 2.87 uncertain 26. i prefer online material that arouses my curiosity, even if it's difficult to learn. 3.29 uncertain 27. if i try hard enough, then i'll understand the material presented online. 3.91 agree 28. i have an uneasy, upset feeling when i take online exams. 3.66 agree 29. i'm confident i can do an excellent job on assignments and tests online. 3.12 uncertain 30. i expect to do well in online classes. 3.36 uncertain 31. the most satisfying thing for me is trying to understand the content as thoroughly as possible during online classes. 3.90 agree 32. during online classes, i choose assignments that i can learn from even if they don't guarantee a good grade. 3.47 uncertain 33. if i don't understand the material presented online, it's because i didn't try hard enough. 3.51 agree 34. when taking online exams, i feel my heart beating fast. 4.21 agree 35. i'm certain i can master the skills being taught online. 2.96 uncertain 36. i want to do well in my online classes because it's important to show my ability to my family, friends, employer, or others. 3.76 agree 37. considering the difficulty of the online classes, the teachers, and my skills, i think i can do well. 3.56 agree overall mean 3.35 uncertain the data above (table 5) shows the level of students’ motivation for learning during the pandemic. the students agree that they think their online classes are challenging (χ = 4.24) and when taking online exams, they feel their hearts beating fast (χ = 4.21). for the students, the most satisfying thing for them is trying to understand the content thoroughly as possible during online classes (χ = 3.90). if they try hard enough, then they will understand the material presented online (χ = 3.91). and, when they study in appropriate ways online, then they will be able to learn the material. it appears that students show motivation in online classes because they find ways on how to learn the materials presented online. indeed, the students are expected to do well in online classes (χ = 3.36). they learn the content well in online class (χ = 3.00) and they believe that they will receive excellent grades in online classes. on contrary, the students disagree that their online classes are easy for them (χ = 2.36). they just chose online class because they think that it will fit their schedule (χ = 2.81) or they have no choice at all. the result shows low scores on that they can freely communicate with their instructor (χ = 2.70) why it is done online, and the barriers were set too high. they are not certain that they can understand the most difficult material presented online (χ = 2.74) they also got low scores when asked if they enjoy the class discussions online (χ = 2.82). the overall mean of students’ motivation is (χ = 3.35), described as uncertain. the findings show an average level of motivation. this indicates that students are generally motivated to learn during emergency remote education. https://jse.rezkimedia.org/index.php/jse/index bauya, cacayan, & ulanday-lozano – perceived psychological distress and learning barriers … 215 table 6. level of students' emotional resilience during the pandemic indicators mean description 1. i am able to adapt when changes occur. 2.78 often true 2. i have at least one close and secure relationship that helps me when i am stressed. 3.00 often true 3. when there are no clear solutions to my problems, sometimes fate or god can help. 3.53 true nearly all the time 4. i can deal with whatever comes my way. 2.92 often true 5. past successes give me confidence in dealing with new challenges and difficulties 3.22 often true 6. i try to see the humorous side of things when i am faced with problems 3.08 often true 7. having to cope with stress can make me stronger. 3.24 often true 8. i tend to bounce back after illness, injury, or other hardships. 2.95 often true 9. good or bad, i believe that most things happen for a reason 3.60 true nearly all the time 10. i give my best effort no matter what the outcome may be 3.33 often true 11. i believe that i can achieve my goals, even if there are obstacles. 3.54 true nearly all the time 12. even when things look hopeless, i don’t give up. 3.47 often true 13. during times of stress/crisis, i know where to turn for help. 2.98 often true 14. under pressure, i stay focused and think clearly. under pressure, i stay focused and think clearly. 2.74 often true 15.i prefer to take the lead in solving problems rather than letting others make all the decisions. 2.71 often true 16. i am not easily discouraged by failure. 2.53 often true 17. i think of myself as a strong person when dealing with life’s challenges and difficulties. 3.07 often true 18. i can make unpopular or difficult decisions that affect other people, if necessary. 2.38 sometimes true 19.i am able to handle unpleasant or painful feelings like sadness, fear, and anger 2.71 often true 20.in dealing with life’s problems, sometimes you have to act on a hunch without knowing why. 2.71 often true 21.i have a strong sense of purpose in life. 3.04 often true 22.i feel in control of my life. 2.67 often true 23.i like challenges. 2.53 often true 24.i work to attain my goals no matter what roadblocks i encounter along the way. 3.31 often true 25.i take pride in my achievements. 2.96 often true mean 3.00 often true it is presented above (table 6) the students' resilience level during the pandemic. they believe that it is true nearly all the time that good or bad, most things happen for a reason (χ = 3.60) and they can achieve their goals, even if there are obstacles (χ = 3.54). they believe that when there are no clear solutions to their problems, fate or god can help (χ = 3.53). however, it is sometimes true that they can make unpopular or difficult decisions that affect other people, if necessary (χ = 2.38) it is often true that they are not easily discouraged by failure (χ = 2.53) whereas, they like challenges (χ = 2.53). the overall mean of students’ resilience is (χ = 3.00), described as often true. this indicates that students have an average resilience level today. it implies that students show resilience during emergency remote education. 216 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 206-220 labrague et al. (2020) pointed out that individuals with high resilience and have more effective coping mechanisms can adapt to life adversities and keep functioning well physically and psychologically. despite the philippines being ranked 66th out of 85 nations in terms of internet connection quality by surfshark in its 2020 digital quality of life assessment (tadalan, 2021), students are still willing to join online classes. they find the learning modalities challenging during this remote education, and they have a lot of inhibitions regarding the online evaluation. they should be instructed to become familiar with online modalities to cope with and comprehend the online materials. students are expected to read, understand, and complete work without the assistance of teachers in the new setting. they are compelled to learn independently and on their own. the requirement obliges them to actively participate in online classes with awareness, learn new things and interact with the teacher and other students (knowles & kerkman, 2017). table 7. relationship between the experienced psychological distress and learning barriers correlate with the motivation and resilience of students variables correlated r r2 p-value extent of relationship remark psychological distress and motivation of students -.046 .002 .479 very low not significant psychological distress and resilience of students -.228 .051 .000 low significant learning barriers and motivation of students -.162 .026 .012 very low significant learning barriers and resilience of students -.142 .020 .028 very low significant the data above (table 7) reveal the relationship between the experienced psychological distress and learning barriers in correlation with the motivation and resilience of the students. a pearson's productmoment correlation (pearson r) is computed to assess the relationship between the experienced psychological distress and learning barriers correlate with the motivation and resilience of students. there is no significant correlation between psychological distress and motivation of the students, r (238) = -.046, p =.479 > .05, explaining 0.2% of the variations in the motivation of the students. these results imply that the students' psychological distress does not influence their motivation. on the other hand, there is a significant low negative correlation between psychological distress and resilience of students, r (238) = -.228, p =.000 < .05, explaining 5.1% of the variations in the resilience of the students. these results imply that the psychological distress of the students influences their resilience. the higher the extent of their psychological distress, the lower their resiliency. also, the lower the extent of their psychological distress, the higher their resiliency. in addition, there is a significant low negative correlation between learning barriers and motivation of the students, r (238) = -.162, p =.012 < .05, explaining 2.6% of the variations in the motivation of the students. these results indicate that the learning barriers significantly influence the students' motivation. the https://jse.rezkimedia.org/index.php/jse/index bauya, cacayan, & ulanday-lozano – perceived psychological distress and learning barriers … 217 higher the level of their learning barriers, the lower their motivation. in addition, the lower the level of their learning barriers, the higher their motivation. furthermore, there is a significant low negative correlation between learning barriers and resilience of students, r (238) = -.142, p =.018 < .05, explaining 2.0% of the variations in the resilience of the students. these results suggest that the learning barriers significantly influence the students' resilience. the higher the level of their learning barriers, the lower their resilience. in addition, the lower the level of their learning barriers, the higher their resilience. generally, since there is a low negative correlation between psychological distress and learning barriers to the motivation and resilience of the students, then it indicates that there are other factors that influence students’ motivation and resilience other than psychological distress and learning barriers. in connection to previous studies, the factors influencing the student’s motivation and resilience are assessment and school engagement (simon, 2019; leenknecht et al., 2020; cents-boonstra et al., 2021; romano et al., 2021). conclusion based on the findings, it was found that the students have extremely severe depression level, extremely severe anxiety level, and moderate stress level which implies that students in emergency remote education have perceived levels of psychological distress from moderate to extremely severe depression, anxiety and stress. in addition, the students have experienced learning barriers during emergency remote education to a moderate extent. the results also revealed that during remote learning, students are generally motivated to learn and are resilient. furthermore, it was found in this study that psychological distress significantly influences the resilience of students, but it does not influence the motivation of the students, whereas, learning barriers significantly influence both motivation and resilience of the students. other factors that influence students’ motivation and resilience other than psychological distress and learning barriers can be explored further in future studies. acknowledgment the authors are grateful to the mindanao state university-general santos city -college of education, bachelor of elementary education department for the permission to conduct this research. the proponents are equally thankful to the respondents for all their efforts and inputs in support of this undertaking. also, to their beloved family and friends for their encouragement, trust, and valuable support in terms of financial assistance to make this study possible. above all, they are thankful to almighty god, for the guidance, good health, knowledge, and wisdom that made the researchers finish this study. references aoyama, h. 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(2023). students’ online educational engagement and social relationship through emerging technologies during covid-19 pandemic. journal of science and education (jse), 3(3): 250-263. https://doi.org/10.56003/jse.v3i3.218 introduction the pandemic of covid-19 is a public health crisis. burgess & sievertson (2020) stated that schools, colleges, and universities were shut down (for the right reasons). according to unesco, 91.3 percent of the world's students are taught online, with 194 governments ordering country-wide school closures and over 1.3 billion students studying in online classrooms (waters, 2020). with that, it changed almost 100% of the everyday living people and caused many impacts on the world's different aspects. now that online education is still one of the interventions to pursue education, and for today's generation, it is questionable what effect will be more specific for the students. according to a study by chakraborty et al. (2020), during the covid19 pandemic, students had mixed feelings about online education. most students (65.9%) agreed that learning is more accessible in physical classrooms than in online schooling. however, only a minority of students (31.6%) claimed that online education is better than attending moocs. furthermore, chatterjee & chakraborty (2020) added that there https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i3.218 https://portal.issn.org/resource/issn/2745-5351 mailto:emmalene.maldepena@msugensan.edu.ph https://doi.org/10.56003/jse.v3i3.218 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i3.218&domain=pdf&date_stamp=2023-03-31 maldepena & tamblik – students’ online educational engagement and social relationship … 251 had been many advancements in educational technology in the previous few decades, which have shown to be extremely useful during this pandemic. it was discovered that 7.2 million enrollees prefer modular distance learning, tv and radio-based instructions, and other modalities for the school year 2020-2021, while only 2 million prefer online lesfs (learner enrollment and survey forms) distributed throughout the enrollment period yielded limited findings process (hernando-malipot, 2020). nonetheless, mapping educational practices in an online world was a problem for universities. professors and students also faced many logistical, technological, financial, and social issues (lassoued et al., 2020). good self-discipline is a must for online students since they must take the initiative to meet their instructor's deadlines when balancing personal obligations. many students can easily handle these tasks if they have well-developed organizational skills (ifie, 2012), however, for undisciplined or unmotivated students, the lack of formal structure may be a trap. kokemuller (2011) added that students do not have a set meeting time, and they do not have regular, face-to-face contact with teachers and peers who can remind them of tasks and encourage them to work harder. it was stated by garcia & weiss (2020) that uneven access to the computers and internet access needed for online learning is one of the most severe opportunity gaps. due to the digital divide, some students have found it almost difficult to learn during the pandemic. in addition, students with outdated technological devices can find it challenging to meet specific technical requirements of online learning (adedoyin & soykan, 2020). as a result, peer contact is significantly reduced in an online learning environment. online classrooms often lack a sense of community, which leads to feelings of isolation. they also restrict opportunities to network with others, which can be a drawback as students graduate and begin searching for new jobs (trent, 2020). the previous studies revealed that online learning seems to be the intervention for the students to continue their studies but what is lacking is that what are the emerging technologies thus the students frequently used and to what is the extent of their usage. also, the previous studies did not include online engagement and the social relationship of the students during online learning. there was a limit on the studies that related with this topic. therefore, the researchers endeavored with this study and aimed to study the emerging technologies that students usually utilize, thus to what extent their engagement in online education and social relationship through emerging technologies. this paper also highlighted how students established social relationships during the pandemic and helped the students and educators through the use of the data gathered. 252 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 250-263 method research design this study employed a descriptive-correlational research design. in research investigations, descriptive correlational design is utilized to produce static images of circumstances and establish the relationship between distinct variables (mcburney & white, 2009). the descriptive-correlational research design was applied in this study to determine the focus, which is the students' engagement and the relationship between online educational engagement of the students and the social relationship of the students using emerging technologies. respondents the respondents of this study involved one hundred twenty (120) regular third-year students of mindanao state university-general santos city, out of one hundred fifty (150) who were officially enrolled during the first semester of the academic year 2021-2022. the respondents were all regular students and chosen because of the same availability of time, which were all regular students and the respondents' easy access and communication. moreover, they were chosen because this study fits their characters regardless of their age, gender, and ethnicity. purposive sampling is a non-probability sampling method wherein "components selected for the sample are chosen based on the researcher's judgment." researchers frequently feel that they may achieve a representative sample by employing sound judgment while saving time and money (black, 2010). instrument the study used a researcher-made survey questionnaire and interview questions to gather the needed data in the study. the researchers crafted the questionnaire, where the items are focused on the students' engagement. moreover, the questionnaire stated common applications thus the students were utilized during the educational and social activities, what were the typical activities they did during the online class, how they interacted and communicated with each other during the pandemic, and how they formed social relationships using the emerging technologies. furthermore, the instrument used underwent the process of validation with the validation tool provided by the thesis adviser and resulted in a final rating of 5 means very highly valid. the questionnaire is valid and can provide unbiased data, allowing 0-5% error. in addition to that, the instrument used also underwent a reliability test using the cronbach alpha reliability coefficient. according to statistical methods and data analytics cronbach’s alpha measures internal consistency on how closely related a set of items were as a group. it was considered a measure of scale reliability. this was done in consultation to ask the approval of the thesis adviser for pilot testing and run to the 30 students with the same characteristics as the respondents, which led to the result of 0.94 overall, which means excellent internal consistency. https://jse.rezkimedia.org/index.php/jse/index maldepena & tamblik – students’ online educational engagement and social relationship … 253 data gathering procedure the study used the descriptive-correlational research design to gather data. it underwent thorough consultation with the thesis adviser before conducting an online survey of the respondents to ensure that the survey questionnaire was reliable. to collect information for this study, the researcher used a google form as the basis of the data analysis. the researchers obtained the master list of the respondents from the college of education students organization and the students' names whom the researchers can reach out to express the study purpose and help the researchers in conducting the survey questionnaire. in communicating with the respondents, the researchers reached out through a private facebook message and their group chats to share the message and the google form link of the survey questionnaire. once done, the students who took the survey questionnaire received a 20 pesos load as a token of appreciation for their time and effort. furthermore, the researchers also informed the respondents of the overview and purpose of the study. the researchers ensure the privacy of the information from the data gathered. in retrieving the data, it runs between 1-2 weeks, and researchers used the frequency and mean percentage of a descriptive statistical treatment, pearson product-moment correlation, and thematic analysis. statistical treatment to analyze the gathered data of this study, frequency distribution and the weighted mean were computed. a five-point scale was used to describe the emerging technologies thus the student utilizes, the extent of online educational engagement, and the extent of social relationships through emerging technologies. the numerical gradations of the five-point scale are as follows. table 1. the scale of verbal interpretation scale range description verbal interpretation 1 4.50-5.00 always very great extent 2 3.50-4.49 often great extent 3 2.50-3.49 sometimes average extent 4 1.50-2.49 rarely low extent 5 1.00-1.49 never very low extent the survey questionnaire consisted of (3) parts for rating scale, and specify these are the following: part 1: the emerging technologies with consisted of 11 items ranging from never (1) to always (5), part 2: the online educational engagement with consisted of 15 items ranging from never (1) to always (5), part 3: the social relationships of students through emerging technology with consisted of 15 items ranging from never (1) to always (5). further, to interpret the relationship between online educational engagement and social relationships among students through emerging technologies, the pearson moment coefficient technique was used. 254 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 250-263 data analysis the interview question consisted of 1 principal question with four sub-questions that focused on how the students formed social relationships using the emerging technologies during the pandemic. to interpret the interview questions of the study, a product moment tool was used. the "pearson r" statistic, also referred to as the pearson product-moment correlation coefficient, is a measurement of the correlation of both variables separated by the result of their standard deviation. researchers find value in how both variables differ in regard to one another while calculating a correlation coefficient. the pearson r has two key presumptions: first, it may only be employed with ratio or interval data, and second, the data must be regularly distributed (prion & haerling, 2014). moreover, it focuses on familiarizing, analyzing, and interpreting data patterns or themes in this study. first, the researchers gathered the interview transcripts from the google form and then transferred them to a word file to be put on a table form for easy familiarizing. the second was the coding and analysis of the data. the researchers highlighted words that the respondents commonly stated, highlighted words that relate to each other, and crossed out answers unrelated to the question. last was generating themes, and the researchers came up with the phrases that best describe the data gathered from the respondents. results and discussion table 1 presents the emerging technologies students utilized for educational and social activities during the pandemic. the students always use messenger with weighted mean of 4.90, google meet weighted mean of 4.64, and facebook with a weighted mean of 4.50. table 1. emerging technologies that students utilize for educational and social activities during the pandemic indicator weighted mean description 1. i am using facebook. 4.50 always 2. i am using google meet. 4.64 always 3. i am using zoom. 2.78 sometimes 4. i am using viber. 1.31 never 5. i am using messenger. 4.90 always 6. i am using instagram. 3.78 often 7. i am using telegram. 3.45 sometimes 8. i am using youtube. 4.44 often 9. i am using tiktok. 3.03 sometimes 10. i am using twitter. 3.04 sometimes overall mean 3.59 often the technologies that the students always use are those technologies or applications that are popular and commonly used by people worldwide, particularly in everyday online activities. these are also easy-to-use, convenient, and data-friendly technologies. this further indicates that supports the finding of fansury (2020) that these technologies are the ones that can aid in the learning process, specifically during the covid-19 epidemic, because they are readily available and accessible. https://jse.rezkimedia.org/index.php/jse/index maldepena & tamblik – students’ online educational engagement and social relationship … 255 on the other hand, they sometimes use tiktok with a weighted mean of 3.03 and zoom with weighted mean of 2.78. the technologies that the students sometimes use are those technologies that give entertainment and are used for the special virtual event. bossen and kottasz (2020) concluded that the technologies sometimes used are the ones that are lighthearted fun and thus nothing to be concerned about. the application that is fun and the gratifications of self-expression, identity creation, and fame-seeking were found to be the essential gratifications sought. however, they never use viber becuase of a weighted mean of 1.31. the technology that has never been used is the technology that is unfamiliar and unpopular to the students. technology that the students did not use well; it was discovered that students naturally prefer the software they use for personal communication over unfamiliar software prescribed to them (brisco, 2016). overall, the mean of 3.59 is described as often. this implies that the students used emerging technologies such as messenger, google meet, and facebook for educational and social activities during the pandemic. however, they never use viber. the findings support the study of kshetri (2020) stated that facebook's messaging services saw a 50 percent increase in usage, with video messaging seeing a 100 percent increase. moreover, according to constine (2018), 2.5 billion people utilize at least one of its apps: facebook, instagram, whatsapp, or messenger. this compared to 2.23 billion monthly facebook users, 1 billion instagram users, 1.5 billion whatsapp users, and 1.3 billion messenger users. additionally, social networking websites are used by between 67% and 75% of college students. facebook is the most popular social media website, with research indicating between 85% and 99% percent of college students use facebook (junco, 2012). table 2. extent of online educational engagement done by the students indicator weighted mean descripti on 1. i attend synchronous classes on google meet or zoom. 4.78 always 2. i am confident sharing my thoughts during an online class. 3.69 often 3. i raise questions to clarify some information that is not clear during online discussion. 3.33 sometime s 4. i actively participate in recitation during an online class. 3.80 often 5. i can easily understand my teacher's lessons during online discussions. 3.71 often 6. i look for educational videos on the internet that will supplement my learning needs. 4.15 often 7. i post and share my reflection online in our class discussion. 3.56 often 8. i look for articles with reliable sources that will help me with my assignment and project. 4.44 often 9. i create video and virtual presentations for online class. 4.19 often 10. i attend webinars and online training to enhance my knowledge and skills. 4.38 often 11. i communicate online with my classmates to discuss ideas for group activities. 4.81 always 12. i actively participate in online group meetings using google meet or zoom. 4.49 often 256 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 250-263 13. i keep myself updated on the progress of our group task through the group chat. 4.71 always 14. i comment and share educational posts on facebook. 3.87 often 15. i participate in answering evaluation form about the online webinars and trainings i attend. 4.49 often mean 4.16 often table 2 shows the extent of online educational engagement done by the students. the students always communicate online with their classmates to discuss ideas for group activitieswith weighted mean of 4.81 they attend synchronous classes on google meet or zoom with a weighted mean of 4.78, and they keep themselves updated on the progress of their group task through the group chat with weighted mean of 4.71. students always attend synchronous classes using google meet or zoom because it is essential and required for their good learning. besides, the students' technologies are all accessible and easy to use for them to be easily updated by their classmates and teachers. this support by the finding of sari & octaviani (2021), that the students heavily participate in their online classes and studies. they exchange their ideas and information to understand lessons and learning materials by interacting with their groupmates and establishing connections among teachers and peers. on the other hand, the students often actively participate in online group meetings using google meet or zoom because of the weighted mean of 4.49 and participate in answering evaluation form about the online webinars and trainings they attended with weighted mean of 4.49 in addition, they look for articles with reliable sources that will help them with their assignment and project with a weighted mean of 4.44. students only attend meetings and answer evaluation forms when required by their teachers and organizations, which only happens often and when there is no problem with internet connections. further, according to dumbford and miller (2018), there are also some sacrifices made by online learners when it comes to an informative learning program, such as unstable internet connectivity, electric power interruption, etc., that made them frequently attend group meetings online webinars, and training. while it can be observed that the students sometimes raise questions to clarify some information that is not clear during online discussion because of the weighted mean of 3.33. it is also noticeable that while they are engaged online, they are not maximizing the potential of technology to deeper their understanding of the lessons or topics presented to them. the finding support by the tenney school (2016), that students' fear of appearing dumb, shy, having difficulty forming the questions, etc., made them decide not to raise questions to clarify some information that is not clear during online discussion. overall, the extent of online educational engagement of the students got a mean of 4.16 is described as often. this implies that the students have a great extent of online educational engagement. they are constantly communicating online with their classmates to discuss ideas for group activities, attending synchronous classes on google meet or zoom, and keeping themselves https://jse.rezkimedia.org/index.php/jse/index maldepena & tamblik – students’ online educational engagement and social relationship … 257 updated on the progress of their group task through the group chat using emerging technologies during the pandemic. in addition, according to the study conducted by martin & bolliger (2018), over 78% believe that students work cooperatively to accomplish case studies, projects, reports, and other tasks by utilizing online communication tools, and 76.1% said it was essential for learners to communicate with classmates through student demonstrations. with that, this also supports the study of romero-ivanova et al. (2020) stated that zoom enabled students to construct collaborative workplaces as though they were on campus. it allowed the class to work on their assignment throughout the course, which was beneficial. it aided in completing tasks and projects and enabled them to maintain contact with peers. moreover, according to adipat (2021), online learning has improved interaction between teachers and students by allowing them to continue teaching and learning outside of the classroom. table 3. extent of social relationship of student through emerging technologies indicator weighted mean descripti on 1. i connect with my friends through various social media platforms. 4.77 always 2. i communicate with my teacher using various online resources. 4.31 often 3. i pass my assignments and activities to my teacher through various online resources. 4.70 always 4. i share written materials with my classmates through various online resources. 4.25 often 5. i share video materials with my classmates through various online resources. 4.32 often 6. i share learning materials with my classmates through various online resources. 4.36 often 7. i share educational posts with my acquaintances through various social media platforms. 4.03 often 8. i send messages to my teacher about my concerns through various social media. 3.97 often 9. i share the news that i have read to my parents/relatives using social media platforms. 3.89 often 10. i tag posts to my friends, classmates, and relatives using social media platforms. 4.03 often 11. i participate with my group in a group tasking through various social media. 4.67 always 12. i help my fellow students through various social media. 4.37 often 13. i reply to my teachers’ announcements on various social media platforms. 3.91 often 14. i interact with other participants in course-related webinars through various online resources. 3.87 often 15. i share extra resources with my friends through various social media platforms. 4.27 often mean 4.25 often table 3 displays the extent of social relationship of student through emerging technologies. the students always connect with their friends through various social media platforms because of the weighted mean 4.77. they pass their assignments and activities to their teacher through various online resources with a weighted mean of 4.70. they also participate with their group in a group tasking through various social media with 258 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 250-263 weighted mean of 4.67. students utilize very convenient and easy technologies because of their availability and accessibility to maintain and strengthen their social relationships. they can connect with their friends, pass their assignments, and participate in their group tasks easily. besides, according to the study of hampton et al. (2011), researchers have proved that connecting on social media helps them interact with friends, stay in touch with extended family, and get assistance through tough times. on the other hand, they often help their fellow students through various social media because of a weighted mean 4.37. they share learning materials with their classmates through various online resources with a weighted mean of 4.36, and they communicate with their teachers using various online resources with a weighted mean of 4.31. in addition, they often share the news that they have read to their parents and relatives using social media platforms with a weighted mean of 3.89, and they interact with other participants in course-related webinars through various online resources with a weighted mean of 3.87. some students are not confident with their worksheets, assignments, marks, etc., which makes them uncertain if they will share them with their friends, teachers, and family using various online resources. furthermore, students focused on the content of the speakers and webinars they attended than interacting with other participants, which were only required often. this support by the study of dumbford & miller (2018), student-faculty interaction appeared to be less favorable in web-based learning situations. furthermore, students focused on the content of the speakers and webinars they attended than interacting with other participants, which were only required often. overall, the extent of social relationship of students through emerging technologies got a mean of 4.25 is described as often. this implies that the students are forming social relationships through emerging technologies to a great extent. they are always connected with their friends through various social media platforms, pass their assignments and activities to their teacher through various online resources, and participate with their group in a group tasking through various social media during the pandemic. it was reflected in the study of kintu et al. (2017) that 74% of students said technological tools helped them interact, collaborate with peers, and reflect on their learning; 71% said online materials were wellorganized, user-friendly, and easy to find; and 57% said they collaborate with peers by posting. additionally, as klingensmith (2010) stated, social media sites enable learners to build a relationship with their relatives and friends while also creating a new social support system and adjusting to student life. further, according to quinones & adams (2021), digital technologies are an essential learning tool that allows children to build a social context conducive to their growth. table 4. relationship between online educational engagement and social relationships among students through emerging technologies variables correlated r r2 p-value extent of relationship remark online activities and social relationships .549 .301 .000 moderate significant https://jse.rezkimedia.org/index.php/jse/index maldepena & tamblik – students’ online educational engagement and social relationship … 259 a pearson's product-moment correlation (pearson r) is computed to assess the relationship between online educational engagement and social relationships among students through emerging technologies. there is a significant moderate positive correlation between online educational engagement and social relationships among students through emerging technologies, r (120) = .549, p =.000 < .05, explaining 30.1% of the variations in the social relationships among students through emerging technologies. the other 69.9% of the variations are due to other variables. according to kim et al. (2011), media integration, quality instruction, interactivity, and gender influence the social relationship of the students. the results implies that the online educational engagement of the student significantly influences their social relationships through emerging technologies. moreover, it shows the increase in the relationship between the two variables. meanwhile, the students have a great extent of online educational engagement. they also have a great extent of social relationships because of the activities related to school they have done, the webinars they attend, and the requirements for their study that need to comply. as supported by the study of ma et al. (2011), online learning is based on connecting to a larger pool of learning resources and peers who may help individual students, such as through discussion forums, collaborative learning, and community development. thus, knowledge sharing in online learning is unlikely to occur without regular and consistent engagement. according to one study, there is a link between how students evaluate their relationships with their peers and professors, how they describe the overall quality of their educational experience, and how they use a range of social media tools (rutherford, 2010). forming social relationship during pandemic through emerging technologies the study was also focused on how the students form a social relationship through emerging technologies during the pandemic. the respondents stated two (2) themes that refer to the strategies they employ to form a social relationship during the pandemic. the following are the findings made based on the thematic analysis and these are: consistent communication and positive communication. consistent communication. the students consistently communicate with their friends, family, and teachers to form a social relationship through emerging technologies during the pandemic. they always contacted them through chats or video calls because it was an easy yet very convenient strategy to keep in touch and strengthen their relationship despite their distance. moreover, the following excerpts were some responses that claimed that consistent communication was the strategy they used to form social relationships during the pandemic through emerging technologies. other responses could be found on the page in the appendix section. this means that the students consistently communicated to establish and improve social relationships with their friends, family, and teachers. it is their new way and a new strategy to form a social relationship despite the changes brought by the pandemic. the students always communicate, continually update others, and keep posted on everything through emerging technologies. 260 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 250-263 researchers have found that remote learning combined with consistent communication improves social relationships (utomo et al., 2020). further, su (2016) claims that staying connected always leads to a constant sense of togetherness. moreover, students in online settings can communicate with other students and the instructor for extended periods. this creates an advantage that relationships formed online are stronger (imlawi et al., 2015). positive communication. the students employed positive communication in forming social relationships with their friends, family, and teachers. the students started to connect with other people through positive approaches, such as sending messages with kindness, respect, and more. additionally, the following excerpts were the responses that claimed that communication positively was the strategy they employed to form social relationships during the pandemic through emerging technologies. this means that having positive communication is one of their strategies to enhance and strengthen their social relationship with their friends, family, and teachers during this pandemic. being kind and communicating with respect is what the students are always doing every time they are connecting with them through emerging technologies. according to anderson (2020), participation in online education, speaking enthusiastically and joyfully about schoolwork, then emphasizing intrinsic encouragement, creates engagement and express a tone of warmth and friendliness. stallman et al. (2018) stated that the importance of receiving social support and kindness backs up the idea that some people need to be encouraged and treated well by others to build a positive relationship of how to approach and treat one another. furthermore, the more time students spend establishing warm attitudes, the more comfortable their relationships with others become (kok et al., 2013). overall, the students form social relationships through consistent communication and positive communication. the researchers came up with the two themes and lead to the findings that students consistently communicated and positively communicated to form social relationships during the pandemic through emerging technologies. the students employed these strategies to ensure that their social relationships would be formed, established, and improved despite the distance and restrictions brought by the covid-19 outbreak. hence, with the use of these strategies it can help the students form social relationships with their friends, family, and teachers during the pandemic, the student's sense of belonging, care, and love for other people will be shown and develop. even more, one study found that communication and support directly impact students' sense of belonging and that there are specific characteristics of teaching practice that satisfy this essential relational requirement. students' sense of belonging methods are crucial aspects of effective teaching; they allow students to be successful and independent learners (osterman, 2010). nevertheless, people can achieve a lot by speaking with others consistently and pleasantly. people are born into relationships and spend their lives in friendships, family networks, romantic partnerships, marriages, and professional ties. indeed, studies https://jse.rezkimedia.org/index.php/jse/index maldepena & tamblik – students’ online educational engagement and social relationship … 261 reveal that when people talk, new topics arise, which helps them gain higher happiness in their close encounters (guerrero et al., 2017). conclusion based on the findings, it was found that the students use emerging technologies such as messenger, google meet, and facebook for educational and social activities during the pandemic. furthermore, the students have a great extent of online educational engagement. the results also revealed that the students are forming social relationships through emerging technologies to a great extent. in addition, the online educational engagement of the study significantly influenced their social relationships through emerging technologies. moreover, the students form social relationships through consistent communication and positive communication. references adedoyin, o. b., & soykan, e. 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(2020). six online activities to help students cope with covid-19. retrieved from https://greatergood.berkeley.edu/article/item/six_online_activities_to_help_students_cope_with_covid _19 https://eric.ed.gov/?id=ej1179659 https://doi.org/10.1007/978-90-481-8675-4_15 https://doi.org/10.1016/j.ecns.2014.07.010 https://brill.com/view/journals/vjep/5/1/article-p1_10.xml https://eric.ed.gov/?id=ej1264741 https://doi.org/10.33365/ts.v19i1.896 https://doi.org/10.1080/03069885.2017.1343458 https://doi.org/10.1177/0163443715594037 https://tenneyschool.com/when-students-do-not-askquestions-in-class/ https://education.seattlepi.com/benefits-online-college-1165.html https://greatergood.berkeley.edu/article/item/six_online_activities_to_help_students_cope_with_covid_19 https://greatergood.berkeley.edu/article/item/six_online_activities_to_help_students_cope_with_covid_19 ieee paper template in a4 (v1) 23 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 1, 2022, 23-39 doi: 10.56003/jse.v3i1.134 issn: 2745-5351 navigating learning through catastrophic calamities: a phenomenological study gladys andales1, teresita sarile2, suzette elladora3, fitzgerald kintanar4, ariel ramos5 1 department of education, carcar city cebu division 2,3.4.5 cebu technological universityargao campus, isidro kintanar st, argao, 6021 cebu, philippines e-mail: ariel.ramos@ctu.edu.ph received: 2 august 2022 accepted: 19 september 2022 published: 30 september 2022 abstract: this study examined the lived experiences of technology and livelihood learners while navigating in the learning process despite the calamities like covid-19 pandemic and typhoon odette. data were gathered from indepth interview with participants, focus group discussions, and key informant interview through the interview guide. transcripts were analyzed using colaizzi’s method, wherein meanings are formulated through sorted codes, categories, and themes. findings revealed three emerging themes on participants’ difficult and challenging experiences which include, uphill battles in learning, learning opportunities, and rise to the challenges. meanwhile, two themes were found for the underlying effects of these experiences including, role acceptance and psychosocial discomfort. furthermore, three themes were identified for learners’ responses to the challenges in learning process, including actions towards learning, coping amidst adversities, and pillars of strength. these experiences provided concepts to educators to improve teaching and becoming flexible in designing lessons and learning tasks guided with the learning continuity model mainly designed to teach in the midst of crises. hence, the department of education may spearhead community assessment while in curriculum development to suffice the needs of the learning community and may guide division and school offices in the implementation of their localized and contextualized learning continuity plans. keywords: qualitative; phenomenology; colaizzi method; covid-19 pandemic. how to cite: andales, g., sarile, t., elladora, s., kintanar, f., & ramos, a. (2022). navigating learning throughcatastrophic calamities: a phenomenological study. journal of science and education (jse), 3(1): 23-39. https://doi.org/10.56003/jse.v3i1.134 introduction calamities like super typhoon odette and the covid 19 pandemic have tremendously affected numerous places resulting in the loss and damage of various properties, including households and educational structures. the school children in typhoon-affected areas who were already suffering from the impact of covid-19 on their health and well-being have to deal with the effects of the super typhoon as it affects more to their education, protection, and, more importantly, their health and nutrition. this challenges the school leaders and the government in their implementation of the basic education learning continuity plan since there is a need to reopen the schools in the midst of these crises, thus preventing learning loss, while the school children and their parents need psychological and psychosocial support to mitigate the impact of the disaster in the midst of the pandemic on their well-being. this descriptive phenomenological study explores the lived experiences of the technology and livelihood education learners affected by the covid-19 pandemic and typhoon odette. according to rocha et al. (2021), the simultaneous existence of the covid-19 pandemic and natural disasters has caused devastating and detrimental effects on the mental health of filipinos. the shift to the new normal of https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i1.134 https://portal.issn.org/resource/issn/2745-5351 mailto:ariel.ramos@ctu.edu.ph https://doi.org/10.56003/jse.v3i1.134 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i1.134&domain=pdf&date_stamp=2022-09-30 24 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 education due to the pandemic added to the climate crisis has greatly affected parents and students since the former already posed a number of issues, thus there was a need for serious psychological interventions. in the latest covid-19 cases update, the department of health philippines has recorded over three million nationwide cases data based on their covid-19 online tracker (department of health philippines, 2022). while challenges in restoring livelihood and monitoring children in need of support are still ongoing, finances are needed to repair and rebuild schools with millions of dollars that have been cost on damaged learning materials, as estimated by the department of education according to the report made by the office for the coordination of humanitarian affairs of the united nations. the covid-19 pandemic, compounded by typhoon odette, has generated abundant crises for students as health, nutrition, and psychosocial support, protection from violence, and continuation of learning that demand immediate response (unicef, 2021). in line with this information, researchers have begun to explore the lived experiences of learners affected by covid-19 and typhoon odette. there are research conducted on the experiences of learners in these twofold crises, but there has been no research yet to date conducted on the meaning of their lived experiences while the educational system continues to operate to avoid accumulated learning loss. in the division of carcar city cebu, philippines, memoranda have been released on how to mitigate the covid-19 cases among its schools and communities and monitoring damages caused by typhoon odette which affected most of the learners. there have been concerns delivered to school personnel as partially and totally damaged properties which include student learning resources. the pandemic, which prevented technology and livelihood education learners to respond entirely to the learning competencies and objectives of technology and livelihood education subjects, has been aggravated by typhoon odette as students have lost the resources needed to perform such. thus, it is substantial to understand the meaning of the lived experiences of technology and livelihood education learners in this new normal to extrapolate the implication of the experience and lessons in dealing with these two-fold crises. the learners struggled further with the effects of typhoon odette as their dwellings were partially damaged. the community learning centers where students gathered for the recorded video lessons were also damaged, thus preventing the technology and livelihood education learners from accessing recorded lessons for their performance-based competencies in technology and livelihood education subject. this challenges more these learners since the philippines’ basic education grading system has put greater weight on students’ performance than the written works (deped order 8, s. 2015, deped order 31, s. 2020). by understanding their experiences, the school can provide interventions and remediation to help this type of learners’ cope with their struggles in technology and livelihood education subject. the parents of these students can realize that the pandemic and the natural disaster are not hindrances to accessing quality education. being resilient in most aspects makes the school and the community move forward and achieve greater heights to avoid being left behind in education in the new normal. https://jse.rezkimedia.org/index.php/jse/index andales, sarile, elladora, kintanar, & ramos – navigating learning through catastrophic … 25 the focus of the study is to explore the experiences of learners in their learning process during the covid-19 pandemic and after hurricane odette; how their experiences affect their learning process; and how these learners respond to the challenges they experience, which forms the basis for the learning continuity model proposed for the teaching of livelihoods technology and education when disaster strikes. method the study used descriptive phenomenological design. this is done through understanding the lived experiences by studying a small number of subjects through extensive and prolonged engagement to develop patterns and relationships of meaning (creswell, 2009). the emphasis is to acquire data that explicates the essence of human experience as the researchers set aside their own prejudgments as much as possible to understand the participants in the study (creswell, 2009). in this study, descriptive phenomenology was chosen as the researchers were searching for an understanding of the meaning of the lived experiences of the technology and livelihood education learners. the fourteen (14) participants were identified through purposive sampling and inclusion criteria such as: (a) must be a bonafide student of tal-ut national high school in school year 2021-2022; (b) enrolled in technology and livelihood education; (c) has experiences in the learning process during the covid-19 pandemic and after the typhoon odette; and (d) has inadequate to satisfactory performance rating in the subject due to the impact of the disasters in households and community. there were five (5) participants for in-depth interview, five (5) participants for the focus group discussion and four (4) participants, two (2) student leaders and two (2) participants from the parent-teacher association (pta) officers for the key informant interview. this is a considerable number of participants as confirmed by alase (2017) to meet data saturation of which is the point in the research process when no new information is discovered in data analysis, and this redundancy signals to researchers that data collection may cease according to faulkner & trotter (2017). with saturation, the researchers reasonably assure that further data collection yield similar results and serve to confirm emerging themes and conclusions. concerned authorities were asked for approval before the actual data gathering. parents’ consent and the student-participant’s assent were also secured and documented. a preliminary meeting was conducted with participants to provide adequate information and assurance that their participation was voluntary, and they could withdraw anytime. in-depth interview is the main source of data. supplemental data come from the focus group discussions and key informant interview using the semi-structured interview guide. all interviews were audio-recorded and transcribed with pseudonyms. to prevent the spread of covid-19, investigators ensured the proper implementation of minimum health protocols. the use of interview logs and phone recording were also done to ensure the validity and reliability of the participants’ responses. colaizzi’s method of analysis was utilized to understand the real experience of the phenomenon under investigation. colaizzi’s (1978, as cited in morrow et al., 2015) distinctive seven step process provides a rigorous analysis, with each step staying close to the data. using this method, there were seven steps 26 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 conducted which include: (1) thorough reading of the transcripts to obtain a general sense of the content, (2) extraction of significant statements from each written transcript, (3) sorting of meanings into categories, clusters and themes, (4) interpreting the results of the study to explore their lived experiences as the technology and livelihood education learners who continue to study in school and at home in the time of the pandemic and after the typhoon odette, (5) playing the recorded interviews several times to ensure the accuracy of the significant statements and lived experiences of the participants, (6) describing and interpreting the fundamental structures of the phenomenon and (7) validating the findings to compare the results to the participants’ real experiences. after comprehensive analysis and interpretation, all confidential files were shredded. there were neither incentives nor amount of money that were given to the participants. data results were intended to be disseminated only to ensure that the study was done for the betterment of the community and organization. the unknown nature of this examination was likewise kept up all through so participants could react easily without hesitations. results and discussion results reveal common themes and categories of experiences which emerged from the saturated data using colaizzi’s method of analysis. moreover, participant quotes are used to solidify the themes and provide answers to the research questions. table 1. learners’ learning experiences during covid-19 pandemic and after typhoon odette themes categories uphill battles in learning • teacher’s absence • socio-economic constraints • poor/ no internet and electrical connectivity learning opportunities • presence of a study-buddy • visits in community learning center • viewing video lessons rise to the challenges • survival measures • participation in limited face-to-face classes in the study, the learners revealed their learning experiences during the covid-19 pandemic and after typhoon odette. the experiences described by the participants in this study were taken freshly from the perspective of the investigator toward the phenomenon. in table 1, it reveals the experiences of technology and livelihood education learners in their learning process during the calamities including covid-19 pandemic and typhoon odette. emerging themes of learning experiences include (a) uphill battles in learning, (b) learning opportunities, and (c) rise to the challenges. moreover, each theme is comprised by three categories as shown in the table. https://jse.rezkimedia.org/index.php/jse/index andales, sarile, elladora, kintanar, & ramos – navigating learning through catastrophic … 27 theme 1a: uphill battles in learning participants reported that they experienced uphill battles in learning during the pandemic and after typhoon odette which metaphorically described the difficulties and challenges in the learning process. according to lodge et al. (2018), difficulties are often unavoidable but important part of the learning process. the sudden shift caused by the calamities developed difficulties and challenges in distance or remote learning. some participants shared experiences on difficulty in understanding and answering learning tasks using self-learning modules, which is the primary instructional material, and in self-learning. while there are participants who reported on being academically challenged in their socio-economic activities at home. also, there were participants mentioning challenges in studying due internet and electrical issues. the idea of having difficulties and challenges in the learning process was solidified when the participants identified areas of study which need adequate interventions and this concern was aggravated after the typhoon. the difficulty to independently grasp learning concepts was experienced by participants who recognized the absence of a teacher as they were not used to self-learning. during remote learning, they greatly needed teachers’ physical presence to provide further explanations as teachers were identified as persons who can facilitate learning while enriching their learning experience. this is observed in the response below: “bati kaayo akong life as a student kay lisod kung dili ang teacher ang motudlo…dili ko kasabot sa ubang lessons unya dili mi pwede mogawas-gawas sa balay pag bag-o pa ang pandemic….” (i feel so bad about life as a student because it’s hard if the teacher isn’t the one to teach… i don't understand the other lessons then we can't go out of the house at the onset of the pandemic…) lizzie a teacher plays an important role in teaching (makovec, 2018). with the results, the learners need teacher’ guidance to understand and comply with the learning tasks assigned to them such as performing skills-based learning activities in technology and livelihood education. these seemed to be difficult for learners not used to the new structure of learning. as learners engaged in self-learning, satisfaction was not achieved as teachers’ presence becomes a necessity as supported by the study of dayagbil et al. (2021). hence, new platform that features fitness of the need in the new context is required for responsive learning according to ramos & baldespiñosa (2021). in addition, some participants mentioned socio-economic activities interrupting their learning process as learners learned in their new learning environment. they are tasked to get involve in these activities as their families are affected by the pandemic. likewise, there are also activities transpired after the typhoon odette resulted to added socio-financial constraint and this impacted to the way learners respond to learning tasks. this is exemplified in the following response: “makatuon ko sa alas 7:00 sa gabie niya mahuman rasad kog alas 7:30 sa gabii tungod sa mga buluhaton sa balay sama sa pag-atiman sa mga hayop. nawagtangan ug trabaho ang akong mga ginikananan tungod sa pandemic maong kinahanglan kong moabag sa balay...human sa bagyo kay 28 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 kinahanglan sad namong ayuhun among balay” (i would study at 7:00 pm then finish at 7:30 pm because of household chores like taking care of the animals. my parents lost their jobs because of the pandemic so i had to help at home ... after the typhoon, we also had to fix our house.) david this suggests that, while engaged in learning during the crises, learners encountered poor conditions at home such as conflict with home responsibilities and financial-related problems. their need to assist parents not only in household but also in farm activities, as taking care of the animals is evident in their rural community background. indeed, families in low socio-economic position households, and those living in disadvantaged neighborhoods provided fewer learning experiences (dayagbil et al., 2021). hence, studies should be carried out to support the hardest hit economically disadvantaged groups as socio-economic conditions in learning environment at home is not uniform (pokhrel & chhetri, 2021). the intensified student difficulty and challenges in the learning process were further testified by participants who utilized internet in android phones and electricity for charging and lighting to fulfill their need to learn better. as mentioned, understanding topics in self-learning modules and responding learning tasks including performance of the skills required in skills subjects as tle seemed to be problematic while in remote learning. this is verbalized in the following responses: “nilisod ug samot human sa bagyong odette kay need kaayo ang internet para maka access sa video lessons para sa akong mga projects labina sa tle o mag answer sa learning activities sa lain nga subjects. kinahanglan pa mi moadto sa lugar nga naay signal…” (it became more difficult after typhoon odette because i really need the internet to access video lessons for my projects especially in tle or answer learning activities in other subjects. we still have to go to the place where there is a signal…) josie “…nawa ang among kuryente tungod sa bagyo ‘dam. moadto ko sa balay sa among silingan para moambit sa ilang kuryente samtang mag answer sa akong modules. maikog kaayo ko ‘dam, kinahanglan ko nga magtoon ug sayo.” (…our electrical connection was lost due to the typhoon ma’am. i would go to our neighbor’s house to share their electricity while answering my modules. i feel so ashamed ma’am, so i have to study early.) jacob during distance learning, utilizing printed self-learning modules was inadequate for learners who could not withstand reading and visually analyzing concepts. to provide supplementary materials, thus, access to internet connection has become prevalent due to the fact that not all parents can support the learners’ learning needs and maximum use of senses has an effect to learning. with this, there are participants who were provided android phone to support learning via the internet which is crucial for self-learning and other important tasks as pointed out by apuke & iyendo (2018). the internet enables students to find information as well as allowing them to think critically and creatively, to become collaborative and cooperative workers and to solve problems said dryli & kinnaman (1996, as cited in dogruer, 2011). nevertheless, poor internet connectivity should not be taken as a sole concern in this case considering the learners’ socio-economic conditions, as pokhrel & chhetri (2021) revealed that majority of students do not have access to smartphones https://jse.rezkimedia.org/index.php/jse/index andales, sarile, elladora, kintanar, & ramos – navigating learning through catastrophic … 29 or tv at home in addition to poor internet connectivity. income earned by families, and continuous access to internet is also a pricey trade for the farming community. electricity was also a demand for charging the device and lighting especially when studying during the night. the importance of proper lighting for learning was highlighted in the study by sleegers et al. (2013). the unfavorable status of lifelines due to the devastating typhoon odette provided learning disruptions particularly to those who were most affected by the disaster. therefore, the learners’ struggle in learning doubled or even tripled while waiting for the resumption of face to face classes. theme 1b: learning opportunities while remotely learning, the participants were able to find challenging and innovative learning opportunities. with teacher’s absence, the participants sought out assistance from another person or other means to simplify the process of responding the learning tasks. this is articulated in the following response: “kung lisoran kog answer sa akong modules dam, magpatabang ko sa akong ate nga egsoon sa akong mama…” (if i find it difficult to answer my modules ma’am, i ask help from my mom’s sister.) jacob in most cases, learners attend school in order to receive opportunities to learn (dumas, 2018). when inperson classes were temporarily suspended, the employment of multiple learning delivery modalities has ensured the continued provision of learning opportunities to learners (deped order no, 32, series 2020). the participants availed these learning opportunities and enhanced through tutorials and interventions conducted in community learning centers to streamline the learning tasks assigned to them. community learning centers were built to help learners get assistance from teachers, para teachers and other learners. when the centers were damaged by typhoon odette, meetings with teachers and learners were cancelled. instead, the learners opted to ask assistance from relatives which relatively showed their persistence. the school has likewise implemented learning programs to support literacy, numeracy, and other learning areas. theme 1c: rise to the challenges participants disclosed their survival measures against the threat of covid-19 pandemic and typhoon odette while learning. additionally, as face-to face classes have been conducted, many participants were delighted to share their thoughts upon learning with teachers and classmates. as learners rise to the challenges, experiences encountered after the typhoon may have been gradually overcome despite the continued covid-19 restrictions being implemented and with the partially settled aftermath of typhoon odette. this is reflected in the following response. “nag-andam mig kit ug kanang daling makaon nga mga pagkaon ‘dam niya pwede pud ibaligya.” (we prepared (emergency) kit and those easy-to-eat foods ma’am and those which could be sold.) jayla meanwhile, many of the participants conveyed their blissful disposition while being involved in the implementation of face-to-face classes as exemplified in the response: “lahi ra jud ang mag face-to-face nga klase kay masabtan o makasabot jud ta ug sakto ug ma explain ug tarong kaysa modules. nalipay ko ani ug wala naguol sa mga health protocols.” (face-to-face classes 30 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 are really different because we can understand properly and can be explained well, than modules. i am happy with this and not saddened by the health protocols.) jacob the results indicated that learners together with their families have devised ways to survive amidst the double crises. physiological and security needs became their topmost considerations for enduring the crises due to unfavorable socio-economic conditions experienced. on the other hand, the learners gained confidence along with more learning opportunities as they come back to school. likewise, the parents are very supportive, so does the school as majority of the learners have continued to participate in face-to-face classes. as for technology and livelihood education subject, classes can now be facilitated in the learning classroom. according to cooper & gamer (2012), a learning classroom is student centered, every student is included in the discussion, each has a role and a voice. creating a learning classroom can provide an avenue to learners to recover from difficult experiences and challenges due to crises. moreover, by following safe school reopening and deped shared responsibility principle (deped order 17, series 2022), learners’ engagement in face to face classes has widened their learning opportunities and they learned to rise despite the unresolved situations at home brought by the pandemic and the devastating typhoon odette. table 2. effects of learners’ experiences in the learning process themes categories role acceptance • self-reliance while learning • demonstrating sense of responsibility psychosocial discomfort • mental and emotional distress • unfavorable learning environment nevertheless, the student experiences during the pandemic and after the typhoon odette left traces of varied consequences in the learning process. so, educators and those persons behind these learners have to identify them so that best teaching practices can be applied and dealing with these learners shall be coupled with empathy and understanding. in addition, the study also reveals how the experiences of the learners affect their learning process and how these experiences shaped the values and attitudes of the learners as observed in table 2. consequently, there are two themes that were deduced which include (a) role acceptance, and (b) psychosocial discomfort. furthermore, every theme found under this section is coupled with two categories. theme 2a: role acceptance it has been said that the learner is the center of any educative process. in these trying times, the learner is the most affected in the new landscape of the educational system. to prevent learning loss and to balance with the new ways of learning delivery, the learners themselves have learned to redefine and accept their role through making certain adjustments. consequently, many of the participants reported that due to the deficiency of teacher contact, they learn to develop self-reliance while learning since it has become necessary yet challenging. they are challenged https://jse.rezkimedia.org/index.php/jse/index andales, sarile, elladora, kintanar, & ramos – navigating learning through catastrophic … 31 to take active role in developing good attitudes towards responding their learning tasks. as one participant mentioned: “sa balay dam, magtoon ra kog ako through modular, usually walay teacher nga maka discuss then walay classmates nga pwede ma enjoy ko while learning.” (at home ma’am, i just study through modular, usually no teacher can discuss then no classmates that i can enjoy while learning.) nomee the implementation of different learning delivery modalities for distance or remote learning has concretized the development of basic educationlearning continuity plan where learning outcomes in the form of knowledge, skills, attitudes, and values have been assessed (deped order 12, series 2020). the development of self-learning modules as one of the primary instructional materials for learning delivery as mandated by the order is evidently geared towards supporting and developing self-reliance among learners. likewise, self-reliance may also have cultivated among the participants based on their weekly visits in community learning center (clc) such as picking up copies of modules and viewing recorded video lessons (rvl’s) as initiated by the division of carcar city. to review, some participants also reported that other than rvl’s, they also utilized video lessons online to supplement their printed learning modules. these results were supported by the study of sukawijaya & sudiarta (2018) where junior high school learners were exposed to varied instructional platforms and tend to learn self-reliance or learning independently on blended learning environment prior to face-to-face classroom learning. in like manner, the participants were able to identify themselves as responsible of their own learning. being responsible here means being able to create and make decisions as exemplified in the response of one participant: “kinahanglan gihapon nga tarongon ang pag-answer sa learning modules. ako lang gihapon himuon ang gipahimo sa maestro niya akong gamiton ang akong nahibaw-an bisan ug wala ko kahimo sa uban.” (it is still necessary to answer well the learning modules. i’ll just still do what the teacher asked me to then i will use what i know even though i have not done with others.) david as revealed in the study of iversen et al. (2015) on learner-led approaches to education, the demands and needs of the society and workplaces could be possibly met as students take part in the co-creating process. that is, they seemed to be more involved and engaged in the learning process. currently, through learning continuity, the learners were expected to take part of their responsibilities and engaged themselves not only in learning but also in the decision-making process with the help of technology and peers or adults. being involved in the decision-making process gives students the feeling of ownership which can be illustrated by the example of learners’ opportunity to choose learning methods and set their own learning goals (gurbanov & mirzayeva, 2018). the crises might have complicated their learning experience, but the school has already plot expectations of student learning outcomes. as revealed in this study, the learners demonstrated acceptance, confidence, self-motivation, and initiative. all of these can be reduced that they fully accept their role as learners in this new normal of teaching and learning. 32 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 theme 2b: psychosocial discomfort nonetheless, the experiences of the participants in their learning process during the double crises have caused psychosocial and emotional discomfort. this is seen in the following response: “dili na ko ka focus ‘dam sikad pagsugod sa pandemic niya gitapol ko. dili nako kaayo kasabot sa akong gibasa niya nahinay nako makat-on.” (i cannot focus ma’am since the beginning of the pandemic then i am getting lazy. i didn’t quite understand what i was reading then getting slower for me to learn.) ash “traumatizing ang bagyong odette kay makulbaan ko kung makadungog ug kusog nga hapak sa hangin hangtod karon.” (typhoon odette is traumatizing because i would be nervous to hear a strong gust of wind so far.) arianne the results implied that the learners sought for psychosocial and emotional security and support while learning during these crises as, pokhrel & chhetri (2021), reported that many students at home or living space have undergone psychological and emotional distress. some may have devised ways to escape from this struggle by themselves, however, the school other than their families can also provide them emotional and even psychosocial support. according to stark et al. (2021) in their study, students viewed educators as being influential in promoting students’ sense of psychosocial wellbeing. self-awareness and empathy among educators played a central role in many students’ decisions to seek support. additionally, with the effects of typhoon odette, the predetermined psychosocial conditions of learners due to pandemic have been compounded with the complexities of home learning environment which are very crucial in the learning process. maslow’s hierarchy of needs, being the forefront in many studies on people’s biological, psychological and social needs, is used in education to identify safety and security needs which arise when physiological needs are relatively satisfied. one dimension of safety needs is to ensure that our students are safe and secured in their learning environment and have their basic needs met before engaging in the learning process. the demand for conducive learning environment has constantly been part in the teaching-learning process as it promotes safety and security among learners. as stated in deped order 12, series 2020, the landscape of child protection and child rights in a new learning environment encompass not only the physical school but more extensively, the cyber world and the home as a “school.” table 3. learners’ responses to the challenges experienced themes categories actions towards learning • student initiatives • time management coping amidst adversities • faithfulness and security • self-motivation and optimism pillars of strength • learner support • health personnel and school interventions with the varied experiences encountered in the learning process, the learners learned to respond according to their desire to learn despite the crises. after the technology and livelihood education learners https://jse.rezkimedia.org/index.php/jse/index andales, sarile, elladora, kintanar, & ramos – navigating learning through catastrophic … 33 disclosed their learning experiences during the pandemic and after typhoon odette as well as the consequences of these experiences, the learners’ responses to the challenges they experienced were identified as shown in table 3. there are three themes found which include: (a) actions towards learning, (b) coping amidst adversities, and (3) pillars of strength. notably, each of the themes in this section corresponds to two categories as reflected in the table. theme 3a: actions towards learning as a result, other than the department and school personnel, the participants themselves expressed their distinctive desire to act on the prevailing challenges affecting their learning. their way of acting upon depends on the degree on how they were affected by the crises and the value they invest for education. as verbalized in the following response: “magkugi sa pag eskuyla labina nga naanay face-to-face.” (work hard at school especially there is face-to-face.) levi “i used my savings to buy load for mobile data in order to access video lessons. through the skills, i have learned to save money, recycling, and renovating which are so helpful in our family.” jackie the participants expressed positive actions as they come across numerous struggles in learning. their ability to initiate actions may also have been attributed to their learning adjustments since they have surpassed their first school year of distance or remote learning. there are participants who choose to act according to their learning needs as there are those who prefer video lessons along with self-study, selfreflection through journal writing, and social interactions through participation in the limited face-to-face classes. time management is also deemed necessary as learners have to comply learning tasks and submit them on time. ahmad et al. (2019) cited that every learner must familiarly managing time as a skill, and the command on this skill for the sake of better results. accordingly, a student can only survive if he/she has ability of time utilization properly. the new set of learning competencies or the most essential learning competencies (melc’s) were streamlined to the most essential, which focus more on the learning activities and resources, while having sufficient time for coverage and mastery (deped order 12, 2020). thus, the introduction of melc’s into the curriculum has addressed the challenges brought about by the global pandemic or other disasters and that includes the capacity of learners to learn at their own pace in their new learning environment. nonetheless, with the effects of typhoon odette, the learners may have to adjust further as there are other aspects in learners’ lives which also need serious consideration. the department of education, however, recognizes the challenges in the delivery of education. according to deped order 17, series 2022, while distance learning facilitated teaching and learning innovations as well as learning continuity during the pandemic, there were major challenges in the teaching and learning process affecting the adjustment and development of learners. thus, deped has continually pushed and made preparations for the safe reintroduction of inperson learning. 34 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 theme 3b: coping amidst adversities despite the diverse difficulties and challenges confronted in the learning process, the learners remain resilient and continue their journey while learning to adapt and develop coping capacity amidst adversities for the new educational set-up, the remote or distance learning and recently the progressive expansion of face to face classes. the following are some statements from the participants which manifested coping mechanisms in learning amidst crises. “lig-onon ang akong pagtoo nga makatarong ug eskwela. akong paninguhaon nga mosunod kanunay sa mga health protocols.” (strengthen my faith to be able to study well. i will do my best to follow frequently the health protocols.) david “i always trust and pray to god that everything will be okay soon. learning skills in tle is not so hard for me because i already have a cellphone to view video lessons. learning remotely, is just okay for me.” jackie “padayon lang gihapon ko sa pag-eskuyla bahalag naagian sa bagyo, padayon gihapon…” (i just keep going to school despite being passed through by the typhoon, still go on…) jacob learners may have different level and different ways of coping with and adapting to learning situations. in the context of this study, coping mechanisms allowed the participants to focus on finding solutions to the challenges encountered. becoming faithful has become one of their coping mechanisms while securing basic needs has become a concern. learners’ positive outlook, diligence, and confidence are some desirable attitudes which help themselves face the difficulties and challenges they encountered. theme 3c: pillars of strength finally, the adolescent learners are considered vulnerable against the learning difficulties and challenges they have experienced. as a result, pillars of strength were recognized through the availability of human resources which could help improve their coping capacity during distance or remote learning and in the progressive face-to-face learning. they were also used as stimuli for viewing learning in the brighter side. the following is an example statement that reflects these insights: “ang akong family ni support nako ug mga friends sa gawas sa school.” (my family supports me and friends outside of school.) levi the limited physical interaction between teachers and learners truly created a challenge because learners needed support in this new educational set-up. garrison and baynton (1987, as cited in usun, 2004) define learner support as the resources that learners can access in order to carry out the learning processes, which can be human and non-human resources. in the study, human resources under learner support is extended from school personnel to the wider community where parents, peers, and other stakeholders are available. results showed that learners also identified themselves as part of these human resources as they have the ability to do self-paced learning. parents, peers, and health personnel play vital role in strengthening learner support as they facilitate socio-economic variables such as student's financial selfhttps://jse.rezkimedia.org/index.php/jse/index andales, sarile, elladora, kintanar, & ramos – navigating learning through catastrophic … 35 sufficiency, capacity to cope with their roles and responsibilities in the family and community (garrison 1989, as cited in usun, 2004), and most importantly provide psychological and emotional interventions amidst crises. support from the participants’ parents and/ or families were, for instance, through acting as channels for learning materials as self-learning modules and sometimes, recorded video lessons, and learning outputs, either written or performance tasks/products as in tle. similarly, these parents, or sometimes, guardians attended pta assemblies including school-based monitoring and evaluation forums, distribution of quarterly report cards, and the like. vachkova et al. (2022) pointed out that to help the children explore network educational opportunities, support their involvement in the learning process, and find ways to develop their independence and adapt the educational process to the individual characteristics of the child, the parents had to create the necessary conditions for work and efficient rest within the house, where the challenge is to build closer and more complex relationships with the teachers and schools. peers, friends and classmates extended their support through tutorials and casual meetings during community learning center (clc) visits and chitchatting using social media as messenger. this student-student interaction has been termed study buddy by madland & richards (2016) and it has a significant source of emotional and social support where this feeling of being supported led to the development of a trusting and respectful context. the barangay through the local government unit and the school’s division office have continued to provide health services and exercises on disaster mitigation. the school, likewise, has wired its support through its learning programs and projects. all these can be compounded into strengthening the pillars of strength while engaging in the learning process guided by the learning continuity model for teaching when affected by disasters and calamities. learning continuity model for teaching when affected by disasters and calamities this learning continuity model for teaching technology and livelihood education (tle) when affected by disasters or calamities is designed following the essential requirements covered in the basic education learning continuity plan (be-lcp). as stipulated in deped order 12, series 2020, the be-lcp responds to the directive of the department secretary which is to ensure the health, safety and welfare of all learners, teachers and personnel of the department, while also finding ways for learning to continue and provides guidance to the department on how to deliver education amidst crisis. implementation specifics were embodied in appropriate guidelines, rules or directives, and operationalized through programs, projects and activities. 36 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 fig 1. learning continuity model for teaching technology and livelihood education the pandemic has recently become part of learner’s lives and it has been hard on all of them as observed in the presented themes. the presence of natural disasters as typhoon odette has added disruption to their learning process. with the implementation of distance or remote learning, learners experienced difficulties in dealing with self-learning modules and in self-learning. this model is created by anchoring on antonovsky’s theory of salutogenesis and the associated sense of coherence (soc), where learners and educators as well should be able to perceive and understand the internal and external stimuli brought by stressful situations in learners’ environment when affected by disasters or calamities as found in the presented themes. such stimuli in this study include uphill battles in learning, creativity, and innovativeness as learning opportunities, and rise to the challenges (comprehensibility). educators should be able to manage these stimuli by providing support to learners who have learned to accept their role, initiating psychological interventions, and building healthy learning environment for learners suffering from psychosocial discomfort. learners, in turn, would need to engage themselves in managing effects of stimuli in order to balance their learning situations, that is, the readiness to learn in a healthy environment shall be coupled not only by mental but also emotional and social readiness. https://jse.rezkimedia.org/index.php/jse/index andales, sarile, elladora, kintanar, & ramos – navigating learning through catastrophic … 37 moreover, tle as a skill subject requires holistic approach to learners, as such, they should be able to acquire knowledge, skills, values, and attitudes necessary in the world of work. these components can only be acquired through manageability of the effects of stressful situations brought by disasters or calamities (manageability). finally, learners need to find meaning through emotional attachments in their challenging situations, that is, to investigate actions and coping strategies necessary to fully attack them (situations) given generalized resistance resources (grr) as described by the theory. actions as learner initiatives, time management, various coping strategies, and social network through learner support are all attributed to factors describing the grr (meaningfulness). by considering the three components of soc and grr, learners may be able to evaluate, avoid, and overcome stressors affecting their learning process which, for instance, come from the impacts of disasters or calamities as covid-19 pandemic and typhoon odette. henceforth, the model can address a position for curriculum implementers, educational leaders and administrators to monitor and evaluate the teaching of tle as a subject in the midst of crises and strengthen the policies and guidelines embedded in the learning continuity plan to be more responsive to the needs and experiences of tle learners. this can also provide a better understanding of how the learners perceive and understand their experiences in the learning process during disasters or calamities, manage the effects of these disasters or calamities in their learning process, and find meaning to overcome or respond challenging situations affecting their learning. this also helps teachers apply best teaching practices as they accommodate learners with varied experiences in double disasters in a regular classroom setting. overall, the model stresses the challenges and responses of tle learners affected by covid-19 pandemic and typhoon odette. conclusion the difficult and challenging experiences of the learners in their learning process during calamities have provided promising avenue for creative and innovative learning opportunities to address learning anxieties and taught to accept their role as independent and responsible of their own learning. these are authentic measures of learning outcomes as they were drawn from learners’ lived experiences in their learning process in the midst of calamities. the unwholesome effects of their experiences and the continued implementation of learning continuity, where blended learning or a combination of two learning modalities is still an option, engaged learners to take actions and devise coping mechanisms necessary to respond the crises faced back up with healthy support from home and their wider school community. the results therefore have validated the theory of salutogenesis and associated sense of coherence as learners were able to cope with the stressful learning conditions utilizing the available resources with the purpose of achieving survival in the given phenomenon. equipped not only with knowledge, but also skills, values, and attitudes, these tle learners need experiential, integrative, contextualized, and authentic teaching learning experience. 38 journal of science and education (jse), vol. 3, no. 1, september 2022, pp. 23-39 references ahmad, s., batool, a., & choudhry, a. h. 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(2022). lessons of the pandemic for family and school—the challenges and prospects of network education. sustainability, 14(4), 2087. https://doi.org/10.3390/su14042087 ieee paper template in a4 (v1) 232 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 3, 2023, 232-249 doi: 10.56003/jse.v3i3.216 issn: 2745-5351 exploring the application of self-directed and cooperative learning in information systems education: a critical analysis joshua ebere chukwuere1*, koga gorejena2 1,2 department of information systems, north-west university, south africa e-mail: joshchukwuere@gmail.com received: 13 january 2023 accepted: 07 march 2023 published: 29 march 2023 abstract: learning is a continuous process of acquiring knowledge. information systems (is) is a sub-discipline of computing discipline with a focus on providing theory and practical teaching and learning opportunities and experience for students in the area of managing computing resources in an organization and society at large. the application of self-directed and cooperative learning in information systems (is) education has been an area of interest for researchers and educators. self-directed learning emphasizes the learner's autonomy, while cooperative learning emphasizes collaboration and communication among learners. this paper presents a critical analysis involving self-directed and cooperative learning in is education through a rapid review of the application of these learning approaches in is teaching and learning. this study used a rapid review in searching, identifying, and analyzing relevant peer-review papers in critically analyzing the application of self-directed and cooperative learning in is teaching and learning process. the analysis was done through a systematic approach reviewing relevant literature and identifying the benefits, challenges, and implications of self-directed and cooperative learning in is education. the data analysis followed a rapid review approach to reaching the findings. the study revealed the meaning of sdl and cl and their application in is teaching and learning process. the study also found different models that encourage the application of sdl and cl in is teaching and learning process. the paper concludes with recommendations for is educators and suggestions for future studies. keywords: cooperative learning; information systems education; information systems; learner-centered; learning; selfdirected learning. how to cite: chukwuere, j. e. & gorejena, k. (2023). exploring the application of self-directed and cooperative learning in information systems education: a critical analysis. journal of science and education (jse), 3(3): 232-249. https://doi.org/10.56003/jse.v3i3.216 introduction learning is a lifelong process while how to learn is essential for lifelong learning (tekkol & demirel, 2018). learning involves the process of acquiring knowledge to change the behavior and social reasoning of students. the field of information systems (is) is constantly evolving due to technological advancements, making it necessary for is educators to equip learners with relevant knowledge and skills. to achieve this, various learning approaches have been used, including self-directed and cooperative learning. self-directed learning involves learners taking charge of their learning process, while cooperative learning involves learners working together to achieve a common goal. both approaches have been used in is education, but there is a need to critically evaluate their application. in is discipline, learning assists in providing knowledge to understand the application and management of computer resources in an organization. learning is done in different ways in is disciplines, such as the self-directed learning (sdl) approach, cooperative learning (cl), contact session, and many more. sdl https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i3.216 https://portal.issn.org/resource/issn/2745-5351 mailto:joshchukwuere@gmail.com https://doi.org/10.56003/jse.v3i3.216 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i3.216&domain=pdf&date_stamp=2023-09-29 chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 233 allows is students to drive their learning process with limited guidance from the lecturer or facilitator. according to knowles (1975), sdl assists students in self-direct their learning process while using the right resources. while cl is an instructional theory, approach, or strategy that encourages learning in small groups to facilitate dialogue with one another (bosch, 2017). also, the cl approach groups students in small groups to work together toward a common learning objective. achieving sdl and cl involves a good attitude, behavior, discipline, problem-solving ability, and support. however, lecturers act as facilitators in an sdl and cl in monitoring and guiding the learning process in the right direction. though, this digital age present is students with the opportunity to learn and acquire knowledge and skills on their own from all sources using the internet and social media. internet, social media platforms, and a few others make is students ready for self-directed and cooperative learning in this digital age. presently, higher education institutions (heis) are overcrowded, and the number of lecturers is limited in managing the increasing number of students in heis. however, the time of covid-2019 pandemic limits social, educational, and other gatherings but heis around the globe are gradually returning to normal. lecturers and heis management are challenged in managing the growing number of students in a contact learning session (muthusamy, 2015; lawal & isah, 2022; chukwuma, 2022; uzomah, 2022). at the same time, parents are faced with the challenge of whether to send their children to a particular institution, based on the student (learner) ratio per class (marais, 2016). the overcrowding promoted lecturer-centered learning in directing students to learn in a particular direction, which has a negative impact because lecturers’ control of the student's behavior and discipline is limited. to manage this kind of challenge, self-directed learning (sdl) and cooperative learning (cl) is handy for eliminating these challenges in promoting continuous learning at all times and places. sdl and cl provide is students the opportunity to learn and study in the absence of a lecturer. however, is lecturers (facilitators) need a full understanding of students' learning skills, abilities, needs, and attitudes which are essential components in the sdl and cl process. this research presents a critical analysis of the application of self-directed and cooperative learning in is teaching and learning. the paper begins by defining self-directed and cooperative learning and then proceeds to review relevant literature on their application in is education. the analysis identifies the benefits and challenges of each approach and discusses their implications for is education. the paper concludes with recommendations for is educators and suggestions for future studies. method the demand for is research and findings is increasing at a high speed which has placed a literature review. according to snyder (2019), there is an accelerated knowledge production in business which encourages literature review as a research methodology. there is a number of literatures such as systematic literature reviews, semi-systematic, integrated, narrative reviews, meta-analysis, rapid reviews, and many more (snyder, 2019). rapid review is a research methodology that synthesis systematic review components in a simplified form or omits some components in the production of knowledge quickly (tricco, antony, 234 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 232-249 zarin, strifler, ghassemi, ivory & straus, 2015). according to mccartney, hearty, taulbut, mitchell, dryden and collins (2017), rapid review is used in a study to search, identify and analyze relevant peerreview papers within the research domain. while dimova and mitchell (2022) suggest that rapid review streamlines systematic review components and produces timely findings. though, there is no single definition of rapid (tricco et al., 2015). for this study, a rapid review is a research method that omits some components of systematic literature review in producing quick production. the rapid review was deployed in the study in analyzing relevant peer-review literature on the application of sdl and cl in is discipline in facilitating the teaching and learning process. the rapid review addresses the following research questions were explored: a) what are sdl and cl and their application in is discipline? b) what are the models suitable for the application of sdl and cl in is teaching and learning process? c) what are the roles of the is lecturers in enhancing sdl? d) what are the principles of cl and cl as a strategy to enhance sdl? e) what are the implementations of cl and practical examples of teaching strategies in sdl? results and discussion rq1: the sdl and cl and their application in is discipline cooperative learning (cl) in is discipline according to bosch (2017), cl is an instructional theory, approach, or strategy which has been used for a year by socrates with the idea to teach students to learn in small groups to dialogue with one another. over time, researchers have joined in exploring cl in a classroom, but david and roger johnson contributed the most to cl strategy between the 1980s and early 2000s (bosch, 2017). the theory promotes the grouping of students in small groups to work together towards a common objective in which everyone depends on each other wealth of knowledge in achieving a given goal. bosch (2017) states that the cl strategy assists learners to build knowledge through interaction with one another to discover ideas and skills and engage in ordinary discourse. the cl procedure can be regarded as a social, dialogue, and collaborative learning strategy deployed by teachers to engage students to work as a team towards a common goal. cl strategy can be suitable for sdl in is discipline because students initiate, are motivated, and discover learning needs, which builds their learning process. in regard to the above, sdl attributes mentioned, sdl creates those resilient is students to contribute meaningfully in a cooperative learning strategy; it also ensures that students remain relevant towards achieving a common goal. however, cl doesn’t mean that is students must sit in one venue; instead, they can contribute from any location using technology or digitally. cl aimed to build a relationship, prepare, and equip students with competence and https://jse.rezkimedia.org/index.php/jse/index chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 235 skills for the industry (woods & chen, 2010). however, lecturers find it very challenging in managing the teaching syllabus, evaluation group and individual grading, and others (wadawi, 2013). understanding self-directed learning in is discipline this section covers the definition of sdl, models for sdl, sdl students in is discipline, and the role of the is lecturers to improve sdl. sdl is a process that allows students (learners) to prepare, initiate, and direct their learning process without the help of a lecturer or others. according to golightly (2018), sdl is a process by which students initiate a learning process, diagnose learning needs and opportunities, formulate learning objectives, and identify the needed materials without the assistance of a lecturer. while dehyouri, behnam, and hosseini (2016) suggest that sdl ensures that students take responsibility, control, and monitor their learning knowledge through motivation, self-regulation, self-efficacy, metacognition, locus of control, and goal orientation. sdl also ensures that an is student identifies and adopts suitable learning strategies and assesses the learning goals and outcomes. the success of sdl lies in the student’s ability to self-initiate, organize, direct, set goals/objectives and manage the learning process and evaluate the outcomes timely and accurately. in this digital age, the advancement of technology is making is students knowledgeable with the ability to learn on their own without being observed. this digital age keeps promoting sdl through the power of the internet and social media; students can learn new knowledge, skills, and values without going into the classroom or thinking within four walls of a classroom being directed by a lecturer/facilitator or instructor. according to this study, sdl is the way for is students to be empowered and learn in this digital age. sdl students are those who can be accountable for their learning process (kumar, omprakash, mani, swaminathan, maheshkumar, maruthy & padmavathi, 2021). technology is the power of 21st-century daily life and activities, and students keep learning on a go, anytime, and anywhere. their continuous search for knowledge and learning can be regarded as sdl. tredoux (2012) sees sdl as proactive learning with a constant quest for knowledge beyond one's boundary, with a student taking control of the learning journey and process. in this study, is students and lecturers need to adopt the 21st century sdl (teaching) process that allows students to self-think, self-organize, selfmotivated, self-initiate, self-sourced out materials, and self-set learning objectives (outcomes); and be able to evaluate their learning objectives/outcomes. during the covid-19 pandemic, sdl was in practice by students across various disciplines including is students globally. because sdl empowers students to selfmanage, control and monitor their learning outcomes and process independently (loeng, 2020; shahrouri, 2016). the application of cl and sdl in is discipline the application of self-directed and cooperative learning in information systems (is) education has been an area of interest for researchers and educators. self-directed learning is a learner-centered approach that emphasizes the learner's autonomy and responsibility for their learning process (knowles, 1975). on the other hand, cooperative learning is a collaborative approach that emphasizes communication and teamwork 236 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 232-249 among learners to achieve a common goal (johnson & johnson, 1989). both approaches have been used in is education, but their application and effectiveness are still a subject of debate. several studies have investigated the effectiveness of self-directed and cooperative learning in different educational settings. for instance, nandi, hamilton, and harland (2016) studied the application of self-directed learning in a postgraduate information technology program and found that learners who engaged in self-directed learning were more motivated and achieved better results than those who did not. gokhale (1995) also found that cooperative learning enhances critical thinking skills in a technology education program. these studies demonstrate the potential of self-directed and cooperative learning in promoting learning outcomes, but there is a need to critically evaluate their application in is education. self-directed and cooperative learning are two commonly used approaches in the teaching and learning process of information systems (is). self-directed learning refers to the process in which learners take charge of their learning and are responsible for setting their learning goals, strategies, and outcomes (knowles, 1975). on the other hand, cooperative learning involves learners working together in small groups to achieve a common learning goal (johnson & johnson, 1989). both self-directed and cooperative learning have their advantages and disadvantages in is teaching and learning. self-directed learning is beneficial in that it allows learners to take ownership of their learning and develop the necessary skills to learn independently (moore, 2013). this approach also encourages learners to develop critical thinking, problem-solving, and decisionmaking skills, which are essential in the is field (nandi, hamilton, & harland, 2016). however, self-directed learning requires a high level of motivation and self-discipline, which may be challenging for some learners (hartnett, st george, & dron, 2011). cooperative learning, on the other hand, promotes active learning and engagement among learners, which is beneficial in the is field, where teamwork and collaboration are essential (gokhale, 1995). this approach also fosters social interaction and communication skills, which are crucial for is professionals (webb & palincsar, 1996). however, cooperative learning may lead to groupthink, where learners may conform to the group's ideas without critically analyzing them (janis, 1982). in the is field, a combination of both self-directed and cooperative learning may be the most effective approach. for example, learners could be given the opportunity to set their learning goals and strategies but work in small groups to achieve their objectives. this approach would allow learners to develop both individual and teamwork skills, while also promoting critical thinking and problem-solving (kaplan & maehr, 2007). the application of self-directed and cooperative learning in is teaching and learning has its advantages and disadvantages. educators need to carefully consider their teaching goals and learners' needs to determine which approach is most suitable. a combination of both approaches may be the most effective in promoting critical thinking, problem-solving, and teamwork skills among is learners. https://jse.rezkimedia.org/index.php/jse/index chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 237 rq2: the models suitable for the application of sdl and cl in is teaching and learning process several sdl models can be implemented in is discipline for students and lecturers to keep learning continuously (kumar et al., 2021; tredoux, 2012). the educational environment keeps evolving, and sdl models have been proposed for students in is discipline to meet the needs of 21st-century learning trends and expectations. here are the commonly used sdl models over the decades (kumar et al., 2021; tredoux, 2012; long, 1989). long’s model for sdl long’s model presents the “four quadrants” model proposed in 1989. the model focused on young students having two dimensions pedagogical control and psychological control (tredoux, 2012). according to tredoux (2012), “pedagogical control” covers the extent to which students possess the ability to decide on their learning goals, gather materials and resources, and evaluate criteria. while psychological control is regarded as the willingness of the students to actively control and maintain the process of learning. as is students are expected to use technological resources to engage in the learning process by which these technologies encourage learning as you go. on the quadrants, according to tredoux (2012), quadrant i cover the “low pedagogical control and psychological control,” which highlights students’ active willingness to prove their “self-directedness” and less support from the lecturer (facilitator). the second quadrant (quadrant ii) presents the “high pedagogical control and high psychological control,” which states that the facilitator controlling the learning process possesses the self-directedness of the students. the researcher further highlights that quadrant iii is the reverse of quadrant ii, which shows “low pedagogical control and low psychological control”. quadrant iii is an indication that students’ participation in the learning process is solely dependent on the facilitator’s effort to control the process. finally, quadrant iv shows “high pedagogical control and low psychological control” which explains learners with “little self-directedness” while the facilitator (lecturer) gives “stronger” support. the “pedagogical control and psychological control” should be balanced for sdl to be possible. any element of unwillingness from the students to direct or control their learning process, then a facilitator should support the sdl process (tredoux, 2012). in another way, long’s model can only be used for firstyear students in is discipline and higher education institutions. candy’s model for sdl according to tredoux (2012) and abraham, hassan ahlam damanhuri, and salehuddin (2016), candy’s 1991 sdl model has two dimensions: process and outcome (product) with four distinct phenomena: “(a) personal autonomy, (b) self-management, (c) self-control, and (d) autodidact (independent)”. “personal autonomy” remains a fundamental goal of educational institutions which is geared towards promoting the personal attributes of students in being independent, free to make a choice, and rational thinkers. selfmanagement is regarded as the willingness and ability of a student to learn on his or her own without a guide 238 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 232-249 (manage their learning process). self-control covers the control of the learning process, while autodidact (independent) deals with learning outside the education environment (tredoux, 2012; abraham et al., 2016). this model understood the difference in is “students’ self-direction” is seen in different situations (abraham et al., 2016; song & hill, 2007; tredoux, 2012). according to tredoux (2012), a student can possess a “high level of self-direction” in an environment which they are comfortable and familiar with. students in is discipline are diverse in experience, interest, knowledge, and skills. the application of candy’s sdl model makes it suitable for is students in achieving sdl and life-long learning. the brockett and hiemstra’s personal responsibility orientation (pro) sdl model learning is a process that must be controlled by the actors involved. brockett and hiemstra (2018) pro model for sdl, highlights two parts or dimensions: firstly, (a) “personal responsibility in the teachinglearning, and (b) personal responsibility in one’s thought and actions”, secondly, “a student’s desire or preference for assuming responsibility for learning” (tredoux, 2012). the model emphasizes that students control their response to a given situation and gain control on the situation itself. students’ self-directedness is the act of willingness to take responsibility for their learning and eagerness to do it appropriately. a student has learning choices to make and directions to take in achieving their desires, but they have to take responsibility for the consequences (kumar et al., 2021; tredoux, 2012; stockdale & brockett, 2011). sdl is built on responsibility, but educational institutions and lecturers provide the opportunity and support that encourage sdl. learning takes place in an environment that can be regarded as a “social context.” according to tredoux (2012), social context is considered to be the physical environment or the institution where learning occurs such as society (students’ community and hei (off and online institution)), libraries, and others. however, the pro model failed to recognize the online learning environment in the digital age as a learning context (tredoux, 2012). however, the model can be suitable for is students based on its ability to allow students to be self-responsibility and choose their learning preferences. garrison sdl model garrison’s sdl model was proposed in 1997, which combines “(a) self-management, (b) selfmonitoring and (c) motivational dimensions” (yang, su, & bradley, 2020; tredoux, 2012; abd-el-fattah, 2010). by tredoux (2012), “self-management” deals with a student's control of the learning process (context) to achieve the learning goals and objectives. the student taking control of the learning process involves collaboration and engagement with peers, educators (teachers), and the school in the learning content. in making the collaboration, students should be given choices and guidance on how to proactively engage in the learning process tredoux (2012). self-monitoring can be seen as the capability of the learners to monitor and manage their cognitive and meta-cognitive process of learning (tredoux, 2012; yang et al., 2020). the researcher further suggests selfmonitoring gives the student the ability to (a) identify their learning strategies, (b) think and rethink their https://jse.rezkimedia.org/index.php/jse/index chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 239 thought, (c) be responsible for the personal meaning of their construct, (d) reflect profoundly and critically think, (e) provide feedback and construct meaning from it, (f) be responsible in their learning. learning is a continuous construction of knowledge, and achieving self-monitoring involves the integration of this knowledge and requires commitment through reflective and collaborative engagement with others tredoux (2012). during self-monitoring, self-directed learner monitors their learning progress through observation, judgment, reaction, and activities towards performance. self-monitoring is responsible, while selfmanagement is to be in charge (control) (yang et al., 2020; tredoux, 2012; abd-el-fattah, 2010). motivation presents an essential role in initiating, managing, and maintaining all efforts in achieving cognitive objectives and goals. it coordinates the learning context (control) and cognition (responsibility) in the learning journey, ensuring that achievement is reached (tredoux, 2012; yang et al., 2020). according to tredoux (2012), in the garrison sdl model, motivation is divided into parts: (a) “entering motivation” which covers a learner participating in the learning space while (b) “task motivation” is the task that keeps and persist the learner to stay in the learning process. a learner is motivated through the goal/s to enter motivation, and a learner remains in the process when the learning goal meets learning needs and expectations and is achievable, these increases entering motivation. task motivation goes with self-control and management in taking responsibility for constructing their meaning and understanding tredoux (2012). within is discipline, for students to engage effectively in sdl, they must self-manage, self-monitor, and be self-motivated in achieving their desired learning outcome or objective. oswalt’s sdl model the model proposed “3-factor model” in 2003 by oswalt (2003) with nine (9) key concepts which are “(a) opportunity, (b) support, (c) collaboration, (d) motivation, (e) context, (f) cognitive skills, (g) skill with context, (h) skill with sdl, and (i) willingness to control one’s learning” (tredoux, 2012; kumar et al., 2021). the “3-factor model” is “(a) learning situation, (a) components of learning, and (c) students” attributes, which aimed to group the nine key concepts. under the learning situation, opportunity, support, and collaboration are included. according to tredoux (2012) and kumar et al. (2021), an opportunity depends on the lecturer’s (facilitator) ability to be committed to the learning situation in sdl. the student must be motivated and committed to giving students the chance and support to construct their learning knowledge. the support includes expert guidance and resources in the learning situation. the collaboration involves “peer-to-peer” support in the learning situation (tredoux, 2012). the second factor is the learning attribute, which includes “integrates content skills, sdl skills, and willingness to direct one’s learning” (tredoux, 2012). students’ level of skill, which is based on prior knowledge, this knowledge has a direct influence on the construction of own learning knowledge in a learning context. a high level of sdl skills is a means to successfully carry out learning using the sdl approach. the cognitive, motivational, and context of learning are housed with the component of learning. students’ cognitive factors involve “critical self-reflection” on learners building personal knowledge in the 240 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 232-249 learning process. the motivational factors include self-efficiency and others. the analysis of these models assists in understanding how is students react and apply sdl in their learning process in the digital age. is disciplines have the opportunity to adopt an sdl process in supporting students because these students are getting exposed to informal learning environments and platforms; then, the formal sdl process will be an add-on to them in acquiring is (educational) knowledge. the self-directed is student lecturer-centered involves traditional teaching and learning process where a lecturer directs the teaching while students are passively engaged in the learning process (tredoux, 2012). the lecturer-centered model in is discipline of teaching and learning gives the lecturer the authority to provide a directive to students on what to do at any given time in the learning process. students are forced to receive any form of knowledge delivered by the teacher without their involvement in building or interacting effectively in the learning process. in this situation, learners learn little or nothing in the process. according to tredoux (2012), students are not engaged or motivated to learn under teacher-centered learning circumstances. kahiigi kigozi, vesisenaho, hansson, danielson and tusubira (2015) believed that students especially in developing countries are learning content receivers and lecturers are givers under the lecturer-centered approach. then, there is a need for students in is to be involved and carry along in the process, which inspired the self-directed learning process. self-direct learning involves a self-directed learner who manages and directs his or her learning process. a self-directed student is a student who posse an initiative mindset, is independent, eager to learn, patient, self-organized, and responsible for his learning process, and outcome (tredoux, 2012; kumar et al., 2021). a self-directed is student is self-efficiency, disciplined, and courageous in tackling challenges towards selfachievement. self-directed is student possesses the ability to study and understand basic and complex problems. students of today in is discipline can be regarded as self-directed students because of their eagerness to learn, and courage to discover new knowledge using the internet, social media, and many other digital technology tools. is discipline students can be encouraged to become self-directed students because of the high amount of information on the internet and social media at their disposal. this information online can assist is students in learning new things, which will directly influence their learning process. for students to remain informed and relevant, self-directed learning is the way to go. rq3: the role of the is lecturers to enhance sdl lecturers are the fundamental role players in administering the sdl approach in the is discipline. as many students in is discipline are dominated by tech-savvy, lecturers play two important roles in sdl administration: enhance students’ capabilities and foster the learning process and experience. enhance learner’s capabilities: lecturers provide an opportunity for students to learn in the sdl approach. lecturers help students to initiate, plan, organize, involve in the learning, and assess their learning process and outcome in sdl. the students are allowed to take control of their learning process toward https://jse.rezkimedia.org/index.php/jse/index chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 241 achieving learning desires and outcome/s. lecturers ensure that the laydown initiative is adhered to, and plans are followed in an organized matter; they also ensure that learning goals and objectives are achieved during and at the end of the learning process. they ensure that is students are empowered with the ability to cope, learn, and maintain an excellent learning outcome. the enhanced learner's capabilities depend on the available opportunity and support provided by the lecturers in the learning process. an improved capability also allows is students to understand the key information to learn, but the student decides how to learn. foster the learning process and experience: for a long, lecturer-centered has been the desired teaching and learning approach by many in the heis, as in the case of the is discipline. currently, sdl has been promoted as a new way of administering teaching and learning because of the huge amount of information available for students in the digital age. the role of lecturers in enhancing the integration of sdl means lecturers’ ability to ensure that students adopt the approach as quickly as possible. lecturers foster the connection between the use and practical usage of sdl by students in the teaching and learning process. they also introduce the is content or topic to cover while the students conceptualize the process to apply in the learning possible. rq4: the principles of cl and cl as a strategy to enhance sdl the principles of cl cl strategy provides the mechanism for is students to learn with one another towards one goal. the strategy involves five (5) main principles or elements which include “(1) positive interdependence, (2) individual accountability, (3) face-to-face promotive interaction, (4) social skills, and (5) group processing” (bosch, 2017; wadawi, 2013). these elements make cl align with sdl. positive interdependence according to bosch (2017), positive interdependence can happen when students understand that success depends on group collaborations, then the fellow group relationship is paramount. in is application, students in the cl group are given individual tasks and responsibilities geared toward achieving the group mandate. is students realize that interdependence is paramount to their success; if not, the group and individual will fail. this realization makes it possible for is student to give their best efforts and be responsible for a group. the ability to achieve positive interdependence, four points are considered: 1) positive goal, 2) positive reward, 3) positive resource, and 4) positive role interdependence (bosch, 2017) is an excellent strategy to adopt for is discipline to achieve its cl strategy. positive goal: students can do more on “positive goal interdependence” in a group project or assignment compared them doing it individually (bosch, 2017). positive goal interdependence is regarded as an explicit goal approach that allows students to engage, learn, and be motivated to achieve their learning goals. in is discipline, sdl students applying “positive goal interdependence” can accomplish a lot in a group because it will allow them to have a clear purpose, learn, and contribute meaningfully. 242 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 232-249 positive reward: according to bosch (2017), “positive reward interdependence” allows students to increase their commitment level if they will be rewarded for achievement and meeting a decided target. each group member can be paid when a particular goal is achieved or reached. the reward can come in the form of a bonus, grade mark, and percentage. the application of this reward in is discipline will assist students in achieving high cl. positive resource: this involves the combination of personal resources in the group (bosch, 2017). access to resources is necessary for the achievement of the goal in a cl strategy. sdl in is discipline involves access to adequate resources, which will ensure that the cl strategy is well-executed and achieved. positive role: each student in a group is assigned a role and responsibility in the form of reading, recording, checking, and many others (bosch, 2017). for example, the checker has the role and the responsibility to ask members to explain what they have learned and so on. the decisive role ensures that students in is discipline learn accordingly. individual accountability individual accountability indicates learners' “personal responsibility” towards group welfare and success (bosch, 2017). the researcher also suggests that individual responsibility ensures that students take responsibility for their learning and that others in the learning group. the student's learning process and task achievements are their accountability and responsibility. the is student’s accountability is accessed on every task; however, individual efforts are coordinated for the group to remain on track in accomplishing a task (bosch, 2017). personal accountability is the key to group success; it helps others to achieve significance and assists in decreasing individual workload, because of interdependence on each other in the group (bosch, 2017). 21st-century students in is discipline should be accountable for their learning process and outcome. is discipline students must possess individual accountability for them to achieve personal learning goals in an sdl environment and function on the cl strategy in achieving group goals and tasks. though, own ethical behavior and attitude increase the chances of success for is students to succeed in an sdl in the digital age. in is discipline, individual accountability makes a group durable, responsible, and achieving a task. promotive interaction the success of cl is dependent on various kinds of individual responsibilities. interaction is necessary for the success of cl because individual members continually provide feedback, update their process, and group challenges, and encourage one another in the group (bosch, 2017). according to bosch (2017), promotive interaction is made possible when every student in a group monitors, encourages, and facilitates each other progress continuously. communication among each other increases “peer accountability”, individual responsibility, and commitment towards group success and achievement. promotive interaction in is discipline is very active through face-to-face meetings and discussions; however, the face of digitalization can also be applied in making groups interact with each other through zoom meetings, team, google https://jse.rezkimedia.org/index.php/jse/index chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 243 document discussion and chat, social media, and other online platforms. is discipline students can apply promotive interaction in their persuade toward achieving sdl and cl in the digital age. however, according to bosch (2017), promotive interaction is characterized by (a) promoting trustworthiness, creating a productive work environment, and decreasing anxiety and depression. (b) provide an environment where feedback and interaction excel to improve group performance. (c) promotes mutual benefits and motivation and information sharing. (d) it challenges each other to think and reason critically. (e) it promotes individual and group responsibility and accountability. these characteristics are vital in the is student’s achievement of the cl strategy. social skills teamwork and workmanship are necessary for a cl environment, especially in is discipline where teamwork is essential. according to bosch (2017), cl is a function of the social skills of group members who must have high-level cooperation and motivate them to socialize and engage in teamwork. the researcher also acknowledged that interpersonal, team-spirit, and communication skills, teachable and learnable mindset, decision-making, and conflict management skills are needed in the cl situation. these skills and others are necessary for is students to succeed as self-directed learners and engage in cl in this digital age. the ability of students to apply social skills makes it easier for them to cooperate and collaborate in a cl environment. it also allows them to share ideas and knowledge when working in a group toward achieving a common goal. bosch (2017) further mentioned that social skills make it possible for students who come from different social and economic backgrounds; having different behavior and attitude to coexist and work in the same group. group processing evaluation of performance is essential in a cl environment. according to bosch (2017), group processing is the act of reflection on students’ contributions to a given group task to determine individual and group performance to understand responsibilities to continue or discontinue. the group processing makes it possible for is students to get feedback on performance and make modifications where necessary. the processing ensures the improvement in-group members' (students) effort and reduces task complexities, incorrect actions, and behaviors and reducing unnecessary and increasing team success (bosch, 2017). all the principles of cl are aimed towards ensuring that is students are prepared, engage, and wellgrounded in participating in cl in an sdl in this digital age. lecturers as facilitators have a role to play in ensuring that students remain focused on the learning process and achieving the desired mandate. cl as a strategy to enhance sdl cl provides a strategy for is students to be interdependent, accountable, interact, social skills, and group processing. at the same time, sdl ensures that an is student initiates a learning process, diagnoses learning needs and opportunities, formulates learning objectives, and identifies needed materials without the assistance of a lecturer. with these characteristics, cl can be used to enhance and advance sdl in is 244 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 232-249 discipline and the classroom. for cl to enhance sdl in is discipline, the principles or elements of cl should be considered and aligned with sdl properly: 1. interdependent: cl involves is students being interdependent on each to succeed. they should be able to initiate, coordinate their learning, diagnose learning needs, discover resources, and evaluate learning outcomes in an sdl. the interdependence on cl makes a student achieve the characteristics of sdl. 2. accountable: the principle of accountability is enshrined in cl, which can be used to strengthen sdl skills to manage and control initiatives and evaluation of students' learning outcomes. an individual application of cl will surely enable is discipline students to be responsible, and accountable, and take control of their learning to destiny in the sdl learning process. 3. interact: through interaction, students at is discipline can understand the need for effective communication between teachers and other learners in the sdl process. the application of interaction can enhance sdl ensuring that students engage with each other continuously in the digital age. 4. social skilled: this principle will be able to enhance sdl in ways that students can apply different forms of soft skills in their learning process to enrich the process and achieve desired outcomes. 5. group processing: feedback is necessary to evaluate contributions and performance. through this principle, sdl characteristics of self-evaluation are achieved. also, is discipline students can engage in cl and self-directed with the ability to evaluate their personal and group performance and achievement/s. rq5: the implementation of cl and practical examples of teaching strategies in sdl the implementation of cl in the is classroom as noted earlier, cl is a strategy that allows students to work as teams in achieving learning goals and expectations. to implement cl in is discipline, the application of the principles and elements in the is classroom is important. 1. positive interdependence: students at is discipline will be taught how to be interdependent positively on each other so that learning needs and goals to be achieved. they should be monitored and guided in the application of the characteristics of positive interdependence in the learning process. 2. individual accountability: accountability is essential for any is student to succeed in cl, then students need to understand, appreciate, and practice accountability in the cl process. also, their accountability to themselves and others makes it possible for them to attend to any given task trustfully without delays or excuses. 3. face-to-face promotive interaction: on the interaction, cl involves is students interacting with each in giving feedback, presentation of one's task, and discussion. is students engaging in the cl process should understand the importance of interaction and be able to communicate and interact with https://jse.rezkimedia.org/index.php/jse/index chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 245 each other face-to-face or digitally. but, importantly, the implementation of interaction comes through is lecturers educating students on the need for and importance of promoting the cl process. 4. social skills: socialisation is critical in the implementation of cl in is classrooms. the implementation of cl depends on is students’ ability to socialize with other peers. then, the social skills of the is students must be active and applied. 5. group processing: learning a performance-driven, especially in is discipline where programs are expected to function as planned and software in an organization works properly. the implementation of cl in is discipline and classroom mean the evaluation of performance and learning outcomes of individual students and the group. practical examples of teaching strategies in sdl there are various types of teaching strategies that can be used by students in carrying out teaching and learning in promoting sdl in is discipline. for the benefit of this paper analysis, the following are discussed: 1. lecturer-centered: this is a strategy where a lecturer is a central instructor in the learning process. the lecturer directs the teaching-learning process informing the students on what to do and how the task will be done. students only wait and receive a lecturer’s instruction without input. the strategy lacks students’ involvement in the teaching-learning process, which makes them learn little or nothing at the end of the process. for example, a lecturer stands before the students introduce the topic for the day, starts talking, writing notes on the white or blackboard while students listen and take notes. at the end of writing the note, the lecturer asks, “students; do you understand, students’ response; yes lecturer”. the lecturer may further ask; any question, student; no question, lecturer; that is good”. in this strategy, students do not participate in the process. this strategy can be applied effectively by students when engaging in sdl in is discipline because can direct their learning process at the end of lecture time. 2. student-centered: this is a teaching strategy centered on the student. students direct the teachinglearning in full involvement in the process. this strategy allows students to actively get involved in the discussions and ask questions while the lecturer guides and facilitates the teaching-learning process. this strategy also ensures that students learn well and participate in all the class activities. the strategy has the potential to sdl because students are allowed to think and initiate ideas in the learning process. 3. discussion: there are various ways discussion can be achieved in is classroom. for example, the lecturer introduced the topic, “the impact of covid-19 on learner’s education”. then, students are divided into a group to discuss the topic. the strategy allows students to work as a team in discussing the topic in coming up with ideas to address the topic. students can learn with help from each other and share ideas and promote sdl. 246 journal of science and education (jse), vol. 3, no. 3, march 2023, pp. 232-249 4. cooperative learning (cl): this is a pedagogical strategy that allows small groups of students to work in a group to achieve a common goal. according to tredoux (2012), the cl strategy involves a small group of students with a common interest to learn, teach each other, solve a problem, and achieve learning goals. this strategy promotes collaboration, partnership, and cooperation in building team spirit and workmanship among students. 5. case study: this is a strategy with a practical opportunity to allow students to apply what they have learned in the classroom to use in a real-life situation. in applying this strategy to the above example in the discussion section, students could be to demonstrate how covid-19 have affected them personally. it will allow the student to discuss the personal impacts and challenges of the topic with them. the implications to is, the recommendations and future studies implications for is 1. self-directed and cooperative learning approaches should be considered in is teaching and learning to promote critical thinking, problem-solving, teamwork skills, and communication skills among learners. 2. a combination of both approaches may be the most effective approach to achieve the desired outcomes. recommendations 1. is educators should carefully consider learners' needs and learning goals when selecting a learning approach. 2. a blended learning approach combining both self-directed and cooperative learning may be effective. 3. the use of technology can support both self-directed and cooperative learning, particularly in distance learning settings. future studies 1. future studies could investigate the effectiveness of different combinations of self-directed and cooperative learning in is teaching and learning. 2. research could focus on the role of technology in supporting self-directed and cooperative learning in is teaching and learning. 3. further studies could explore the factors that influence learners' motivation and engagement in selfdirected and cooperative learning in is education. conclusion teaching remains the center for knowledge acquisition and learning. the lecturer keeps making the teaching-learning process a reality while students make the process active. sdl was discussed in this paper as the new mode of learning in this digital age, while cl is the engine that drives teaching-learning to prepare students ready for the industry. in conclusion, this paper has critically analyzed the application of https://jse.rezkimedia.org/index.php/jse/index chukwuere & gorejena – exploring the application of self-direct and cooperative learning … 247 self-directed and cooperative learning in information systems (is) teaching and learning. the analysis reveals that self-directed learning promotes learners' autonomy, responsibility, and motivation, while cooperative learning promotes communication, teamwork, and critical thinking skills. both approaches have been used in is education and have demonstrated the potential in promoting learning outcomes. however, the analysis also identifies challenges such as the need for learners to possess certain skills and knowledge to engage in self-directed learning and the need for effective group management and facilitation in cooperative learning. additionally, there are implications for is education, including the need for is educators to carefully consider learners' needs and learning goals when selecting a learning approach and the potential use of a blended learning approach combining both self-directed and cooperative learning. based on these findings, this paper provides recommendations for is educators, including the use of a blended learning approach, the incorporation of technology to support self-directed and cooperative learning, and the provision of guidance and support for learners to engage in these approaches effectively. additionally, this paper suggests future studies to investigate the effectiveness of different combinations of self-directed and 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10.56003/jse.v1i1.3 issn: 2745-5351 pengembangan modul matematika berbasis ethnomatematika dengan tema permainan tradisional engklek siti halimatul maulida1, jatmiko2, yuni katminingsih3 1,2,3universitas nusantara pgri kediri. jalan kh. acmad dahlan no 76 kota kediri, indonesia. e-mail: hildamaulida25.hm@gmail.com1 received: 20 july 2020 accepted: 29 august 2020 published: 23 september 2020 abstract: school teaching materials that are often used in learning are modules. modules can be modified by student criteria and also the school environment, but in mathematics, subjects are rarely found mathematical modules that have themes about culture. many kinds of culture that contain mathematical values, one of them are the game traditional engklek. greek traditional game contains a flat figure element which is one of the discussions in mathematics. for this reason, he will develop ethnomathematics-based modules with the theme of the game traditional engklek. this development uses the addie method, which is due to the existence of a research pandemic only to the expert validation stage. the purpose of this development is to be able to produce ethnomathematics-based mathematical modules with the theme of the game traditional engklek. the results of this development are in the form of ethnomathematics-based mathematics module teaching materials with the game traditional engklek theme. the results of the module validation with the experts showed a 91,64% figure, so this module developed in this study was included in the eligibility criteria. keywords: modules; ethnomathematics; culture; game traditional engklek. abstrak: bahan ajar di sekolah yang sering digunakan dalam pembelajaran salah satunya ialah modul. modul dapat dimodifikasi sesuai dengan kriteria siswa dan juga lingkungan sekolah, namun pada pelajaran matematika jarang ditemui modul matematika yang memiliki tema tentang kebudayaan. banyak ragam kebudayaan yang mengandung nilai matematika, salah satunya ialah permainan tradisional engklek. permainan tradisional engklek mengandung unsur bangun datar yang merupakan salah satu pembahasan yang ada dalam materi matematika. untuk itu perlu dilakukannya pengembangan modul berbasis etnomatematika dengan tema permainan tradisional engklek. pengembangan ini menggunakan metode addie, dimana karna adanya pandemi penelitian ini hanya sampai tahap validasi ahli. tujuan dilakukannya pengembangan tersebut ialah agar dapat menghasilkan modul matematika berbasis etnomatematika dengan tema permainan tradisional engklek. hasil dari pengembangan ini ialah berupa bahan ajar modul matematika berbasis etnomatematika dengan tema permainan tradisional engklek. hasil validasi modul dengan para ahli menunjukkan angka 91,64%, maka dengan ini modul yang dikembangkan dalam penelitian ini sudah masuk dalam kriteria layak. kata kunci: modul; ethnomatematika; budaya; permainan tradisional engklek. how to cite: maulida, s.h., jatmiko, j., & katminingsih, y., (2020). pengembangan modul matematika berbasis ethnomatematika dengan tema permainan tradisional engklek. journal of science and education (jse), 1(1): 1-7. https://doi.org/10.56003/jse.v1i1.3 pendahuluan terdapat banyak ragam budaya di indonesia ada bahasa, baju adat, tarian, alat musik, makanan, rumah adat, upacara adat, senjata tradisional, permainan tradisional, dan sebagainya. budaya indonesia juga ada yang mengandung nilai matematika, salah satunya ialah permainan tradisional engklek. permainan (tradisional) merupakan salah satu bentuk social interaction yang bersifat alami bagi pelajar (wijaya, 2009). permainan engklek ialah suatu permainan yang cara memainkannya dengan melompati petak dengan satu https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i1.3 https://portal.issn.org/resource/issn/2745-5351 mailto:hildamaulida25.hm@gmail.com1 https://doi.org/10.56003/jse.v1i1.3 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i1.3&domain=pdf&date_stamp=2022-04-30 2 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 1-7 kaki (fitriyah & khaerunisa, 2018). dalam permainan tradisional engklek terdapat nilai matematika pada desain petaknya dimana dari desain pun sudah mengajarkan mengenai persegi dan persegi panjang. matematika merupakan salah satu komponen dari serangkaian mata pelajaran yang mempunyai peranan penting dalam pendidikan yang mendukung perkembangan ilmu pengetahuan dan teknologi (septya, dkk 2018). rachmawati (2015) berpendapat aktivitas matematika adalah aktivitas yang di dalamnya terjadi proses pengabstraksian dari pengalaman nyata dalam kehidupan sehari-hari ke dalam matematika atau sebaliknya, meliputi aktivitas mengelompokkan, berhitung, mengukur, merancang bangunan atau alat, membuat pola, membilang, menentukan lokasi, bermain, menjelaskan, dan sebagainya. keterampilan matematika yang dipelajari oleh peserta didik di sekolah tidak terkontruksi secara logis dan berdasarkan pada struktur kognitif abstrak, melainkan sebagai kombinasi pengetahuan dan keterampilan yang telah diperoleh sebelumnya serta sebagai masukan (budaya) (sirate, 2018). pendidikan dan budaya merupakan satu kesatuan yang tidak dapat dipisahkan dalam kehidupan kita sehari-hari karena pendidikan merupakan kebutuhan mendasar bagi individu dalam masyarakat sedangkan budaya merupakan satu kesatuan yang utuh yang berlaku dalam suatu masyarakat (towe, 2008). matematika dalam budaya juga bisa disebut dengan etnomatematika, sebagaimana yang dijelaskan oleh wahyudin (2018) bahwa etnomatematika dapat dilihat dari akarnya, ‘mathematics’, dan awalan yang dilekatkan padanya, ‘ethno’ dari ‘ethnography’, kita dapat menganggapkan bahwa etnomatematika menunjuk pada studi matematika dalam kaitannya dengan budaya. jadi matematika juga terdapat dalam budaya salah satunya permainan tradisional engklek. pembelajaran matematika biasanya di damping oleh modul sebagai salah satu bahan ajar guru. modul seringkali digunakan untuk bahan ajar yang membantu guru dalam proses belajar mengajar namun jarang dijumpai modul berbasis etnomatematika. modul yang dikembangkan sendiri oleh pendidik dapat disesuaikan dengan karakteristik peserta didik. selain lingkungan sosial, budaya, dan geografis, karakteristik peserta didik juga mencakup tahapan perkembangan peserta didik, kemampuan awal yang telah dikuasai, minat, latar belakang keluarga, dan lain-lain. penggunaan modul dapat digunakan sebagai bahan pelengkap pembelajaran bagi siswa, serta sebagai bahan latihan mandiri bagi siswa (santia & jatmiko, 2016). karena inilah peneliti tertarik untuk membuat sebuah modul berbasis etnomatematika dengan tema permainan tradisional engklek. penelitian ini bertujuan untuk menghasilkan sebuah modul matematika berbasis etnomatematika dengan permainan tradisional engklek. metode penelitian ini termasuk penelitian pengembangan dengan tujuan untuk menghasilkan sebuah modul berbasis etnomatematika. seperti yang dikatakan oleh sugiyono (2015) metode penelitian dan pengembangan atau dalam bahasa inggrisnya research and development adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji keefektifan produk tersebut. metode penelitian ini menggunakan metode addie yaitu analyze, design, develop, implemen and evaluasi modul https://jse.rezkimedia.org/index.php/jse/index maulida, jatmiko, & katminingsih – pengembangan modul matematika… 3 matematika berbasis etnomatematika dengan tema permainan tradisional engklek ini berisikan 24 halaman dengan beberapa komponen yaitu: (1) cover, (2) kata pengantar, (3) tinjauan modul, (4) pendahuluan, (5) daftar isi, (6) materi, (7) contoh soal, (8) rangkuman, (9) soal evaluasi, (10) kunci jawaban dan (11) daftar pustaka. proses yang dilakukan pada penelitian ini yaitu: 1. analisis (analyze) analisis dilakukan pada materi guna mencari kecocokan antara salah satu kebudayaan indonesia yaitu permainan tradisional engklek dengan matematika. 2. desain (design) modul di desain agar siswa dapat tertarik dengan permainan tradisional dan juga materi bangun datar yang terdapat didalamnya. untuk itu modul di desain dengan memasukkan unsur permainan tradisional kedalam materi persegi dan persegi panjang . 3. pengembangan (development) modul ini berbasis etnomatematika dengan menggunakan tema permainan tradisional, didalam modul ini tidak hanya berisikan materi persegi dan persegi panjang saja namun ada penjelasan mengenai permainan tradisional engklek dan juga penjelasan mengenai hubungan antara matematika dengan salah satu kebudayaan indonesia yaitu permainan tradisional engklek. 4. implementasi (implementation) modul ini dapat digunakan pada saat mempelajari materi bangun datar yang juga dapat mempelajari matematika dalam budaya khususnya permainan tradisional engklek. 5. evaluasi (evaluation) evaluasi dilakukan guna melihat penilaian mengenai kekurangan atau bahkan kelebihan dari modul dan dengan adanya evaluasi maka modul akan dibuat lebih baik dari sebelumnya sesuai penilaian validator. instrumen penelitian dalam penelitian ini ialah instrumen angket untuk validasi modul matematika berbasis etnomatematika dengan tema permainan tradisional engklek. tabel 1 berikut ialah kriteria layak dalam penelitian ini. tabel 1. kriteria layak no. presentase kriteria 1. 75≤ p ≤100 sangat layak 2. 50≤ p ≤75 layak 3. 25≤ p <50 cukup 4. 1≤ p < 25 kurang hasil dan pembahasan dikarenakan adanya pandemi covid-19 dan sesuai dengan kebijakan tentang pembelajaran jarak jauh (pjj) maka penlitian ini hanya sampai pada tahap ketiga, antara lain: 4 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 1-7 1. analyze dalam penelitian ini analisis di lakukan guna mencari kecocokan antara materi dengan permainan tradisional engklek. materi yang dirasa cocok dengan permainan tradisional engklek ialah bangun datar persegi dan persegi panjang. karena dalam desain permainan tradisional engklek mengandung bangun persegi dan persegi panjang. sehingga menurut analisis permainan tradisional engklek dengan materi persegi dan persegi panjang memiliki keterkaitan. 2. design berdasarkan alasis diperoleh bahwa modul berbasis etnomatematika dengan tema permainan tradisional engklek masih jarang ditemukan oleh sebab itu peneliti membuat desain yang mengaitkan permainan tradisional engklek sebagai tema dari modul ini. seperti ilustrasi gambar yang berkaitan dengan bentuk persegi dalam kehidupan sehari-hari dan juga dalam permainan tradisional engklek. 3. development modul matematika berbasis etnomatematika dengan tema permainan tradisional engklek ini tidak hanya berisikan materi saja melainkan berisikan tata cara permainan tradisional egklek dan juga beberapa soal bertemakan permainan tradisional engklek yang juga ada kaitannya dengan materi persegi dan persegi panjang. uji coba dilakukan setelah draft modul sudah selesai, validasi bertujuan untuk mendapatkan data berupa penilaian, pendapat, komentar dan saran terhadap materi, kebahasaan dan tampilan modul berbasis etnomatematika dengan tema permainan tradisional engklek ini. data yang diperoleh dari validasi modul berupa data kuantitatif yaitu data presentase dari penilaian modul berbasis etnomatematika dengan tema permainan tradisional engklek. data yang didapat di presentase lalu dilihat apakah presentase tersebut masuk kedalam kategori layak atau belum. https://jse.rezkimedia.org/index.php/jse/index maulida, jatmiko, & katminingsih – pengembangan modul matematika… 5 tabel 2. hasil pengembangan modul no sebelum revisi sesudah revisi 1. cover modul harus lebih ke gambar nyata 2. penjelasan symbol lebih di perjelas 3. perubahan contoh gambar persegi dan persegi panjang dalam kehidupan sehari-hari 4. rangkuman diberi ilustrasi mengenai permainan tradisional engklek 6 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 1-7 tabel 3. hasil validasi validator presentase yang diperoleh keterangan validator 1 83,3% modul dinyatakan layak, artinya modul dapat digunakan dengan sedikit revisi validator 2 88,3% validator 3 98,3% validator 4 95% validator 5 93,3% rata-rata 91,64% berdasarkan hasil validasi modul mendapat presentase sebesar 91,64% yang mana telah melampaui kriteria layak. dari hasil pengembangan terlihat bahwa modul sudah layak untuk digunakan dalam pembelajaran matematika disekolah dengan presentase sebessar 91,64% (tabel 2). hal ini sejalan dengan penelitian (khalimah dkk, 2013). berdasarkan hasil penelitian, penilaian validator pada setiap aspek dilembar validasi secara keseluruhan dapat disimpulkan bahwa lks yang dikembangkan persentase berada pada selang 81% 100% yang termasuk kriteria sangat valid. penelitian pornamasari (2016) juga memiliki hasil berdasarkan penilaian angket dari siswa uji coba lapangan terbatas kelas eksperimen, diperoleh persentase ratarata keseluruhan sebesar 73,467 diatas kriteria kelayakan, yang berarti modul pembelajaran layak digunakan. penelitian pengembangan modul matematika berbasis discovery learning berbantuan flipbook maker untuk meningkatkan kemampuan pemahaman konsep siswa pada materi segitiga milik haryanti & saputro (2016) juga mengungkapkan bahwa modulnya layak digunakan oleh siswa dengan melihat penilaian dari tiga ahli materi 82,03% menyatakan layak digunakan. sedangkan tiga ahli media 81,25% menyatakan layak digunakan dalam proses pembelajaran. ini menunjukkan bahwa modul ethnomatematika dengan tema permainan tradisional engklek yang mendapat presentase hasil dari validator layak untuk dilakukan uji coba. simpulan simpulan yang dapat diambil dari penelitian ini ialah telah dihasilkan modul matematika berbasis etnomatematika dengan tema permainan tradisional engklek dengan hasil validasi sebesar 91,64%. berdasarkan penelitian sebelumnya yang dilakukan oleh beberapa peneliti juga menyatakan bahwa presentarse diatas 72% untuk modul dikatakan layak. maka dengan ini modul matematika berbasis etnomatematika dengan tema permainan tradisional engklek telah memenuhi kriteria layak. referensi fitriyah, a., & khaerunisa, i. (2018). pengaruh penggunaan metode drill berbantuan permainan engklek termodifikasi terhadap kemampuan pemecahan masalah siswa kelas vii. journal of medives : journal of mathematics education ikip veteran semarang, 2(2), 267. https://doi.org/10.31331/medives.v2i2.653 haryanti, f., & saputro, b. a. (2016). pengembangan modul matematika berbasis discovery learning https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.31331/medives.v2i2.653 maulida, jatmiko, & katminingsih – pengembangan modul matematika… 7 berbantuan flipbook maker untuk meningkatkan kemampuan pemahaman konsep pada materi segitiga. pendidikan matematika, i(2), 147–161. khalimah, n., farin, k. i., nikmah, m., ni’mah, k., & jatmiko. (2013). budaya kediri dalam pembelajaran matematika (pengembangan lembar kegiatan siswa (lks) berbasis etnomatematika melalui pendekatan saintifik ). jurnal ilmiah matematika, 2(1), 65–71. pornamasari, e. i. 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(2018). implementasi etnomatematika dalam pembelajaran matematika pada jenjang pendidikan sekolah dasar. lentera pendidikan, 15(1), 41–54. https://doi.org/10.24252/lp.2012v15n1a4 somayasa, w., natajaya, n., & candiasa, m. (2013). pengembangan modul matematika reakistik disertai asesmen otentik untuk meningkatkan hasil belajar matematika peserta didik kelas x di smk negeri 3 singaraja. program pascasarjana universitas pendidikan ganesha program studi penelitian dan evaluasi pendidikan, 3. sugiyono. (2015). pengembangan (22nd ed.). bandung: alfabeta. towe, m. m. (2008). etnomatematika dalam ritual adat suku lio “pati ka” di danau kalimutu. prosiding seminar nasional etnomatnesia, 36(12), 4331–4334. https://doi.org/10.1016/j.enpol.2008.09.071 wahyudin, w. (2018). etnomatematika dan pendidikan matematika multikultural. prosiding seminar nasional pendidikan matematika etnomatnesia, 1–19. retrieved from http://jurnal.ustjogja.ac.id/index.php/etnomatnesia/article/view/2290 wijaya, a. (2009). permainan (tradisional) untuk mengembangkan interaksi sosial, norma sosial dan norma sosiomatematik pada pembelajaran matematika dengan pendekatan matematika realistik. in dipresentasikan pada seminar nasional aljabar, pengajaran, dan terapannya, 3(1), 1-10. https://doi.org/10.24252/lp.2012v15n1a4 https://doi.org/10.1016/j.enpol.2008.09.071 ieee paper template in a4 (v1) 94 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 94-112 doi: 10.56003/jse.v3i2.163 issn: 2745-5351 the impact of the blended learning system on the learning outcomes of physical education and health students: a systematic review muhammad hamzah pratama1*, roesdiyanto2 1,2,3 physical education, health and recreation, faculty of sports science, universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: muhammad.hamzah.2206148@students.um.ac.id received: 19 september 2022 accepted: 12 november 2022 published: 13 december 2022 abstract: blended learning is a learning model that is currently receiving high attention from lecturers and students in recent years. however, with so many studies addressing this issue, there has not been a systematic review that specifically analyzes all studies related to the impact of the blended learning system in physical education at the tertiary level. thus, this study aims to evaluate the overall effect of blended learning in physical education at the university level. search literature studies obtained using google scholar, pubmed, eric and science direct databases. in searching the literature, researchers used the preferred reporting items for systematic review and meta-analyses (prisma) guidelines. the literature search strategy includes the following predefined keyword combinations: “blended learning” and “physical education” and “sports” and “college students”. all studies were extracted from the database and data analysis was carried out using the mendeley application to filter out articles that were duplicates or did not match the research studies. of the 665 publications obtained from the google scholar database, doaj, eric and science direct, after passing through the screening, only 13 articles were found that matched the research intervention. the conclusion from the data analysis that has been done explains that the blended learning model is very good at improving students' motor skills. subsequent significant improvements can also be found at the understanding or cognitive level of students using the blended learning method. in addition, volleyball is one of the most researched and studied sports in all sports, such as badminton, dance, football, athletics, and martial arts. therefore, further research is expected to be able to dig deeper into the impact of blended learning on increasing student attitude scores and optimizing the use of blended in athletics or martial arts. keywords: blended learning; physical education; sports; college students. how to cite: pratama, m. h., & roesdiyanto, r. (2022). the impact of the blended learning system on the learning outcomes of physical education and health students: a systematic review. journal of science and education (jse), 3(2): 94-112. https://doi.org/10.56003/jse.v3i2.163 introduction in an effort to promote health and wellness, physical education has been designed to provide learning to students ranging from knowledge, attitudes and skills that mean a lot to students (chiang et al., 2019). at present, the majority of physical education teachers at the university level use traditional learning methods (lin et al., 2019). in the classroom or in a lesson, an instructor gives explanations and demonstrations of actions and further requires students to improve their motor skills through imitation of movements that have been demonstrated by the instructor and also physical exercises performed repeatedly (hill, 2018). aside from that, the teacher-centered teaching model requires the same level of learning speed throughout the classroom (liu et al., 2020). however, in reality, each student has a different level of understanding https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.163 https://portal.issn.org/resource/issn/2745-5351 mailto:muhammad.hamzah.2206148@students.um.ac.id https://doi.org/10.56003/jse.v3i2.163 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.162&domain=pdf&date_stamp=2022-12-13 hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 95 regarding the learning material carried out at the same time as well as the lack of teacher instruction in students outside the classroom. the limited duration of learning is one of the factors that makes it difficult for teachers to provide services to different learners, and narrows teachers' opportunities for personal attention and guidance (hung, et al., 2017; papastergiou et al., 2021). in addition, many teachers do not give much emphasis especially in theoretical learning, emotional regulation and the cultivation of enthusiasm in sports because physical education is oriented towards practice (petsilas et al., 2019; xie et al., 2021). this needs to be emphasized, because in addition to improving skills, students also need broad insights related to the material or concepts learned. although learners gain certain sports skills, they only passively gain learning in the classroom, which impacts learners and results in reduced engagement, interest, and awareness of physical activity for the rest of their lives (petsilas et al., 2019; xie et al., 2021; zeller, 2017). however, there are some studies that explain that there is a positive relationship between active learning and the improvement of student academic performance (aji & khan, 2019; freeman et al., 2014). several studies have also exposed that active students can better improve their sports knowledge and skills (behzadnia et al., 2018; ulstad et al., 2016). in addition, the arrival of technology, information and communication (ict) is very positive, especially in the world of education (pizzi, 2014; tsai et al., 2017). in overcoming the above problems, teachers, especially physical education, are now looking for a learning model that is certainly more effective and efficient, namely with the help of sophisticated web technology to overcome obstacles related to conventional practice and to provide new, in-depth learning experiences, and provide better influence to students (norris, 2015). with the existence of computer network technology, many new opportunities are created that can be used to learn and teach at the higher education level (fu & hwang, 2018; halverson & graham, 2019). in addition, ict-based learning (technology, information and communication) is not only used as a provider of benefits for face-to-face learning, but also used as a complement to traditional learning (adi & fathoni, 2019). blended learning is also known as hybrid learning, which is a new student-centered learning and teaching model, which combines face-to-face learning and online learning models to improve the quality of the educational process (singh et al., 2021). please note that blended learning is not only one of the learning methods, but also the integration of teaching methods, teaching environment, teaching resources, teaching objectives and other teaching elements of (suartama et al., 2019). in online learning, it takes a very systematic plan to maximize active learning based on needs analysis, learning environment and learning content (kizilcec et al., 2017; martin & bolliger, 2018; shih & tsai, 2017). the main form online learning can be provided by teachers in the form of learning platforms and learning videos. apart from that, there are now also many online courses such as moocs, which have been opened as well as recognized as new blended learning formal university courses. reverse classroom is a form of blended learning, where learning materials that are supposed to be done face-to-face in class, are replaced with online delivery before class 96 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 94-112 time, and traditional activities are considered homework that is proof of the value of activeness in the classroom (awidi & paynter, 2019; reidsema et al., 2017). it can also be interpreted that in this reverse classroom, students are required to learn to be fully independent by browsing the material or watching learning videos before entering the classroom, so that the teacher or teacher has more time in the classroom to answer questions, discuss, apply knowledge, and conduct guidance in the training of students, so as to improve the quality of their learning and knowledge. the entire blended learning model seeks to promote learning strategies that are centered on the activeness of students and the students themselves, this can mean that students can adjust the pace of learning respectively. some researchers have also written that with the change of learning models from traditional teaching to problem-based blended learning, learners can improve active learning (keengwe & agamba, 2015), ability in mastery of applications and knowledge (yuan et al., 2020), involvement in the learning process as well as improvement of cognitive processes at a high level (tiara & usman, 2020). in addition to physical education, blended learning methods are also widely applied to other scientific branches, such as mathematics, business, language learning, psychology, nursing, and art. in addition, there are also many studies that try to compare the influence of traditional learning with blended learning-based learning. several published studies have explained that blended learning can improve the development of physical skills, satisfaction, improving academic performance, high-level thinking ability, and problemsolving ability. previous research explains that blended learning has an impact on one particular discipline, but the systematic review which traces the accuracy of blended learning methods in physical education at the university level is still minimally found. the use of systematic reviews as well as explicit and quality methods can provide a comprehensive synthesis of knowledge regarding a particular field or topic (chandler et al., 2022; page et al., 2021). therefore, this study aims to evaluate the overall influence of blende learning in physical education at the university level. in this study, researchers also believe that blended learning uses a combination of face-to-face teaching and online learning, which includes all synonyms, namely learning platforms, blended classrooms, hybrids, reverse classrooms, moocs. as well as for a more thorough search for research related to sports, the keywords motor fitness, motor skills, attitude, and cognitive improvement will be used. method a literature study search obtained uses google scholar, pubmed, eric and science direct databases. the entire database is widely used or visited by researchers around the world in the search for literature (perdima et al., 2022; yang et al., 2021). in the literature search researchers used the guidelines preferred reporting items for systematic review and meta-analyses (prisma) (mohamed shaffril et al., 2019). in addition, prisma can also be used to report reviews of randomized trial evaluations and can be used as a reference in reporting systematic reviews of other research (page et al., 2021). the literature search strategy https://jse.rezkimedia.org/index.php/jse/index hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 97 includes a combination of the following predefined keywords: "blended learning" and "physical education" and "sports" and "college students". in this study, researchers used picos (population, intervention, comparison, outcome, and study design) criteria as inclusion criteria for this systematic review and shown in table 1. in addition, the study must meet several inclusion criteria as follows: 1) articles exploring the effects of blended learning in physical education at the higher education level should be included. 2) in this study, blended learning interventions were used in experimental groups. 3) traditional classroom learning is used as a control group in two or more groups, while pre-test scores are used in single-group trials. 4) the data results should relate to motor skills, physical fitness, and learning/physical exercise attitudes. 5) two randomized/non-randomized groups/ single group trials (pre-test/post-test) may be included in the study. studies are issued if they meet the following exclusion criteria: 1) the article is not full text. 2) blended learning is not an intervention. 3) the studies obtained include non-empirical data. 4) the subjects in the experimental research are not students. 5) articles are national and international journals that have not been published and include repository articles or proceedings articles 6) articles published before 2018 table 1. picos (population, intervention, comparison, results, study design). thing inclusion criteria population university students (male/female) intervention blended learning parable traditional classroom learning is used as a control group in two or more groups, while pre-test scores are used in single-group trials. result motor skills, physical fitness and learning attitudes/ physical exercise study design two-group controlled trial (random/non-random)/ single-group trial (pre-test/post-test) each literature that has been obtained from complete articles that have met the inclusion criteria, then a more in-depth data screening process will be carried out starting with a thorough reading of the title, abstract, objectives, research methods, and secondary research results. 98 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 94-112 notes are excluded because they include repository articles or proceedings articles and do not correspond to research case studies (n=512) records are identified through basic data search: google scholar: 353 doaj: 118 eric: 56 science direct: 138 articles to be analyzed (n=13) id e n ti fi c a ti o n fig 1. prisma flowchart study selection process systematic review to avoid duplication as well as inappropriate research case studies, all subsequent articles are extracted from the database and analyzed through mendeley reference management. the data extracted include (1) the year of authorship and publication; (2) research design; (3) the name of the course; (4) population characteristics; (5) intervention characteristics (duration of time, frequency, and length); (5) main content, and (6) results. with the data screening of 665 publications obtained from the google scholar, doaj, eric and science direct data bases, after passing the screening, only 13 articles were obtained that corresponded to the research intervention. in c lu si o n q u a li fi c a ti o n s total records after filtering (n=153) duplicate notes and articles cannot be accessed have d ideleted (n=34) f il te r in g the article is full text and assessed for eligibility (n=119) https://jse.rezkimedia.org/index.php/jse/index hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 99 study characteristics from 665 articles carried out analysis and synthesis, a total of 13 articles were obtained according to the research studies presented in table 2, the characteristics of each study were grouped into several clusters as follows: sample characteristics of the 14 studies listed in table 2, the characteristics of the data population can be described based on the following aspects: (1) grade level, from all the research presented, ten studies only show student information by not including the level of study class and there are also studies that show information on class levels (genc & ali, 2019; gunawan et al., 2019; hasibuan et al., 2021; mohamed, 2020; qian & li, 2022; rodriquez et al., 2020; suddee, 2019; suwiwa, 2021; tian et al., 2022; zheng et al., 2021), namely second semester students (xu et al., 2021), first semester students (chao et al., 2021) and undergraduate students (bayyat, 2020). (2) the number of samples, the number of samples in the study varies from the lowest 16 (genc & ali, 2019; xu et al., 2021), 20 (mohamed, 2020), 30 (hasibuan et al., 2021), 40 (bayyat, 2020; rodriquez et al., 2020), 47 (chao et al., 2021), 60 (qian & li, 2022; suddee, 2019; tian et al., 2022), 70 (suwiwa, 2021), 80 (gunawan et al., 2019), 126 (chao et al., 2021), to the most 274 samples (zheng et al., 2021). (3) gender, a total of three studies focused on female students (bayyat, 2020; genc & ali, 2019; mohamed, 2020), two studies focused on a mixture of female and male students (qian & li, 2022; zheng et al., 2021) and the rest did not show the gender focus studied (chao et al., 2021; genc & ali, 2019; gunawan et al., 2019; hasibuan et al., 2021; mohamed, 2020; rodriquez et al., 2020; suddee, 2019; suwiwa, 2021; tian et al., 2022). (4) sample age, most studies do not list sample age in their research except for six studies (bayyat, 2020; chao et al., 2021; genc & ali, 2019; suwiwa, 2021; tian et al., 2022), from the presentation of data, it can be seen that the age of students used as research samples ranges from 18 years to 22 years. (5) bmi (body mass index), from all studies obtained there were only four studies that listed the weight and height of students in the research they wrote (genc & ali, 2019; qian & li, 2022; suwiwa, 2021; tian et al., 2022). referring to the body mass index calculation formula (bmi = body weight (kg)/ height (m 2)), the bmi range of the study sample ranged from 19.27 to 24 kg / m2. characteristics of intervention of the 1 4 studies listedin table 2, the characteristics of data intervention can be described based on the following aspects: (1) course.of the 14 studies that correspond to the research intervention, there are 9 types of courses presented in the research obtained, including traditional thailand sports (suddee, 2019), physical activity (zheng et al., 2021), volleyball (gunawan et al., 2019; hasibuan et al., 2021; mohamed, 2020; xu et al., 2021), ballet (bayyat, 2020), dance (chao et al., 2021), pencak silat (suwiwa, 2021), badminton (genc & ali, 2019), athletic (qian & li, 2022), and football (rodriquez et al., 2020; tian et al., 2022). (2) the research method used, including researchobtained using the design of two or three controlled group trials, but there are also studies that only use single-group trials (hasibuan et al., 2021; suwiwa, 2021; 100 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 94-112 xu et al., 2021). (3) training duration, five studies did not report the duration of training (hasibuan et al., 2021; qian & li, 2022; rodriquez et al., 2020; suddee, 2019; suwiwa, 2021), while other studies explained different training durations, from all the research obtained can be described the longest duration of training ever carried out is 6 months (gunawan et al., 2019; tian et al., 2022), besides that there are also other training durations ranging from 3.5 months (zheng et al., 2021), 14 weeks (bayyat, 2020), 10 weeks (chao et al., 2021), 3 weeks (mohamed, 2020), 1 week (genc & ali, 2019) as well as the shortest duration is 32 hours (xu et al., 2021). (4) training time, nine studies did not list training time in the research they conducted (chao et al., 2021; gunawan et al., 2019; hasibuan et al., 2021; qian & li, 2022; rodriquez et al., 2020; suddee, 2019; suwiwa, 2021; tian et al., 2022), while other studies ranged from 50 (zheng et al., 2021) to 130 minutes (bayyat, 2020; genc & ali, 2019; mohamed, 2020; xu et al., 2021). (5) training frequency, nine studies describe the frequency of training carried out, which ranges from 2 times / week (xu et al., 2021) to 8 times / week (bayyat, 2020; genc & ali, 2019; hasibuan et al., 2021; mohamed, 2020; rodriquez et al., 2020; suwiwa, 2021; tian et al., 2022; zheng et al., 2021). of the total data, five studies do not describe the number of frequencies of training performed (chao et al., 2021; gunawan et al., 2019; qian & li, 2022; suddee, 2019). (6) intervention and control groups. most studies used bl as an intervention group and ftf as a control group, while there was also one study that used bl as an intervention grub with oc as a control group (zheng et al., 2021). two studies included using 2 intervention groups namely fl and bl (chao et al., 2021) and there were also other studies that used intervention groups other than bl, such as mi (gunawan et al., 2019) and lbd (hasibuan et al., 2021). results and discussion the article search was conducted on october 08, 2022. all selected articles are related studies on the impact of blended learning systems on physical education at the college level published between 2018-2022, these studies will later be analyzed. based on the inclusion and exclusion criteria, 15 articles will be analyzed systematic review. the full details for articles eligible for analysis are found in tabel 1 and 2. table 2 examination of the characteristics of the study review article no writer year method courses population characteristics length of interventio n time cont ents result 1 (suddee, 2019) 2019 pre-post traditional thai sports university students; ve= 30; vc= 30 frequency: ; time: -; duration: ve= bl; vk= ftf knowledge ↑; mental ↑; behavior ↑ 2 (zheng et al., 2021) 2021 pre-post physical activity university students; ve= 137; vc= 137 frequency: <1≥ 5 times/week; time:0 ≥ 50 minutes/wee k ; duration: ve= bl; vk= oc course content ↑; mandiri learning attitude ↑; learning effectiveness ↑; motive https://jse.rezkimedia.org/index.php/jse/index hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 101 3.5 months behavior ↑; physical activity status ↑ 3 (xu et al., 2021) 2021 experimenta l group volleyball economics year student; ve= vc= 16 frequency: 2 times/week ; time: 2 hours; duration: 32 hours ve= bl; vk= ftf interests ↑; ground speed ↑, accuracy ↑ 4 (bayyat, 2020) 2020 pre-post ballet students of the university of undergraduate women; ve= 22; vc= 18, 19.7±0.09 frequency: 3 times/week ; time: 1-2 hours; duration: 14 weeks ve= bl; vk= ftf nce performance level ↔; im to know ↑; im to complete ↑; im for experience ↑; intrinsic motivation ↑; regulations that diidentified ↑; introject regulation; external regulation ↑; extrinsic motivation ↑; motivation ↓ 5 (hasibuan et al., 2021) 2021 experimenta l group volleyball university students; ve= 15; vc= 15 frequency: 6 meetings; time: ; duration: ve= lbd; vk= ftf field facilities ↑; equipment ↑; communication ↑; attention dan understanding ↑; ease of coordination ↑; competition performance dan professionalism ↑; services for players ↑; referee's response to the suggestion ↑; matching signals dan attitude of the referee ↑; keteguhan ↑ 6 (gunawan et al., 2019) 2019 pre-post volleyball university students; ve= 40; vc=40 frequency: ; time: ; duration: ve= im; vk= basic techniques↑ 102 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 94-112 6 months oc 7 (chao et al., 2021) 2021 pre-post dance taiwan university semeste 1 student; ve= 96(bl), m=19.78 ± 1.35, 68 (fl), m=19.78 ± 1.38; vc= 58, m=18.69 ± 1.38 frequency: ; time: ; duration:10 weeks ve= bl, fl; vk= ftf dance skills ↑; teaching↑; normative success ↑; cognitive development ↑; experience mastery ↑; pleasure dan enjoyment ↑; health & fitness enhancements ↑; redirect experience ↑; relaxation↑; interaction with others ↑ 8 (chao et al., 2021) 2021 pre-post dance 1st semester foreign university students; ve= 28(bl), m=19.78 ± 1.35, 21 (fl), m=19.78 ± 1.38; vc= 19, m=18.69 ± 1.38 frequency: time: ; duration:10 weeks ve= bl, fl; vk= ftf dance skills ↑; teaching ↔; normative ↔ success ; cognitive development ↔ ; experience of mastery ↔ ; pleasure and enjoyment ↔ ; health & fitness ↔ enhancement ; transfer experience ↔ ; relaxation ↔ ; interaction with others ↔ 9 (mohamed, 2020) 2020 pre-post volleyball university female students; ve= vc=20 frequency: 4 times/week ; time: 90130 minutes; duration: 3 weeks ve= bl; vk= ftf spike punch ↑ 10 (suwiwa, 2021) 2021 experimenta l group pencak silat university students; ve= 35; vc=35, 19.24 ± 0.12 frequency: 8 times pencounter; time: ve= bl; vk= ftf skills ↑; knowledge ↑ https://jse.rezkimedia.org/index.php/jse/index hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 103 ; duration: 11 (genc & ali, 2019) 2019 pre-post badminton university female students; ve= 8, 20.75 + 0.89; vc=8, 20.50 + 1.19 frequency: 3 times/week ; time: 90 minutes; duration: 1 week ve= bl; vk= ftf domineering hand power ↑; non-dominant hand power ↑; back force ↑; leg strength ↑; sprint ↓; long jump ↑; vertical jump ↑; flexibility ↑ 12 (qian & li, 2022) 2022 pre-post athletic university students; ve= 30, vc=30 frequency: ; time: ; duration: ve= bl; vk= ftf physical test score ↓; bmi ↑; vital capacity ↑; stand up for the long jump ↑; body sits bent forward ↓; 50 m run ↑; 1000 m run ↓; 800 m (women) run ↑; pull-ups ↑; crunches; behavioral attitude ↑; goal attitude ↑; behavioral cognition ↓; behavioral habits ↓; behavioral intent ↓; emotional experiences ↓; sense of behavioral control ↓; subjective criteria ↓; overall score attitude exercises ↓ 13 (rodriquez et al., 2020) 2020 pre-post football university students; ve= vc=40 frequency: 3 meetings; time: ; duration: ve= bl; vk= ftf effectiveness↑; efficiency↑; product appeal ↑ 14 (tian et al., 2022) 2022 pre-post football university students; ve= frequency; 4 times/week ve= bl; knowledge↑; interests ↑; 104 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 94-112 30, 22.13 ± 2.36, vc=30, 21.87 ± 2.98 time: ; duration: 6 months vk= ftf effectiveness↑; efficiency ↑; skill ↑ remarks: ↑: significant increase before and after the intervention; ↓: significant decrease before and after the intervention; ↔: no change before and after the intervention; vk: control variable; ve: an experimental variable; bl: blended learning; ftf: face to face; oc: online course; fl: flipped learning; lbd: learning by doing; im: interactive media. impact of blended learning on motor skills improvement a total of seven studies explain that bl has an effect on students' motor skills (bayyat, 2020; chao et al., 2021; gunawan et al., 2019; mohamed, 2020; suwiwa, 2021; tian et al., 2022). all of these sports include ballet (bayyat, 2020), dance (chao et al., 2021), volleyball (gunawan et al., 2019; mohamed, 2020), pencak silat (suwiwa, 2021) and football (tian et al., 2022). from the results in each study obtained, it is explained that bl has a very significant influence on student motor improvement. impact of blended learning on physical fitness in addition to playing an important role in improving students' motor skills, bl also has a place in improving physical fitness. the explanation is in the evidence from the results of the literacy search obtained, a number of six researchersare related to the physical fitness of students (chao et al., 2021; genc & ali, 2019; qian & li, 2022; xu et al., 2021; zheng et al., 2021). the entire study covers dance (chao et al., 2021), batminton (genc & ali, 2019), athletics (qian & li, 2022), volleyball (xu et al., 2021), as well as physical activity (zheng et al., 2021). there are two studies that describe the physical fitness valuation used in his research, namely in the form of measurements of dominant hand strength, non-dominant hand strength, back strength, leg strength, sprinting, long jump, vertical jump , flexibility (genc & ali, 2019), vital capacity, standing for long jump, body sitting bent forward, 50 m run, 1000 m ether run, 800 meter run (women), pull-ups and sit-ups (qian & li, 2022). from the results of the evaluation of the study, it was stated that the effect of providing blended learning has a positive impact on improving fitness (genc & ali, 2019; qian & li, 2022) but there is also a decrease in physical fitness experienced by students, namely in sprinting (genc & ali, 2019), sitting body bent forward and running 1000 meters (qian & li, 2022). one study explained directly the increased physical components such as the speed of motion and the accuracy of movement (xu et al., 2021). three studies have shown in general that there is an increase (chao et al., 2021; zheng et al., 2021) and decrease in (chao et al., 2021) the level of physical fitness of students. the impact of blended learning on student attitudes a total of three studies are included in the assessment of student behaviora, which includes several sports disciplines, namely traditional thai sports (suddee, 2019), athletic (qian & li, 2022) and also has an effect on physical activity (zheng et al., 2021). two studies explain the increase in the value of attitudes in general (suddee, 2019; zheng et al., 2021). furthermore, the research carried out by (qian & li, 2022) explaining that there was an increase in the indicators of evaluation of behavioral attitudes and attitude goals, https://jse.rezkimedia.org/index.php/jse/index hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 105 as well as a decrease in the value of attitudes, especially in the indicators of evaluation of behavioral cognition, behavioral habits, behavioral intentions, emotional experiences and a sense of behavioral control. the impact of blended learning on other factors based on the studies that have been collected, the use of the bl learning model can have an impact on students' cognitive, especially on the traditional thai sports rhursus (suddee, 2019), dance (chao et al., 2021), pencak silat (suwiwa, 2021), football (tian et al., 2022). apart from that, a number of three articles also attest to the very high influence of bl on the effectiveness as well as the efficiency of learning in khursus physical activity (zheng et al., 2021), football (rodriquez et al., 2020; tian et al., 2022). other findings also explain that there are also significant effects in mental improvement (suddee, 2019), learning attitudes (zheng et al., 2021), interests (tian et al., 2022; xu et al., 2021). new experiences and relaxation (chao et al., 2021). however, there are also negative influences or no significant differences from bl with traditional learning in cognitive development, experience mastery, ple asure and enjoyment, experiences of diversion, relaxation, interaction with others (chao et al., 2021) and student learning motivation (bayyat, 2020). discussion based on the systematic descriptive review of the studies described above, a common thread can be drawn that there is a very high impact of using blended learning models in physical education at the college level. a total of fourteen studies have been systematically reviewed which are eleven controlled studies as well as three single studies using pre-test scores as the control variables of the study. of all the studies obtained, most describe that blended learning can improve physical fitness, motor skills, motivation and interest in learning students, as well as the efficiency and effectiveness of a learning or training carried out by students. in addition, there are also articles that report different findings, either in terms of participants involved, the khursus or sports used, or the interventions used. however, from the entire study presentation, it is explained that blended learning is one of the interventions that has a very good impact on physical education in higher education. the impact of blended learning on increasing motor skills one of the most important tools in developing students' motor skills is physical education. most of the research shows that using the blended learning learning model has found a significant increase in the motor skills of sports students, namely in ballet courses (bayyat, 2020), dance (chao et al., 2021), volleyball (gunawan et al., 2019; mohamed, 2020), pencak silat (suwiwa, 2021), and football (tian et al., 2022). this explanation illustrates that the existence of teaching in the form of blended learning contributes in the form of improving students' motor skills, which of course will develop their sports performance. in the motor skills review procedure, students need to focus on demonstrations and hands-on practice provided by supervisors, as well as the need for supervision related to demonstrations carried out, namely when carrying out active exercises and strengthening exercises (leech et al., 2022). in addition, pre-training 106 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 94-112 demonstrations, instructions, design of training programs, question and answer methods are also important things that greatly influence the learning process in learning movement skills (liao et al., 2020). from one point of view, giving demonstrations and directions before class takes place in teaching face to face as well as setting the frequency of exercises, intensity and duration of exercises is one of the main things in learning motor skills. however, with the existence of blended learning that can provide a lot of services, namely the effectiveness and flexibility of learning, it makes students interact more and get more learning support (tian et al., 2022). from the results of the volleyball test, it showed that there was an increase in basic volleyball technical skills after giving interventions using student blended learning (gunawan et al., 2019). these findings are supported by research conducted by mohamed (2020) which showed that there was an increase in student volleyball spike motor skills after the intervention of blended learning. similar results were also obtained from the application of blended learning as a substitute for traditional teaching methods in increasing the learning effect of students' dancing skills (chao et al., 2021). where blended learning learning systems can assist teachers in achieving better learning effects related to students' dance skills by applying bl to dance skills instruction. this teaching design transcends space and time constraints, allowing students to remain comfortable and flexible and still have opportunities for face-to-face communication (valtonen et al., 2021). a study conducted by suwiwa (2021) also shows that learning pjbl with a mixture of blended learning can improve students' pencak silat skills. according to sudjimat et al (2020) pjbl has appropriate components when combined with blended learning to realize learning that includes skills in problem solving, group learning, presentations and innovation. according to rahmi & darmawan (2018) blended learning is based on the linkages and combinations of various learning models that are adapted and selected for learning services and also in optimizing the process of using technology. however, there is no significant difference between teaching ftf and blended learning in improving ballet technique skills (bayyat, 2020). a plausible explanation for this might be that learning motor skills is more practical than learning concepts and more than 70% of students in both the experimental and control groups have no prior experience in ballet, making it difficult for students to improve motor skills in special courses. ballet in a short time. overall, the results of the study show that bl has a positive effect on motor skills. although several studies have presented conflicting findings, the limited number of studies supporting this view means that the evidence is insufficient. in addition, this study only involved nine types of sports. therefore, future studies should address this gap. the impact of blended learning on physical fitness one way to promote student physical fitness is through physical education (garcía-hermoso et al., 2020). the results of this study indicate that there is a positive and significant effect on the badminton course https://jse.rezkimedia.org/index.php/jse/index hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 107 after the blended learning intervention is given, namely on increasing dominant hand strength, non-dominant hand strength, back strength, leg strength, long jump, vertical jump and flexibility (genc & ali, 2019). not only that, the blended learning intervention also had a positive effect on the level of physical fitness of the athletic course students, namely increasing vital capacity, standing for the long jump, 50 m run, 800 meter run (women), pull-ups and sit-ups (qian & li, 2022). one study explained directly the physical components that increased such as movement speed and movement accuracy (xu et al., 2021). from the results of the study evaluation, it was found that the effect of providing blended learning had a positive impact on increasing fitness (genc & ali, 2019; qian & li, 2022), but there was also a decrease in physical fitness experienced by students, namely sprinting (genc & ali, 2019), the body sits forward and runs 1000 meters (qian & li, 2022). the arguments for this analysis are, firstly, because there are many other factors that also influence changes in students' physical fitness level, and it is difficult to make them change just 10 weeks of teaching practice after practice; secondly, the problem of controlling for irrelevant variables, which cannot exclude intervening factors such as student self-exercise after class. furthermore, three studies generally explained that there was an increase (chao et al., 2021; zheng et al., 2021) and a decrease (chao et al., 2021) in the level of physical fitness of students. because of the different populations and interventions, we cannot draw definitive conclusions in this regard. in addition, all sports covered in the literature are dance (chao et al., 2021), badminton (genc & ali, 2019), athletics (qian & li, 2022), volleyball (xu et al., 2021), as well as physical activity (zheng et al., 2021). so, there should be more articles covering different sports as well as exploring other aspects of physical fitness such as agility, balance, and reaction time. the impact of blended learning on student attitudes a deeper understanding regarding sports pedagogy is something that is of course important for sports teachers or educators to understand. knowledge of sports pedagogy can be developed, one of which is through exploring the attitudes of sports students. three studies have explored more deeply the impact created by providing blended learning interventions on attitudes in sports and student learning(qian & li, 2022; suddee, 2019; zheng et al., 2021). research results show that blended learning can improve students' learning attitudes, behavioral attitudes and attitudes towards goals (qian & li, 2022; suddee, 2019; zheng et al., 2021). the positive attitudes of students described in this study also support the results of previous studies conducted in different disciplines (eg english and music), which explained that the teaching system in the form of blended learning resulted in changes in student attitudes in a positive direction (al bataineh et al., 2019; edward et al., 2018). however, different results are also described in research qian & li (2022) which explains that there is a decrease in attitude scores, especially in the evaluation indicators of behavioral cognition, behavioral habits, behavioral intentions, emotional experience and a sense of behavioral control. when compared to the traditional teaching model, students in the blended learning model have a more positive attitude towards acceptance of sports learning and they are more actively involved in physical training (suddee, 2019; zheng et al., 2021). in addition, the blended learning approach focuses more on 108 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 94-112 developing students' abilities to learn independently and cooperatively using online teaching materials, which can increase student motivation. at the same time, using independent learning and class group collaboration online can increase interaction between students and teachers, so that emotional exchange and student communication can run in a conducive manner. furthermore, students' exercise habits need to be developed and shaped over time, and the 3,5 month experiment was relatively short c. therefore, learning using a blended learning system still needs to continue to prove the effect it has on student behavior habits in sports learning. the impact of blended learning on other factors increasing students' cognitive level is one of the most popular topics in research studies related to belended learning (chao et al., 2021; suddee, 2019; suwiwa, 2021; tian et al., 2022). apart from that, a number of three articles also prove the very high effect of blended learning on the effectiveness and efficiency of learning in physical activity courses (zheng et al., 2021) and football (rodriquez et al., 2020; tian et al., 2022). other findings also explain that there is also a significant effect on mental improvement (suddee, 2019), independent learning attitudes ((zheng et al., 2021), interest (tian et al., 2022; xu et al., 2021), new experiences and relaxation (chao et al., 2021). however, there is also a negative effect or no significant difference is found between bl and traditional learning in cognitive development, mastery experience, fun and enjoyment, diversion experience, relaxation, interaction with others (chao et al., 2021) and student learning motivation (bayyat, 2020). a logical statement that can be drawn from the results of this study regarding blended learning is a teaching method that is aimed at students using high-level online learning resources (eg, interactive media, videos, web) (al bataineh et al., 2019; edward et al., 2018), which certainly can attract great opportunities in creating learning that increases interest, added value, and new relationships so that their willingness to take part in teaching and sports will increase. overall, the blended learning model combines online and traditional teaching methods in its application, which not only benefits the flexibility of the learner but also optimizes learning (valtonen et al., 2021). this finding is in line with the view of balakrishnan et al (2021) that the application of mixed learning methods has a more positive impact compared to learning that only uses one teaching model. while the negative influence implied in the study data obtained, it can be assumed that the relatively short timeframe of the experiment and the very complex nature of sports make it impossible for students to adapt to changes in the educational environment in a short time. conclusion the contribution in this study is to analyze and review more deeply the impact of blended learning models in physical education in higher education, to provide advice for this field and provide recommendations for future research. according to the results in the data analysis, it can be concluded that many researchers focus their research on the influence of blended learning on physical fitness, motor skills, https://jse.rezkimedia.org/index.php/jse/index hamzah & roesdiyanto – the impact of blended learning system on the learning outcomes … 109 effectiveness and learning efficiency rather than the attitudes formed by students from learning the blended learning model itself. from all the existing studies, it is explained that the blended learning model is very good in improving students' motor skills. signifyam improvement can also be found at the level of understanding or cognitive of students who use blended learning methods. in addition, the sport of volleyball is one of the most researched and studied sports from all sports, such as badminton, dance, football, athletics, and martial arts. therefore, further research is expected to be able to further explore the impact of blended learning on increasing the value of student attitudes and optimizing the use of blended in martial arts. references adi, s., & fathoni, a. f. 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(2021a). research on blended learning in physical education during the covid-19 pandemic: a case study of chinese students. journal sage open, 11(4). https://doi.org/10.1177/21582440211058196 https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.3991/ijet.v14i16.10633 http://www.assumptionjournal.au.edu/index.php/scholar/article/view/4341 https://doi.org/https:/doi.org/10.17509/jpjo.v6i2.38583 https://doi.org/10.1155/2022/8436138 https://doi.org/10.2139/ssrn.3643337 https://doi.org/10.1177/0733464815609440 https://doi.org/10.4236/ape.2016.61004 https://doi.org/10.1007/s10984-020-09339-6 https://doi.org/10.1123/jtpe.2019-0198 https://www.hindawi.com/journals/sp/2021/5284457/ https://doi.org/10.1633/jistap.2021.9.3.6 https://doi.org/10.1080/15290824.2017.1326052 https://doi.org/10.1177/21582440211058196 ieee paper template in a4 (v1) 15 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 1, 2020, 15-19 doi: 10.56003/jse.v1i1.7 issn: 2745-5351 jigsaw cooperative learning strategy based lesson study on indonesian college study in national information polytechnic husni bt salam politeknik informatika nasional, jl. sultan alauddin no. 250 kota makassar, indonesia. e-mail: uniesalam53@gmail.com received: 11 july 2020 accepted: 18 august 2020 published: 23 september 2020 abstract: indonesian language courses are compulsory subjects in every tertiary institution so a learning model is needed. the purpose of this study is to describe the lesson study-based cooperative learning model in the indonesian language course at the national informatics polytechnic. this research was conducted in 2 cycles. the subjects in this study were 16 students of business administration class. the research instrument consisted of the lesson study feasibility study instrument sheet, the observation sheet of problem solving skills assessment and the cognitive assessment assessment sheet. the results of the study used a lesson study-based jigsaw method of 90%. the application of the jigsaw model based on lesson study was able to improve student collaborative skills by 8.26% and cognitive learning outcomes by 1.56% from cycle i to cycle ii. the conclusion of this research is a strategy using the jigsaw model based on lesson study can improve the collaborative skills and cognitive learning outcomes of each student. keywords: jigsaw; lesson study; strategy. abstrak: mata pelajaran bahasa indonesia merupakan mata pelajaran wajib di setiap perguruan tinggi sehingga diperlukan model pembelajaran. tujuan penelitian ini adalah mendeskripsikan model pembelajaran kooperatif berbasis lesson study pada mata kuliah bahasa indonesia di politeknik informatika nasional. penelitian ini dilaksanakan dalam 2 siklus. subjek dalam penelitian ini adalah 16 siswa kelas administrasi bisnis. instrumen penelitian terdiri dari lembar instrumen studi kelayakan lesson study, lembar observasi penilaian keterampilan pemecahan masalah, dan lembar penilaian penilaian kognitif. hasil penelitian menggunakan metode jigsaw berbasis lesson study sebesar 90%. penerapan model jigsaw berbasis lesson study mampu meningkatkan keterampilan kolaboratif siswa sebesar 8,26% dan hasil belajar kognitif sebesar 1,56% dari siklus i ke siklus ii. kesimpulan dari penelitian ini adalah strategi menggunakan model jigsaw berbasis lesson study dapat meningkatkan kemampuan kolaboratif dan hasil belajar kognitif setiap siswa. kata kunci: jigsaw; lesson study; strategi. how to cite: salam, h.b. (2020). jigsaw cooperative learning strategy based lesson study on indonesian college study in national information polytechnic. journal of science and education (jse), 1(1): 15-19. https://doi.org/10.56003/jse.v1i1.7 introduction improving the quality of indonesian language learning in tertiary institutions is very important. indonesian language courses are compulsory courses in every tertiary institution so that a model or innovation is needed in the teaching and learning process. improving the quality of learning in higher education is inseparable from various factors that must be a concern such as lecturers, students, facilities and infrastructure, laboratories and their equipment, learning models used, environment and management. indonesian language courses are compulsory courses in all study programs at the national informatics polytechnic. this course is a subject that must be taken in the first semester, namely new students. the thing https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i1.7 https://portal.issn.org/resource/issn/2745-5351 mailto:uniesalam53@gmail.com https://doi.org/10.56003/jse.v1i1.7 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i1.7&domain=pdf&date_stamp=2022-04-30 16 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 15-19 that is emphasized in indonesian language courses is the ability of students to use good and correct language in oral and written form. in addition, students are required to be able to compile scientific papers in accordance with the use of language that is good and right. this subject is a prerequisite in completing studies so students are expected to be able to implement it especially in writing the final project. the implementation of indonesian language learning lectures is signaled that lecturers tend to teach about language theories rather than training students to use language to learn science. this means that indonesian language courses are not optimal in training students' language skills, especially in writing and speaking aspects. in addition, the obstacle that was quite interesting was the lack of confidence of students. mentalism like this is a barrier since writing requires a lot of discussion, dialogue and practice. students are often silent when discussing the determination of ideas and the development of ideas. this also becomes a big obstacle in learning because the class lacks passion. besides that, most students feel that the indonesian language course is a boring subject because they have known and studied indonesian from elementary school so that students assume that it is not compulsory to learn indonesian. an understanding of a material will never be enough by relying on 2 sks. therefore, one of the methods that is quite interesting in indonesian language learning is the lesson study-based jigsaw method that directs students to better understand by finding themselves and can further apply them in tangible form. the jigsaw model was applied by dividing students into small groups and then distributing handout sheets (simple teaching materials) to students at each meeting. the material is presented in the form of handouts in accordance with the material taught at each meeting, so it is more directing students in the learning process to discover for themselves the basic concepts of the material discussed. based on several presentations, the authors are interested in examining the "lesson study based jigsaw cooperative learning model in indonesian language subjects in the national informatics polytechnic". method (1) types of research this research is in the form of classroom action research, a scientific activity carried out by lecturers in their own classrooms by designing, implementing, observing and reflecting actions through several cycles aimed at improving or improving the quality of the learning process in class (kusnandar, 2012). (2) location and time this research was conducted in the business administration study program class ab 16 at the national informatics polytechnic. the time of the study will be from october to december 2019. (3) sample the sample selection in this study was carried out by means of purposive sampling, namely the determination of the sample with certain considerations (arikunto, 2010). in this study ab students were chosen consisting of 22 students. https://jse.rezkimedia.org/index.php/jse/index salam – jigsaw cooperative learning … 17 (4) data source the data source in this study is the activity or learning process of indonesian language class ab 16 business administration, and documents (learning implementation plan, photos of learning activities). (5) data collecction techniques data collection techniques used in this study were interview techniques, document analysis techniques, assignments and questionnaires. according to (sugiyono, 2017) the interview technique is used as a prelude to finding problems that must be studied with students carried out to determine student responses to the learning methods that will be used by lecturers in the teaching and learning process. document analysis techniques namely curriculum and learning tools, in the form of syllabus development, semester learning plans (rps) made by lecturers. giving assignments and tests to find out how far individual students get in learning indonesian with lesson study. questionnaire is an information gathering technique that allows analysts to learn attitudes, beliefs, behavior, and characteristics of some key people in the organization who can be affected by the proposed system or by an existing system. (6) data analysis techniques data analysis techniques for testing students collaborative skills data were obtained through observation of students' collaborative skills sheets during the learning activities taking place in cycle i and cycle ii. the formula used for collaborative skills observation sheets is as follows. percentage of students' collaborative skills = cognitive learning outcome data were obtained from the end of the test scores given at the end of each cycle i and ii. in assessing the learning outcomes test the following formula is used: value of cognitive learning outcomes = table 1. determination of success rates percentage category 85 – 100 a 70 – 84 b 55 – 69 c 50 – 54 d <50 e (source: academic office of the national polytechnic informatics, 2017) 18 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 15-19 results and discussion the measuring instrument used to find out the improvement of indonesian language learning cooperatively based on lesson study before being given an action or after being given an action is by a written test. based on the results of the reflection which starts at the background of the problem, the jigsaw model is used. this model can train students to cooperate including collaborating, enlivening the class with discussion (expert groups and home groups), encouraging students to construct various ideas in accordance with the learning objectives so as to stimulate brain cells to think. this is expected to improve student cognitive learning outcomes. in conducting research, students discuss 1) analyzing the learning model syntax, 2) applying learning model modeling. based on the learning carried out it can be concluded that the ability of students has increased in each cycle that is subject to as much as 2 cycles of action through the application of lesson study-based jigsaw learning. the results of cycle 1 namely in cycle 1 the improvement was seen in the aspects of working productively by 78.00%, the aspect of respecting 86% the compromising aspect by 86%, the aspect of sharing and contributing 90%. the first cycle posttest percentage value of 87.50% is included in category a. based on the second cycle, it was found that the aspects assessed included aspects of working productively of 90.00%, appreciating at 92.00%, compromising aspects at 94.00%, sharing and contributing aspects at 95.00%. the learning outcomes of the second post cognitive test of 92.75%. an increase in the average score of each aspect assessed in poetry learning can be concluded that the activities of the jigsaw method based on lesson study can improve students' understanding in learning indonesian language class ab 16 students in the department of business administration of the national informatics polytechnic. based on the results that show improvement in both process and product as well as the results of reflection activities carried out by researchers it is hoped that lesson study-based jigsaw learning can be used as an alternative learning of indonesian language and literature, will help improve the quality and quality of students in learning as well as being an innovative strategy can be used by lecturers in teaching and learning activities. from the results of the application of lesson study-based jigsaw learning through classroom action research (car) can improve the ability of students in learning indonesian. lesson study-based jigsaw learning is one of the various methods available. from the results obtained through the two cycles that have been carried out by researchers, the lesson study-based jigsaw method is the right method, because this method is able to bring up ideas, ideas, problems, solutions or whatever comes to mind. student collaborative skills are skills that emphasize specific assignments and share assignments in group work, compare conclusions and group work procedures, and give students greater freedom in group https://jse.rezkimedia.org/index.php/jse/index salam – jigsaw cooperative learning … 19 work. collaborative skills have four aspects namely work productively, respect, compromise, share and contribute (greenstein, 2012). cognitive learning outcomes of students through experiencing an increase from cycle i jigsaw cooperative learning model to cycle ii amounted to 5.25%. according to (tu'u, 2015), one of the factors that influences student learning outcomes is the selection of strategies used in learning. strategies that providke good results are learning strategies that involve students thinking and expressing ideas, for example a jigsaw model. conversely the cognitive results obtained will be low if the students are only passive and become listeners of teacher or lecturer lectures. the key to the success of the jigsaw model is the interdependence of each student or student in the team to provide the information needed (nur, 2015). by using the jigsaw method based on lesson study the system of thought that radiates so that it can develop ideas and thoughts in all directions, divergent, and see it as a whole in various corners of the field. gradually the cognitive domain of students is increasing conclusion based on the description of the results of research and discussion, it can be concluded that indonesian language learning can be improved through the application of jigsaw methods based on lesson study. the application of jigsaw-based lesson study in indonesian language learning can help students to find new ideas in expressing opinions and in collaboration. the application of this method can increase student interest in learning and learning outcomes are expected to be more meaningful for students so that students can apply what they have learned in their daily lives. lesson study-based jigsaw learning can be used to improve student creativity in learning indonesian. suggestions in this study are indonesian language and literature lecturers should use varied learning methods in language learning, so students become more enthusiastic in the learning process. lecturers should provide guidance, motivation, and enthusiasm to students so that they are more creative in growing their imagination, one of them is through language learning. references arikunto, s. 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(2004). peran disiplin pada perilaku dan prestasi siswa. jakarta: grasindo. ieee paper template in a4 (v1) 8 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 1, 2020, 8-14 doi: 10.56003/jse.v1i1.4 issn: 2745-5351 pengembangan media pembelajaran puzzle pada materi operasi aljabar andri yeskial huan1, jatmiko2, aan nurfahrudianto3 1,2,3universitas nusantara pgri kediri, jl. kh. acmad dahlan no 76 kota kediri, indonesia. e-mail: andrihuan96@gmail.com1, jatmiko@unpkediri.ac.id2, aan@unpkediri.ac.id3 received: 27 july 2020 accepted: 17 september 2020 published: 23 september 2020 abstract: mathematics lessons especially algebra material are considered difficult and it do not attract some students because the material are very abstract, as a result, the student scores become less optimal. in overcoming these problems, teacher can use learning media, one of them is puzzle media. the use of instructional media must meet the eligibility criteria, therefore in developing instructional media requires validation. validation includes three validators namely practitioner experts, material experts, and mathematics learning media experts. the purpose of this study was to know the validation of the development of puzzle learning media on algebraic operating material. the validators of this study included two fkip lecturers in the mathematics education study program, one teacher in the mathematics subject of analysis that used qualitative and quantitative analysis. qualitative analysis in the form of comments and suggestions that was stated by the validator, which is used as a basis for improving and knowing the viability of the product being developed. quantitative analysis is done by finding the average of all validators. based on the results of the study, it can be seen that the planning of the learning implementation that has been made is suitable and suitable for the use of algebraic puzzle learning media developed with a validity level of 4.31. whereas the quality of the material in algebra puzzle learning media is in accordance with the algebraic operating material with a validity level of 4.23 and the quality of learning algebra puzzle media is good and it can be used for learning media on algebraic operating material with a validity level of 4.42. it can be concluded that the puzzle learning media on algebraic operating material can be used with validity criteria and it is very valid.. keywords: puzzle; learning media; algebra. abstrak: pelajaran matematika khususnya materi aljabar dianggap sulit dan tidak menarik sebagian siswa karena materi sagatlah abstrak, akibatnya nilai siswa menjadi kurang optimal. di dalam mengatasi permasalahan tersebut guru dapat menggunakan media pembelajaran, salah satunya media puzzel. penggunaan media pembelajaran haruslah memenuhi kriteria kelayakan, oleh karena itu dalam pengembangan media pembelajaran membutuhkan validasi. validasi meliputi tiga validator yaitu ahli praktisi, ahli materi, dan ahli media pembelajaran matematika. tujuan penelitian ini adalah untuk mengetahui validasi pengembangan media pembelajaran puzzle pada materi operasi aljabar. validator penelitian ini meliputi dua dosen fkip program studi pendidikan matematika, satu guru mata pelajaran matematika analisis yang digunakan analisis kualitatif dan kuantitatif. analisis kualitatif berupa komentar dan saran yang dikemukakan oleh validator, yang digunakan sebagai dasar untuk memperbaiki dan mengetahui kelayaan produk yang dikembangkan. analisis kuantitatif dilakukan dengan mencari rata-rata dari semua validator. berdasarkan hasil penelitian dapat diketahui bahwa rencana pelaksanaan pembelajaran yang telah dibuat sesuai dan cocok dengan penggunaan media pelajaran puzzel aljabar yang dikembangkan dengan tingkat kevalidan 4.31. sedangkan kualitas materi dalam media pembeljaran puzzle aljabar sesuai dengan materi operasi aljabar dengan tingkat kevalidan 4,23 dan kualitas media pembeljaran puzzle aljabar baik dan dapat digunakan untuk media pembelajaran pada materi operasi aljabar dengan tingkat kevalidan 4,42. dengan demikian dapat disimpulankan bahwa media pembelajaran puzzle pada materi operasi aljabar dapat digunakan dengan kriteria kevalidan sangat valid. kata kunci: puzzle; media pembelajaran; aljabar. how to cite: huan, a.y., jatmiko, j., & nurfahrudianto, a. (2020). pengembangan media pembelajaran puzzle pada materi operasi aljabar. journal of science and education (jse), 1(1): 8-14. https://doi.org/10.56003/jse.v1i1.4 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i1.4 https://portal.issn.org/resource/issn/2745-5351 mailto:andrihuan96@gmail.com1 mailto:jatmiko@unpkediri.ac.id mailto:%20aan@unpkediri.ac.id3 https://doi.org/10.56003/jse.v1i1.4 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i1.4&domain=pdf&date_stamp=2022-04-30 huan, jatmiko, & nurfahrudianto – pengembangan media pembelajaran… 9 pendahuluan matematika merupakan ilmu yang besar perannya dalam pendidikan, di samping itu juga belajar matematika sangat bermanfaat bagi kehidupan sehari-hari (mufidah, dkk, 2010). banyak konsep dalam matematika yang berhubungan dengan kehidupan sehari-hari. tetapi pelajaran matematika dianggap sulit dan tidak menarik sebagian siswa. pembelajaran di kelas saat ini seharusnya tidak hanya sekadar aktivitas proses transfer pengetahuan satu arah dari guru pada siswa, di mana guru sebagai pusat informasi dan siswa sebagai penerima informasi dan bertindak pasif, sehingga guru cenderung monoton menguasai kelas sehingga siswa kurang leluasa menyampaikan ide–idenya, siswa tidak memiliki ketertarikan untuk berbagi pendapat pada teman dan proses pembelajaran matematika menjadi kurang komunikatif. akibatnya nilai siswa menjadi kurang optimal serta perilaku belajar yang lain seperti suasana kelas yang menyenangkan dan komunikatif siswa dalam pembelajaran hampir tidak tampak, untuk itu variasi proses pembelajaran di suatu sekolah dibutuhkan di dalam mengatasi permasalahan tersebut guru dapat menggunakan media pembelajaran di sekolah untuk kegiatan pembelajaran. melalui media pembelajaran diharapkan guru menjadi lebih kreatif dan inovatif dalam memberikan pembelajaran kepada siswa. media pembelajaran digunakan sebagai sarana belajar mengajar di sekolah yang bertujuan untuk meningkatkan mutu pendidikan. menurut angkowo & kosasih (2007) media pembelajaran bisa dikatakan sebagai alat yang bisa merangsang siswa untuk terjadinya proses belajar. media pembelajaran dipergunakan untuk memudahkan dalam penyampaian materi ke siswa (tafonao, 2018). media tidak hanya berupa alat atau bahan, tetapi juga hal-hal lain yang memungkinkan siswa memperoleh pengetahuan (sanjaya, 2008). berdasarkan hasil wawancara dengan guru kelas viii smp muhammadiyah kediri pada waktu pelaksanaan ppl, beliau menjelaskan permasalahan pada pembelajaran matematika adalah penggunaan media yang sangat kurang sehingga siswa mengalami kesulitan dalam memahami materi-materi dalam pembelajaran matematika khususnya pada materi aljabar, sehingga hasil belajar yang diperoleh siswa sebagian belum mencapai kriteria ketuntasan minimal (kkm) yang sudah ditetapkan di sekolah. dari tiga puluh dua siswa dalam satu kelas seperti kata beliau siswa yang tidak mampu mencapai nilai kkm sebanyak 80% dalam satu kelas. beliau juga mengakui bahwa media yang disediakan oleh sekolah kurang karena keterbatasan sarana dan prasarana sekolah dan guru juga merasa kesulitan dalam membuat suatu media pembelajaran yang bisa menarik minat siswa sehingga mampu meningkatkan hasil belajar dalam menggunakan media pembelajaran tersebut. salah satu media pembelajaran konkret dalam mata pelajaran matematika pada materi aljabar adalah menggunakan media puzzle. menurut aini, ayu, & siswati (2019) puzzle merupakan satu media permainan yang bisa digunakan siswa untuk memahamkan suatu materi dalam sebuah konsep pembelajaran. selain itu pudjiastuti (2018) puzzle merupakan bentuk teka-teki dengan model menyusun potongan-potongan gambar menjadi kesatuan yang utuh. melalui permainan ini, siswa dapat belajar menganalisis suatu masalah dengan mengenali petunjuk dari potongan yang ada. 10 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 8-14 dari hasil penelitian manja (2020) menunjukkan bahwa penggunaan media magnet puzzle pada pembelajaran matematika materi aljabar berdampak positif terhadap peningkatan hasil belajar siswa kelas vii-2 smp negeri 1 birem bayeun kecamatan birem bayeun kabupaten aceh timur. berdasarkan latar belakang yang telah diuraikan, penulis tertarik untuk melakukan penelitian tentang pengembangan media. melalui penggunaan media magnet puzzle diharapkan dapat meningkatkan pemahaman dan hasil belajar siswa pada mata pelajaran matematika khususnya materi bentuk aljabar, karena penggunaan media tersebut menuntut para siswa harus melakukan percobaan yang layaknya seperti permainan bongkar pasang yang dapat dimainkan baik sendiri maupun secara berkelompok, dan hal itu akan membuat materi pelajaran tersebut masuk dalam ingatan jangka panjang siswa. hasil penelitian rifai & prihatini (2020) menunjukkan bahwa media puzzle merupakan media yang valid, praktis, dan efektif untuk membantu siswa membangun pemahaman tentang dalil pythagoras. media pembelajaran ini digunakan untuk menanamkan konsep siswa terhadap teorema pythagoras. tidak hanya siswanya saja yang diberikan keleluasaan di dalam menggunakan media artinya belajar sambil bermain, guru juga diberi kemudahan untuk dapat membuat sendiri media dengan cara dapat menentukan potonganpotongan puzzle pada cara penggunaan yang telah disediakan. harapan pada pengambangan media ini adalah dapat dikembangkan lebih banyak tentang potongan-potongan puzzle yang ada dikarenakan keterbatasan peneliti, peneliti hanya dapat menyajikan 5 potongan puzzle yang berbeda. oleh karena itu peneliti tertarik untuk mengembangkan media pembelajaran puzzle khususnya pada materi aljabar. menurut benny (2009) penelitian pengembangan merupakan penelitian yang digunakan untuk menghasilkan produk tertentu sesuai dengan permasalahan atau kebutuhan yang ada. pada pengembangan penggunaan media pembelajaran, produk yang dihasilkan haruslah memenuhi kriteria kelayakan, oleh karena itu dalam pengembangan media pembelajaran membutuhkan validasi. oleh karena itu, pada penelitian ini akan banyak membahas tentang hasil validasi media pembelajaran puzzle pada materi aljabar. metode penelitian ini merupakan penelitian pengembangan atau research and development. menurut margono (2009) penelitian pengembangan merupakan metode penelitian yang digunakan untuk menghasilkan produk tertentu sesuai dengan permasalahan atau kebutuhan yang ada. model pengembangan yang digunakan mengacu pada desain model pengembangan addie. menurut benny (2009), model addie dikembangkan oleh reiser dan molenda, sesuai dengan namanya terdiri dari lima fase yaitu, (a)nalysis, (d)esain, (d)evelopment, (i)mplementation, dan (e)valuation. namun karena kondisi pandemi covid-19, penelitian ini hanya pada tahap development yaitu tahap validasi dan revisi desain, sehingga subyek penelitian ini tiga orang ahli sebagai validator yaitu dua dosen fkip program studi pendidikan matematika, satu guru mata pelajaran matematika. https://jse.rezkimedia.org/index.php/jse/index huan, jatmiko, & nurfahrudianto – pengembangan media pembelajaran… 11 ketiga validator tersebut adalah drs. samijo, m.pd. selaku dosen program studi pendidikan matematika, universitas nusantara pgri kediri sebagai validator 1, dian devita yohanie, m.pd. selaku dosen program studi pendidikan matematika, universitas nusantara pgri kediri sebagai validator 2, dan wiwik kamdiati, s.pd. selaku guru mata pelajaran matematika smp muhammadiyah kediri sebagai validator 3. instrumen penelitian bertujuan untuk mengukur dan mengetahui kelayakan media pembelajaran yang dikembangkan. instrumen yang digunakan untuk mengumpulkan data dalam pengujian terhadap pengembangan produk. instrumen disusun dalam bentuk angket terstruktur (checklist). angket yang disusun dibagikan kepada ahli praktisi, ahli materi, dan ahli media pembelajaran matematika. data penelitian ini dianalisis secara kualitatif dan kuantitatif. data kualitatif berupa komentar dan saran yang dikemukakan oleh validator. data tersebut dianalisis sebagai dasar untuk memperbaiki dan mengetahui kelayaan produk yang dikembangkan. data kuantitatif menganlisis data lembar validasi dari validator dengan mencari rata-rata dari semua validator kemudian mencocokkan rata-rata total dengan kategori yang telah ditetapkan seperti pada tabel 1. tabel 1. kriteria kevalidan media pembelajaran interval kriteria 1.00 ≤ x < 2.00 tidak valid 2.00 ≤ x < 3.00 kurang valid 3.00 ≤ x < 4.00 valid 4.00 ≤ x < 5.00 sangat valid sumber: wicaksono, dkk (2014) hasil dan pembahasan pada fase analysis digunakan untuk mengetahui kebutuhan awal dalam mengembangkan media pembelajaran ini. pengembangan media ini diperlukan analisis kebutuhan yaitu : analisis isi dan analisis kebutuhan produk. pada tahapan analisis isi peneliti mempersiapkan isi dari media pembelajaran puzzle aljabar seperti materi yang relevan dengan kompetensi dasar operasi aljabar dan materi tersebut disusun secara sistematis. sedangkan pada tahap analisis produk peneliti menentukan kebutuhan media pembelajaran puzzle aljabar yang akan digunakan untuk pengembangan. selain itu, juga menentukan peralatan dan bahan yang akan digunakan untuk membuat media seperti kertas lipat, alat tulis, gunting, penggaris, sterofom, dan pint set. pada fase desain, peneliti menyusun rancangan media pembelajaran yang akan dikembangkan. hasil dari tahapan ini berbentuk rencana pelajaran dan alat peraga puzzle aljabar. rencana pembelajaran yang dibuat berupa rencana pelaksanaan pembelajaran (rpp) yang bertujuan untuk mengetahui apakah rpp yang telah dibuat sesuai dan cocok dengan penggunaan media pelajaran puzzel aljabar yang dikembangkan. sedangkan rancangan alat peraga puzzle aljabar dapat dilihat pada gambar 1 berikut. 12 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 8-14 gambar 1. media pembelajaran puzzel aljabar pada fase development peneliti melakukan tahap validasi yang akan digunakan untuk menilai apakah suatu instrumen mempunyai validasi yang tinggi dilakukan dengan menggunakan validasi isi melalui expert judgment (penilaian yang dilakukan oleh para pakar atau ahli) dan dari hasil validasi tersebut sebagai dasar melakukan revisi. hasil validasi instrument penelitian ini sebagai berikut: 1. hasil validasi rencana pelaksanaan pembelajaran berdasarkan hasil validasi ketiga validator menunjukkan bahwa rata-rata kevalidan rpp sebesar 4,31 masuk pada karegori sangat valid. hal ini berarti rpp yang telah dibuat sesuai dan cocok dengan penggunaan media pelajaran puzzel aljabar yang dikembangkan. secara rinci dapat dilihat pada tabel 2. tabel 2. hasil validasi rencana pelaksanaan pembelajaran no validator/ expert judgment nilai 1 validator 1 3,75 2 validator 2 4,29 3 validator 3 4,9 jumlah 12.94 rata-rata 4,31 dari hasil validasi rpp validator satu memberikan komentar bahwa rpp cukup baik dan dapat digunakan dengan revisi sedikit, selain itu beliau juga menyarankan bahwa rpp sebaikanya direvisi dengan mendetailkan lagi langkah-langkah model pembelajaran yang digunakan sehingga tampak jelas implementasi model pembelajaran terhadap penggunaan media pelajaran puzzel aljabar yang dikembangkan. sedangkan hasil dari validator dua memberikan komentar rpp yang telah dibuat sudah baik dan dapat digunakan tanpa revisi. beliau hanya menyarankan walaupun indikator telah ditulis dalam rpp sebaikan tujuan pembelajaran juga ikut disertakan. dari hasil validator ketiga memberikan komentar pendekatan dan metode pembelajaran yang digunakan sudah sesuai dan cocok dengan penggunaan media pelajaran puzzel aljabar yang dikembangkan. 2. hasil validasi media pembelajaran a. kualitas materi dalam media pembeljaran puzzle aljabar berdasarkan hasil validasi ketiga validator menunjukkan bahwa rata-rata kevalidan kualitas materi dalam media pembeljaran puzzle aljabar sebesar 4,23 masuk pada karegori sangat valid. hal ini berarti https://jse.rezkimedia.org/index.php/jse/index huan, jatmiko, & nurfahrudianto – pengembangan media pembelajaran… 13 kualitas materi dalam media pembeljaran puzzle aljabar sesuai dengan materi operasi aljabar. secara rinci dapat dilihat pada tabel 3. tabel 3. hasil validasi rencana pelaksanaan pembelajaran no validator/ expert judgment nilai 1 validator 1 3,56 2 validator 2 4,33 3 validator 3 4,8 jumlah 12.69 rata-rata 4,23 dari hasil validasi materi dalam media pembeljaran puzzle aljabar validator satu memberikan komentar bahwa kualitas materi dalam media pembeljaran puzzle aljabar cukup baik dan dapat digunakan dengan revisi sedikit. beliau menyarankan untuk merevisi dengan menambahkan contoh penyelesaian masalah pada materi operasi perkalian aljabar dengan menggunakan media pembeljaran puzzle aljabar. sedangkan hasil dari validator dua memberikan komentar kualitas materi dalam media pembeljaran puzzle aljabar yang telah dibuat sudah baik dan dapat digunakan tanpa revisi. dari hasil validator ketiga memberikan komentar kualitas materi dalam media pembeljaran puzzle aljabar baik dapat digunakan tanpa revisi, selain itu dalam penyajian materi dalam media pembeljaran puzzle aljabar cukup menarik sehingga dapat meningkatkan minat siswa dalam mengerjakan soal materi aljabar. b. kualitas media pembeljaran puzzle aljabar berdasarkan hasil validasi ketiga validator menunjukkan bahwa rata-rata kevalidan kualitas media pembeljaran puzzle aljabar sebesar 4,42 masuk pada kategori sangat valid. hal ini berarti kualitas media pembeljaran puzzle aljabar baik dan dapat digunakan untuk media pembelajaran pada materi operasi aljabar. secara rinci dapat dilihat pada tabel 4. tabel 4. hasil validasi rencana pelaksanaan pembelajaran no validator/ expert judgment nilai 1 validator 1 3,75 2 validator 2 4,5 3 validator 3 5 jumlah 13.25 rata-rata 4,42 dari hasil validasi materi dalam media pembeljaran puzzle aljabar validator satu memberikan komentar bahwa kualitas media pembeljaran puzzle aljabar cukup baik dan dapat digunakan dengan revisi sedikit. beliau menyarankan untuk lebih inovatif seperti membuat media pembeljaran puzzle aljabar dalam bentuk digital sehingga dapat digunakan sebagai media pembelajaran jarak jauh (pjj). sedangkan hasil dari validator dua memberikan komentar kualitas media pembeljaran puzzle aljabar yang telah dibuat sudah baik dan dapat digunakan tanpa revisi. dari hasil validator ketiga memberikan komentar kualitas media pembeljaran puzzle aljabar baik dapat digunakan tanpa revisi, selain itu beliau juga menambahkan 14 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 8-14 penggunaan media pembeljaran puzzle aljabar dapat menarik minat siswa dalam memahami materi aljabar. selain komentar validator tiga menyarankan untuk mengembangkan media pembelajaran puzzle yang lain sehingga dapat digunakan semua operasi dalam bidang studi matematika. simpulan berdasarkan hasil penelitian dan pembahasan terhadap analisis validasi pengembangan media pembelajaran puzzle pada materi operasi aljabar di atas, maka dapat ditarik simpulan bahwa media pembelajaran puzzle pada materi operasi aljabar dapat digunakan dengan kriteria kevalidan sangat valid. dengan demikian media pembelajaran puzzle pada materi operasi aljabar siap digunakan pada tahap pengembangan selanjutnya yaitu implementasi. referensi aini, b.q, ayu, k.c & siswati, s. (2019). pengembangan game puzzle sebagai edugame berbasis android untuk meningkatkan kemampuan berpikir matematika siswa sd. jurnal teori dan aplikasi matematika (jtam), 3(1), 74-79. angkowo, r. & kosasih, a. (2007). optimalisasi media pembelajaran. jakarta : pt. grasindo benny, a. p. (2009). model desain sistem pembelajaran. jakarta: dian rakyat. manja, l. (2020). magnet puzzle media untuk meningkatkan hasil belajar matematika materi aljabar pada peserta didik smp. jurnal pendidikan, sains, dan humaniora, 8(1), 177-185. margono, s. (2009). metodologi penelitian pendidikan. jakarta: pt. rineka cipta mufidah, effendi, & purwanti. (2013). penerapan model pembelajaran kooperatif tipe tps untuk meningkatkan aktivitas belajar siswa pada pokok bahasan matriks. jurnal pendidikan matematika stikip pgri sidoarjo, 1(1), 117-125. pudjiastuti, r. (2018) pemanfaatan media stratum puzzle (struktur anatomi tumbuhan puzzle) untuk meningkatkan penguasaan konsep peserta didik kelas viii smp negeri 1 bangsri tahun pelajaran 2017/2018. jurnal ppkm ii, 1(1), 206-212. rifai, m. & prihatini, e. (2020). pengembangan media puzzle untuk pembuktian teorema pythagoras. jurnal ilmiah pendidikan matematika, 8(1), 41-60. sanjaya, w. (2008). perencanaan & desain sistem pembelajaran. jakarta: kencana prenadamedia group tafonao, t. (2018). peranan media pembelajaran dalam meningkatkan minat belajar mahasiswa. jurnal komunikasi pendidikan, 2(2), 103-114. wicaksono, d.p, kusmayadi, t.a, & usodo, b. (2014) pengembangan perangkat pembelajaran matematika berbahasa inggris berdasarkan teori kecerdasan majemuk (multiple intelligences) pada materi balok dan kubus untuk kelas viii smp. jurnal elektronik pembelajaran matematika. 2(5). 534549. https://jse.rezkimedia.org/index.php/jse/index ieee paper template in a4 (v1) 72 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 2, 2021, 72-79 doi: 10.56003/jse.v1i2.35 issn: 2745-5351 level of knowledge and behaviour of society district jombang about covid-19 kahan tony hendrawan1 & arnaz anggoro saputro2 1,2 stkip pgri jombang, indonesia e-mail: arnaz_boy@ymail.com received: 11 january 2021 accepted: 13 march 2021 published: 19 march 2021 abstract: occurrences of the covid-19 outbreak have appeared in 215 countries worldwide, including the country of indonesia. jombang is a regency with a higher increase in covid-19 patients than its neighboring cities and regencies in the province of east java. the number of positive covid-19 patients in jombang currently stands at 64 documented cases. to reduce the increase in the number of new cases, all layers of the public and government are required to take part. the purpose of this research is as knowledge about covid 19 is very important for the community so that people can make decisions in behaving appropriately to break the chain of transmission of covid 19. this research is quantitative with an analytical correlation design. the sample count is 144 respondents randomly chosen to fill in a google form that was distributed via whatsapp to the general public of the regency of jombang. the data was analyzed using the spearman analytical correlation method. results show that the public of jombang regency included into the category who possess a good knowledge of covid-19 is (90%) with only (10%) in the category with enough knowledge. the public of jombang in dealing with the covid-19 pandemic, such as wearing a mask, practicing hand hygiene, and physical/ social distancing, shows a percentage of (95,8%) included in the good category with only (4,2%) in enough category. keywords: knowledge, behaviour, covid-19. how to cite: hendrawan, k.t. & saputro, a.a. (2021). level of knowledge and behaviour of society district jombang about covid-19. journal of science and education (jse), 1(2): 72-79. https://doi.org/10.56003/jse.v1i2.35 introduction world health problems that are currently in the spotlight and are very important to get the attention of health scientists and the general public are diseases caused by the corona virus.corona virus disease 19 or more popularly known as covid-19 has been established by who (world health organization) or the world health organization as a public health emergency concerning the world (kmmd) on january 30, 2020 and finally designated as a pandemic on march 11, 2020 (keliat et al., 2020). a pandemic is an outbreak that occurs simultaneously everywhere, covering a wide geographical area (kbbi, 2020) while a pandemic as a covid-19 pandemic is an event of the spread of the 2019 coronavirus disease worldwide and until april 2020 it has infected more than 210 countries (who, 2020). in indonesia, the first case of covid19 was confirmed on march 2, 2020, with a total of two cases (nurani, 2020). in may 2020, the death rate continues to occur even though it is offset by the number of patient cures. globally, there were 4,170,424 cases of covid-19 with 287,399 deaths (who report, 2020). in indonesia, the increase in the number of confirmed cases continues to increase, where in may it was https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i2.35 https://portal.issn.org/resource/issn/2745-5351 mailto:arnaz_boy@ymail.com https://doi.org/10.56003/jse.v1i2.35 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i2.35&domain=pdf&date_stamp=2022-04-30 hendrawan & saputro – level of knowledge and behaviour of … 73 still at 10,551 cases with 800 people died (kompas.com), but until june 16 2020 cases increased quite significantly to a total of 40,400 cases with a total death toll of 2231 death (kemkes ri, 2020). covid-19 is an infectious disease caused by a new type of coronavirus discovered in 2019, hereinafter referred to as sars-cov 2 (severe acute respiratory syndrome coronavirus 2). this virus is very small (120-160 nm) which mainly infects animals, including among others are bats and camels. currently, human-to-human spread has become the main source of transmission so that the spread of this virus is very aggressive. the transmission of this disease occurs from positive patients with covid 19 through droplets that come out when coughing and sneezing (han, 2020). however, it is also estimated that this virus spread from people who are asymptomatic, but the test results show positive for covid-19. in addition, it has been researched that this virus can live on aerosol media (produced through a nevulizer) for at least 3 hours (susilo et al., 2020). efforts to break the chain of the spread of covid-19 require good understanding and knowledge from all elements including society. knowledge is a result of curiosity through sensory processes, especially in the eyes and ears for certain objects. knowledge is also the most important domain in the formation of behavior (donsu, 2017). a person's knowledge is influenced by several factors, including education level, occupation, age, environmental factors and socio-cultural factors (notoatmodjo, 2010). behavior is a person's response or reaction to stimuli (kbbi, 2014), while according to robert kwick in donsu (2017) behavior is some of a person's actions that can be studied and observed. one of the factors that influence human or community behavior is the level of knowledge (donsu, 2017). in the case of the covid-19 pandemic in indonesia, public knowledge about covid-19 is very much needed as a basis for society in showing covid-19 prevention behavior. in this research, we will look for the relationship between the level of knowledge of the people of jombang regency about covid-19 and community behavior in efforts to prevent the transmission of covid-19. method this research is a quantitative study with a correlation analytic design. the number of samples was 144 respondents according to the calculation of the analytical sample size of nominal ordinal correlation (dahlan, 2018). based on the sample size table for analytic diagnosis of ordinal-ordinal correlation with a correlation coefficient of 0.25, the minimum sample size is 134. so that after 144 respondents were obtained, the distribution of the questionnaire was stopped. sampling was carried out randomly using the google form link which was distributed via whatsapp to all the people of jombang regency. sampling was carried out for 1 week. the initial research activity carried out was to analyze the situation of the development of covid-19 in jombang regency and continued with the preparation of the t instrument or questionnaire. the questionnaire consists of 20 questions for the knowledge questionnaire and 16 statements for the behavior questionnaire. knowledge variables are measured and categorized ordinal, namely the 74 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 72-79 knowledge of the people of jombang regency is categorized into three levels, namely high (if the respondent score is 76-100), sufficient (56-75) and less (if <56). as for the behavior variable, it is also divided into 3 categories, namely good, good enough and not good. data analysis was performed using univariate and bivariate methods. univariate analysis was performed on each variable while bivariate analysis used spearma correlation analysis. results and discussion table 1 shows the characteristics of the respondents such as age, sex, education, and employment. based on all the characteristics of the respondents provided information that most respondents of reproductive age (2645 years) and the majority of female respondents. most respondents education is the diploma and s1 as well as to work the respondents were employees swasta.untuk residential areas of the respondents came from all districts of jombang. table 1. characteristics of respondents variable category n percentage (%) age 16-25 17 11.8 26-35 55 38.2 36-45 51 35.4 46-55 19 13.2 56-65 2 1.4 gender male 51 35.4 female 93 64.6 educational level primary school 1 0.7 junior high school 10 6.9 senior high school 42 29.2 college student 71 49.3 postgraduate 20 13.9 profession state civil apparatus 22 15.3 indonesian state army (tni)/ republic of indonesia police (polri) 4 2.8 housewife 27 18.75 entrepreneur 23 15.97 general employees 42 29.2 etc 26 17.9 table 2. level of public knowledge about covid-19 no category n percentage (%) 1 high 130 90.3 2 medium 14 9.7 3 low 0 0 https://jse.rezkimedia.org/index.php/jse/index hendrawan & saputro – level of knowledge and behaviour of … 75 table 3. community behaviour regarding covid-19 no category n percentage (%) 1 good 138 95.8 2 enough 6 4.2 3 poor 0 0 table 4. the relationship between konwledge level and community behaviour in jombang regency about covid-19 knowledge good fair total 0.047 n % n % n % high 126 96.9 4 3.1 130 90.3 enough 12 85.7 2 14.3 14 9.7 total 138 95.8 6 4.2 144 100 significant relationship with p-value <0.05 the results showed that the knowledge of the people of jombang regency about covid 19 was in the good category (90%) and only 10% was in the sufficient category. for the behavior of the people of jombang regency related to covid 19 shows good behavior, as many as 95.8% and only 4.2% of the people behave quite well. there is a significant relationship between knowledge and people's behavior about covid 19 with a p-value of 0.047 (<0.05) as shown in table-4.the good behavior referred to is the behavior of preventing covid-19, including washing hands with soap and hand sanitizer. , keep your distance, carry out appeals to stay at home, avoid crowds and physical and social distancing. knowledge of covid 19 in the people of jombang regency shows high knowledge. the results of this study are in line with the results of research conducted by yanti et al. (2020) which states that 99% of indonesians have good knowledge, 59% have a positive attitude and 93 % have good behavior towards efforts to prevent covid-19 in indonesia with social distancing. people who have good knowledge also have good attitudes and behavior. in addition, this high level of knowledge is also supported by the education level of most of the respondents who are higher education (diploma and bachelor's degree). a high level of education for someone who is high will be easier to get access information about a problem (yanti et al, 2020). one of the internal factors that affect a person's level of knowledge is the level of education, the higher a person's education level, the higher the knowledge (putri, 2017). other research that is in line with the results of this study is research conducted by clements (2020) which shows that the people of the united states have good knowledge and behavior and zhonng et al. (2020) who examines chinese society as the initial place for the discovery of this corona virus also knowledge and good and positive behavior. this is also related to the experience of the chinese people in dealing with the sars outbreak in the 2000s. public knowledge about covid-19 is a very important aspect in a pandemic like today, which 76 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 72-79 includes the causes of covid and its virus characteristics, signs and symptoms, terms related to covid, necessary examinations and the transmission process and efforts to prevent the disease. the regency of jombang, which is high on covid 19, has an effect on the incidence and prevention of covid-19. good knowledge can be supported by the acceptance of information circulating in the community about covid 19 (tri, 2020). someone who already knows about certain information, then he will be able to determine and make decisions how he should deal with it. in other words, when someone has information about covid-19, he will be able to determine how he should behave towards covid-19 (ahmadi, 2013). based on the survey results, public knowledge that still needs to be improved, among others, is about early detection checks with rdt (rapid diagnostic test) which is still considered a test that determines covid-19 and some respondents who consider the reason for using masks is because the corona virus can fly freely in the air. education is needed to improve people's perceptions which are still inaccurate. according to olum, et al. (2020) continuous professional education is needed to increase knowledge and change negative attitudes and improve prevention and treatment practices. good behavior can be an effort to prevent the transmission of covid19 (lestari, 2019). health behavior is influenced by many factors, including knowledge, perception, emotion, motivation, and the environment (rahayu, 2014). exploration of public health behavior can be seen from various components, including perceptions of disease vulnerability, perceptions of obstacles in prevention efforts, perceptions of benefits, encouragement, and individual perceptions of their ability to make preventive efforts. in this study, it shows that as many as 95.8% of the people of jombang have good behavior. the forms of behavior shown include obedience to using masks when outside the home, washing hands with soap or hand sanitizer frequently, avoiding crowds and maintaining social or social care. physical distancing. washing hands is an effective way to kill germs, it is known that the covid-19 virus can stick to body parts, especially hands that touch objects that have been infected by droplets. the ministry of health said that 75% of the transmission of the covid virus is through saliva splashing on objects (kemenkes, 2020). in this study, it was found that some respondents had already washed their hands after touching objects, but only some had washed their hands according to the who protocol. other studies show only 50.46% adherence to hand washing with soap (dahlan, 2020). one of the factors that affect the level of hand washing compliance is the factor of age, an increase in age, decreased adherence to hand washing (taadi & setoyorini, 2019). besides that, the use of masks, where masks are also personal protective equipment that can prevent disease transmission through saliva splashing. as many as 72.2% of respondents in this study had complied with the use of masks. this is also in line with research conducted by sari (2020) where the level of public knowledge affects compliance with using masks as an effort to prevent the spread of the corona virus. masks that have good effectiveness against prevention are surgical masks, because they have a protection level of 56% of nanometer-sized particles, but people can still use cloth masks as an effort to prevent covid-19 https://jse.rezkimedia.org/index.php/jse/index hendrawan & saputro – level of knowledge and behaviour of … 77 transmission through droplets (ika, 2020). compliance is a positive behavior from society. on the other hand, bad community behavior will increase the number of cases and death rates due to covid-19 transmission (dahlan, 2020). according to the knowledge-attitude-behavior model theory, knowledge is an essential factor that can influence behavior change, and individuals can acquire knowledge and skills through the learning process (liu et al, 2016). thus public knowledge that still needs to be straightened out and community behavior that is still negative can be pursued by learning activities through education by the authorities. in the community, village health forums or the like can take a role in the effort to implement the said activities. conclusion based on these results, showing that the public's knowledge about covid jombang 19 at the high category and the behavior of people on prevention and transmission covid-19 in both categories. this condition is a potential and strength for jombang district government in handling covid-19 program. references ahmadi, u. f. 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(2020). knowledge, https://jse.rezkimedia.org/index.php/jse/index http://covid19.kemkes.go.id/ http://sinta.ristekbrin.go.id/covid/pene%20litian/detail/403 https://www.who.int/emergencies/diseases/novel-%20coronavirus-2019 hendrawan & saputro – level of knowledge and behaviour of … 79 attitudes, and practices towards covid-19 among chinese residents during the rapid rise period of the covid-19 outbreak: a quick online cross-sectional survey. international journal of biological sciences, 16(10), 1745. ieee paper template in a4 (v1) 81 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 2, 2022, 81-87 doi: 10.56003/jse.v2i2.75 issn: 2745-5351 survey of student interest in sports extracurricular at senior high school muhammad teguh prasetyo1 & fatkhurrohman 2 1state university of malang, jl. semarang no 5, lowokwaru, malang city, east java province, 65145, indonesia 2universitas cenderawasih, jl. kamp wolker, jl. kambolker perumnas iii, yabansai, heram, jayapura city, papua province, 99224, indonesia e-mail: teguh.tjah.uedane@gmail.com received: 6 january 2022 accepted: 15 march 2022 published: 25 march 2022 abstract: this study aims to determine how much students are interested in extracurricular sports at senior high school 2 skanto. this research is descriptive research by applying a survey technique. the sample in this study were students of senior high school 2 skanto, with a total of 30 students. the data collection instrument used was a questionnaire/questionnaire to measure students' interest in extracurricular activities. the technique for collecting samples is the purposive sampling method. the technique in collecting data is the method of distributing extracurricular questionnaires. the technique applied in data analysis is the percentage analysis technique by classifying answers in tabular form based on the core discussion and then presented in graphic form. the results showed students' interest in soccer extracurricular activities was higher, 88.10% than green peace extracurricular activities with 81.71%. however, the results for both of them in participation in extracurricular activities at senior high school 2 skanto are very high. keywords: survey; student interest; sport extracurricular. how to cite: prasetyo, m.t. & fatkhurrohman, f. (2022). survey of student interest in sports extracurricular at senior high school. journal of science and education (jse), 2(2): 8187. https://doi.org/10.56003/jse.v2i2.75 introduction education aims to provide students with an optimal education to expand their skills and abilities and be intelligently prepared for new contexts (sánchez, 2015). physical education is an educational activity involving the personality and body, forms part of the educational process, and is oriented towards developing skills and abilities and improving motor behavior (zorio-ferreres et al., 2018). shaffer (2019) defines extracurricular activities as activities offered or coordinated by the school but may not have anything to do with academic learning. one example is sports activities, but extracurricular activities can be non-sports, such as music, speeches, and debates. besides that, according to leijen et al., (2012), it is very important to design courses that focus on student learning and contain reflective learning content that invites students to reflect on their daily learning and act from a responsible, holistic, and holistic approach forward-looking. globally, school-based extracurricular sports activities (sbecsa) have been widely recommended to encourage youth participation in physical activities and sports (aoyagi et al., 2020). children and adolescents spend about half of their waking time outside of school hours (hanks, 2018). among high school students, participation in extracurricular activities has been associated with some positive outcomes, including improved academic achievement (higher grades and overall gpa), higher educational goals, https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i2.75 https://portal.issn.org/resource/issn/2745-5351 mailto:teguh.tjah.uedane@gmail.com https://doi.org/10.56003/jse.v2i2.75 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i2.75&domain=pdf&date_stamp=2022-05-01 82 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 81-87 stronger self-concept, positive social development, and decreased behavior. risk taking, superior school attendance, and lower probability of dropping out (farb & matjasko, 2012). from an educational perspective, additional time at school can provide more expansive learning opportunities and individual support or enrich and diversify the school day to promote children's academic and psychosocial development (steinmann et al., 2019). one of the extracurricular activities favored by students is extracurricular sports activities. besides students broadening and deepening knowledge through sports extracurricular activities, it can also function as an effort to foster, strengthen, and form student personality values such as cooperation, mutual respect for enthusiasm, sportsmanship, and self-confidence. at senior high school 2 skanto, an educational institution located in the keerom district, the school facilitates education that supports students' interests and talents in sports, apart from carrying out formal teaching and learning activities. in the series of implementations, these extracurricular activities are carried out every week with adequate school facilities for each extracurricular activity. based on observations made by researchers, extracurricular activities are divided into two types, namely extracurricular sports, and nonsports. extracurricular sports include football, green peace, volleyball, and badminton. at the same time, non-sports have dance, journalists, flag raisers, and young indonesia red cross society (pmr). however, due to the impact of the covid-19 pandemic, volleyball and badminton extracurricular activities are no longer active, only football and green peace are still routinely carrying out their extracurricular activities. research conducted by pirman et al., (2013) raised the issue of how the interest of male students follows the extracurricular football of junior high school 5 parindu sanggau regency. the results showed that the average student interest score was 51.66, with 89.07%. the average student interest indicator is 92.17%, the average student attention indicator is 15.38 with a percentage rate of 85.44%, and the student needs indicator is 17.78 with a percentage rate of 80.82%. in addition, research conducted by jukhairsyah (2021) to find out students' interest in sports extracurricular activities in vocational high school 3 malang showed that students of vocational high school 3 malang have an interest in sports extracurricular activities, this can be seen from the percentage results of 73%. while from several indicators of interest, among others, sub-variables of the feelings of students at vocational high school 3 malang towards sports extracurricular activities obtained data of 64%, sub-variables of attention of students of vocational high school 3 malang to sports extracurricular activities with data of 66%, and sub-variables of the needs of students of vocational high school 3 malang to sports extracurricular activities with data of 89% with good categories. the same research was also conducted by muflihin (2019) related to sports extracurricular activities that aimed to find out students' interest in participating in the extracurricular activities of senior high school 3 takalar students. the results obtained from students' interest in taking sports extracurricular lessons at state high school 3 takalar show a high category, with results obtained at 78.53%. https://jse.rezkimedia.org/index.php/jse/index prasetyo & fatkhurrohman – survey of students interest in sports extracurricular … 83 among the results of the study presented, the average study in extracurricular sports tends to be on football sports, but other studies are also not clear what types of extracurriculars are higher in demand by students. so, there is no more specific comparison of what sports are most in-demand by students. in this case, the researcher sees something new in the extracurricular activities at the school, namely the nature lover's sports extracurricular, which is where this extracurricular is one of the extracurricular which is classified as extreme because the extracurricular is carried out outside the school environment or more precisely in the open. therefore, researchers are interested in researching these sports extracurriculars to provide a detailed description of students' interests between soccer extracurriculars or green peace. method this research is descriptive research by applying a survey technique. the data accumulation technique uses a questionnaire. the characteristic of the survey method is that data is accumulated from respondents using a formal approach questionnaire (arikunto, 2013). according to sugiyono (2014) descriptive analysis method is a technique that is applied to analyze data by elaborating or describing the data that has been collected without intending to make conclusions that apply to universals or generalizations. the questionnaire is one of the characteristics of a descriptive study that collects data and records the data obtained from a questionnaire that has been filled out by students of senior high school 2 skanto who take part in sports extracurriculars. the sampling technique in this study was to use a purposive sampling technique, namely taking with specific considerations or goals (putra & guntoro, 2016). the goal is to select students who participate in extracurricular sports and green peace with 30 students. after collecting the data on all extracurricular participants, the next step is to analyze the data obtained. so that the results on these data can be drawn provisions by utilizing descriptive data analysis techniques, while for the little calculation of the questionnaire using the percentage technique with the following formula 1. (1) description: p : percentage f : frequency of each answer to the questionnaire n : total score ideal 100% : fixed number source: (sugiyono, 2012) to facilitate researchers in interpreting and calculating the data that has been obtained, the percentage criteria will be determined based on table 1 below. 84 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 81-87 table 1. percentage classification percentage category 81-100% very good 61-80% good 41-60% enough 21-40% not enough 0-20% not much source: (arikunto, 2010) results and discussion after students have filled out all the questionnaires related to extracurricular activities. the next stage is to present the results of filling out questionnaires for students who participate in extracurricular activities. the following will be explained in full based on the benefits that form the basis for a survey of student interest in participating in extracurricular activities for soccer and green peace at senior high school 2 skanto. here are the results of filling out the soccer questionnaire: table 2. overall data on the results of filling out soccer questionnaires no sub variable f n percentage 1 interest 226 255 88,63% 2 needs 218 255 85,49% 3 will 230 255 90,20% total 674 765 88,10% based on the description of the data that has been presented in table 2, for the interest component, a percentage of 88.63% was obtained with a very good category, for the need’s component, a percentage of 85.49% was obtained with a very good category, and for the willingness component, a percentage of 90 was obtained. ,20% with very good category. so, it can be concluded that the extracurricular interest in soccer at senior high school 2 skanto belongs to the very good category with a proven percentage of 88.10%. after the data on sports extracurricular activities are presented, the next data will be presented on students who take part in extracurricular activities for green peace, namely as follows: table 3. overall data on the results of filling out the green peace questionnaire no sub variable f n percentage 1 interest 164 195 84,10% 2 needs 159 195 81,54% 3 will 155 195 79,49% total 478 585 81,71% based on the description of the data that has been presented in table 3, for the interest component, a percentage of 84.10% is obtained in the very good category, for the needs component a percentage of 81.54% is obtained in the very good category, and for the willingness component, a percentage of 79 is obtained. ,49% with good category. so, it can be concluded that the extracurricular interest of green peace at senior high school 2 skanto is classified as very good with a proven percentage of 81.71%. https://jse.rezkimedia.org/index.php/jse/index prasetyo & fatkhurrohman – survey of students interest in sports extracurricular … 85 after the extracurricular data for football and green peace are collected, a comparison will be made between the two extracurricular activities. the aim is to find out how much interest exists between extracurricular football and green peace. therefore, the following will present comparative data between the two sports extracurricular activities in graphic form. figure 1. comparison between football extracurricular activities and green peace based on the figure 1 that has been presented, it can be explained that for the components of interest, need, and desire, extracurricular football fans are higher with a percentage of 88.10% than extracurricular green peace with a percentage of 81.71%. this is in line with pirman et al. (2013) research that extracurricular interest in football is high with a percentage of 80.82%. this proves with previous research that students' interest in extracurricular football is high. however, it does not mean that the interest in extracurricular green peace is not good. the percentage for green peace is also classified as a very good category if you look at the percentage. it's just that the percentage is more football extracurricular than green peace. external factors in these extracurricular activities also support this. where the factors that influence extracurricular football are more in demand by students, namely because of adequate or complete facilities and infrastructure, active coaches, and a schedule that is routinely carried out three times a week. these results are in line with research gani et al., (2021) which says that the interest in following extracurriculars from extrinsic factors is based on external encouragement such as encouragement of infrastructure facilities, environment, parents / family, friends or teachers / coaches. this interest arises because of parental attention, friend invitations, adequate facilities, and comfortable training situations. compared to green peace extracurricular, facilities and infrastructure are not too prominent because all activities are carried out. but interestingly, extracurricular activities for green peace are more prosperous with activities such as cleaning the school environment and outside the school, going to the forest, and adding to the enthusiasm of students, 86 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 81-87 namely by traveling to mount cycloop because the mountain is a mountain the highest in the city of jayapura. school environmental factors are also a trigger in extracurricular activities, if the surrounding environment supports then extracurricular activities will run smoothly and without obstacles. in addition, the environment that comes from the student also determines the student's own achievement. examples of environments around the school include the cleanliness of the school environment, the physical condition of the school. the environment caused by seasonal and climate factors is rainy, hot, sunny, cloudy, and cloudy weather conditions. with environmental circumstances that support extracurricular activities will improve good results as well, so that the planned goals will be achieved properly. conversely, the environmental situation that is less supportive will actually be an obstacle in the process of extracurricular activities. this is in line with the results of the study yunisial (2017) which states that the interest of junior high school students in extracurricular football is relatively high because it is influenced by environmental factors. therefore, the high low interest of students in extracurricular football can be influenced by various factors that are dominant in the application of these extracurricular activities. conclusion based on the analysis of the data that has been presented, it can be concluded that the students of senior high school 2 skanto have a high interest in extracurricular activities of soccer sports than the interest of green peace. each percentage evidence this in terms of aspects of interest need, and willingness of football extracurricular students, which are higher than those of green peace, with a difference of 6.39%. from the universal aspect, students generally prefer general extracurriculars, and the supporting factors for infrastructure are very influential in supporting student interest. to optimize the quality of further research, researchers provide important notes, including 1) it is hoped that the school will pay more attention to and identify the needs of students related to extracurricular activities. so that students can take part in extracurricular activities according to their interests, 2) it is hoped that students at senior high school 2 skanto will be more active in sports extracurricular activities, green peace, and other extracurricular activities. because to improve skills and achievements in the present and the future, and 3) it is hoped that further researchers will examine more variables from existing extracurricular activities to improve the quality of research to be more optimal. references aoyagi, k., ishii, k., shibata, a., arai, h., fukamachi, h., & oka, k. (2020). a qualitative investigation of the factors perceived to influence student motivation for school-based extracurricular sports participation in japan. international journal of adolescence and youth, 25(1), 624–637. https://doi.org/10.1080/02673843.2019.1700139 arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. rineka cipta. arikunto, s. (2013). prosedur penelitian suatu pendekatan praktik. pt. rineka cipta. farb, a. f., & matjasko, j. l. (2012). recent advances in research on school-based extracurricular https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.1080/02673843.2019.1700139 prasetyo & fatkhurrohman – survey of students interest in sports extracurricular … 87 activities and adolescent development. developmental review, 32(1), 1–48. https://doi.org/10.1016/j.dr.2011.10.001 gani, a., ismaya, b., & dimyati, a. (2021). survei minat siswa dalam mengikuti ekstrakurikuler sepakbola di smpn 1 lemahabang karawang. riyadhoh: jurnal pendidikan olahraga, 4(2), 47–54. hanks, c. e. (2018). relationship between extracurricular activity involvement and student success among high school students in accelerated academic curricula. proquest llc. jukhairsyah, a. (2021). survei minat siswa terhadap kegiatan ekstrakurikuler olahraga di smk negeri 3 malang. skripsi mahasiswa um. leijen, l., valtna, k., leijen, d. a., & pedaste, m. (2012). how to determine the quality of students’ reflections? studies in higher education, 37(2), 203–217. https://doi.org/10.1080/03075079.2010.504814 muflihin, a. (2019). survei minat siswa dalam mengikuti kegiatan ekstrakurikuler olahraga di senior high school3 takalar. (doctoral dissertation) universitas negeri makassar. pirman, n., atiq, a., & purnomo, e. 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(2012). metode penelitian kuantitatif, kualitatif dan r&d. alfabeta. sugiyono. (2014). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta. yunisial, p. (2017). minat siswi sltp terhadap permainan sepak bola wanita di ssb queen kota bandung. jurnal penelitian pendidikan, 17(1). zorio-ferreres, a., alguacil, m., & garcía-pascual, f. (2018). analysis of the opinion on physical education in high schools and the extracurricular sports practice of students and their personal environment. journal of physical education and sport, 18(3), 1646–1653. https://doi.org/10.1016/j.dr.2011.10.001 https://doi.org/10.1080/03075079.2010.504814 https://doi.org/10.1080/07303084.2019.1637308 https://doi.org/10.1080/09243453.2018.1540435 ieee paper template in a4 (v1) 9 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 1, 2021, 9-18 doi: 10.56003/jse.v2i1.56 issn: 2745-5351 e-learning implementation in higher education in response to the covid-19 pandemic: a review paula dewanti1, ni putu linda santiari2, kadek vishnu vedamurthi3 1,2,3 institut teknologi dan bisnis stikom bali, indonesia e-mail: pdewanti@gmail.com received: 8 july 2021 accepted: 22 september 2021 published: 25 september 2021 abstract: through the use of technology, various sectors have shifted as a result of the covid-19 pandemic, including the education system. the educational paradigm evolves by leveraging information technology as a vehicle for scientific growth, and online learning has become a part of our life. face-to-face sessions in traditional classrooms are transformed into live face-to-face sessions in virtual classrooms. the purpose of this study was to examine the implementation carried out by universities in selected research subject countries using the correspondence method of data collection. correspondence was performed with contacts at several universities and the ministry of education (moe) in each of the countries that became the focus of this research, including singapore, hong kong, australia, and canada, in addition to indonesia. it was then developed as a best practice based on the use of digital learning as an emergency response to the new corona virus pandemic. the findings indicate that digital learning, which involves and effectively uses technology, is an alternative option that is being implemented in these countries as part of the emergency plan in the education sector in connection with covid-19. keywords: covid-19, e-learning, higher education. how to cite: dewanti, p., santiari, n.p.l. & vedamurthi, k. (2021). e-learning implementation in higher education in response to the covid-19 pandemic: a review. journal of science and education (jse), 2(1): 9-18. https://doi.org/10.56003/jse.v2i1.56 introduction the covid-19 pandemic has swayed the educational system through the use of technology (krishnamurthy, 2020). the digital revolution itself has had an impact on many fields, including learning systems (collins & halverson, 2018). during a pandemic, the face-to-face sessions in conventional classrooms are transformed into, a new norm, a live face-to-face session in virtual classrooms. an educational paradigm has evolved in which information technology is used as a vehicle for scientific elaboration, either through the process of learning, academic, or research. digital learning is one of the innovative learning techniques made possible by technology, or one of the effective learning practices that make use of technology (blayone et al., 2017). however, technology does not completely replace human involvement, but rather assists humans in leveraging performance improvement of an effective learning process (nothwang et al., 2016). the main objective of this study was to examine the actual practical implementation of the daily learning process in higher education in the research subjects' countries in accordance with ministry of education directives, using the correspondence data collection method. correspondence was performed with contact points at several universities and the ministry of education (moe) in each of the countries that https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i1.56 https://portal.issn.org/resource/issn/2745-5351 mailto:pdewanti@gmail.com https://doi.org/10.56003/jse.v2i1.56 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i1.56&domain=pdf&date_stamp=2022-04-30 10 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 9-18 became the focus of this research, including singapore, hong kong, australia, and canada, as well as indonesia. it was then developed as a best practice in the field of education for using digital learning as an emergency response to the covid-19 pandemic. method this study used the literature review’s approach to define a specific issue, compiles published literature on a topic; summarizes critical points of current knowledge about the problem and suggests next steps in addressing it (okoli & schabram, 2010). a literature review is a term that refers to the process of gathering, verifying, and (re)analyzing information from existing literature in order to answer a specific research question. used comparative study, this research compared the similarities and differences of 2 or more properties and facts of the object under study based on a certain frame of mind. data obtained from reference sources in accordance with the object of research. data gathered from reference sources in accordance with the research topic. respondents in this study were ministry of education officials in the countries where the research was done. additional information was obtained from literature studies, such as literature, references, and related national and international journals. results and discussion online learning has become a part of our lives during the covid-19 pandemic. the educational paradigm evolves by utilizing information technology as a vehicle for scientific advancement. face-to-face sessions in traditional classrooms are transformed into live face-to-face sessions in virtual classrooms. this research focused on the following questions. (1) what was each research target country's government policy regarding the current covid-19 outbreak? (2) what were the additional policies/regulations from the ministry of education that were implemented in each research target country as an adopt to the central government policy? (3) what was the initiative from higher education in response to the ministry of education's additional policies/regulations? (4) how was the actual practical implementation of the daily learning process, in accordance with ministry of education directives/instructions? https://jse.rezkimedia.org/index.php/jse/index dewanti, santiari, & vedamuthi – e-learning implementation in higher education … 11 fig. 1 research framework this research, systematically done into the following stages: (1) define the objective the initial step in determining a solution to the problem, which is based on the defined research problem. (2) define the methodology the second step helps to select appropriate approaches use in this research. (3) literature studies the third stage includes retrieving relevant literature that relates to the study's research problem. (4) data collection this was performed by using simple random sampling to distribute the questionnaire to correspondence resources. (5) data analysis synthesis identifying the information and portray the findings. (6) conclusions and recommendation to write a synthesis of the results. the feedbacks received from resources to the 4 focuses questionnaire item are listed on table 1, below. table 1. data comparison no. country ministry of education regulation university best practise q the government policies related to the current covid-19 outbreak. each country regulation in terms of education. the actual practical implementation of the daily learning process. (1) finland a: schools, educational institutions, universities and polytechnics, public colleges, and other educational activities were required to close their facilities, with direct teaching suspended. for children whose parents a: to minimize the possibility of corona infection, finnish applied a: colleges of applied science anticipated this decision and 12 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 9-18 no. country ministry of education regulation university best practise work in sectors that are critical to society's functioning, the schools provide pre-school learning along with direct teaching in primary grades 1-3. furthermore, a particular exception applies for children who have received a special support, but only if the parents and guardians were able to organize childcare at home. the above arrangements took effect on wednesday, march 18, 2020 (kabiraj & lestan, 2020). sciences institutes have increasingly adopting online and distance learning methods. at the same time, university employees began to do most of their work from home. the aim is to ensure that higher education persisted as the outbreak started. the changes affect all of finland's 145,000 students of universities of applied sciences. to prevent the spread of coronavirus, the finnish government also declared nationwide school closures. began making plans as soon as feasible to expand online learning. students can attend their studies regardless of the pandemic through online and distance education methods. responsible higher education institutions continue to function even in the difficulty time. although lectures will be delivered online, most colleges of applied sciences were working to maintain laboratories and simulation facilities open to students. as a result, the essential practical skills learning cannot be offered online or remotely. practical instruction will take place in small groups so that close contact is avoided. https://jse.rezkimedia.org/index.php/jse/index dewanti, santiari, & vedamuthi – e-learning implementation in higher education … 13 no. country ministry of education regulation university best practise (2) australia a: https://www.austrade.gov.au/australian/education/services/governmentand-peak-bodies a: at the moment, australian borders are closed to international students, and therefore universities are offering online alternatives for learning. a: there are online options available for most courses for students who are studying remotely. when a student selects a course, it will tell them the 'mode of delivery,' which will either be online or in person. if border restrictions change, they would love to have their international students join them on campus to finish the programs. (3) hong kong a: later in january 2020, schools and universities began to close. it is not the first time in hong kong history that schools have been closed due to the coronavirus outbreak. due to the sars pandemic in 2003, schools were also closed for about a month. a: in 2003, the university introduced "a passage a day," an online reading initiative that gave students a news article and three questions to read each day. considering the absence of a classroom, it encouraged children to read daily basis. the hong kong government, on the other hand, a: learning from home https://www.austrade.gov.au/australian/education/services/government-and-peak-bodies https://www.austrade.gov.au/australian/education/services/government-and-peak-bodies 14 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 9-18 no. country ministry of education regulation university best practise did not foresee a similar round of school closures 17 years later. a thorough analysis of how to improve the medical system in the event of another pandemic was conducted, but no plans were made for the educational system (kinyuen, 2020). (4) singapore a: https://www.gov.sg/features/covid-19 a: the higher education group (heg) covid19 policy ops branch works closely with the ihls (institute of higher learning) to implement safe management measures to ensure that the ihls have become a safe place to study and work for both the students and employees (ministry of education singapore, 2020). a: distance learning (5) new zealand a: to follow the advice and direction from the ministry of health. the ministry of health website has up to date information on the current situation, advice, precautions, and regulations relating to covid-19: https://www.health.govt.nz/our-work/diseases-and-conditions/covid-19novel-coronavirus a: learning from home with the following resources: • online resources using internet and computers. • resources a: since march, the university has been adapting to the various alert levels placed by the new zealand https://jse.rezkimedia.org/index.php/jse/index https://www.gov.sg/features/covid-19 https://www.health.govt.nz/our-work/diseases-and-conditions/covid-19-novel-coronavirus https://www.health.govt.nz/our-work/diseases-and-conditions/covid-19-novel-coronavirus dewanti, santiari, & vedamuthi – e-learning implementation in higher education … 15 no. country ministry of education regulation university best practise supporting distance learning during the covid-19. • educational program on television. • online platform of classroomnz20 20. • packs of printed learning material. government. this has created challenges in course delivery, though through the most restrictive phase of the public lockdown from march-may of this year otago went to complete online learning within the space of one week, and full coursedelivery has continued for the remainder of 2020. indonesia • the indonesian government announced large-scale social restrictions in the context of accelerating the handling of corona virus disease 2019 (covid-19) on march 31, 2020, which resulted in the suspension of face-to-face learning in indonesian education, including campuses, where distance learning was implemented, and campuses were required to conduct learning such as through elearning. • in order to connect learning institutions and industries, the indonesian ministry of education and culture (moec) has launched a platform to connect scientists, professors, and students with industry stakeholders. the program focuses on collaboration to encourage large-scale collaborative efforts combining academic institutions, businesses, and investors. • a world class professor (wcp) event was organized by moec. allowing indonesian lecturers to engage and communicate with world-class professors, to encourage and improve the quality of international publications. the wcp program will also fund the merdeka belajar learning initiative, which focuses on improving the performance of tri darma perguruan tinggi and enhance higher education's human resource competitiveness (australian government, 2020). distance learning distance learning 16 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 9-18 the results reflect that the blended learning method was applied in a different format, through face-toscreen interaction as a substitute for the conventional face-to-face classroom and expected to overcome the obstacles of the teaching system during the covid-19 pandemic. a live face-to-face-classroom accepted to increase user engagement, as well user experience, with the hope that this new norm will be able to cover the gaps that students feel during the learning process using online learning. the covid-19 pandemic has impacted millions of learners, learners, and researchers on new realities, new ways of learning and teaching, conducting evaluations, communicating, and conducting research (onyema et al., 2020). the impact of covid-19 on education is tremendous (ahmed et al., 2020). in higher education, many universities react in flexible ways and adapt to crises (geles et al., 2020). based on the latest survey from iau (international association of universities) and u-multirank (www.umultirank.org), shows that not all universities are ready to face the provision of a complete online program. the iau global survey (2020) on the impact of covid-19 on higher education worldwide reports that about 2/3 of the responding institutions replace classroom teaching with distance learning (marinoni et al., 2020). these results are in line with u-multirank's data which shows that around 60% of universities worldwide reported online learning provisions in their previous strategic planning for covid-19 (roper, 2012). the current student in higher education is the future, and industry players must understand their behavior and habits in order to build a long-term relationship with them. understanding them and, in some ways, adjusting the concept of learning to align with their characteristics can be considered important for the success of the learning process. blended learning, a combination of digital and traditional or classroom learning, becomes one of the solutions. according to azizan (2010), blended learning is a method that combines the strengths of face-toface and online learning (azizan, 2020). blended learning makes use of information technology in a digital learning system, which is the process of teaching and learning that makes use of information technology for the delivery of material, discussion, and problem solving anywhere and at any time by utilizing the internet (luckin et al., 2012; sayed & baker, 2014). conclusion the research indicates that digital learning, which involves and effectively uses technology, is an alternative option being implemented in these countries as part of the covid-19 emergency plan in the education sector. there are similarities in the implementation of digital learning, by transforming face-toface sessions in conventional classrooms into a live face-to-face session in a virtual classroom. in accordance with local government policies, the regulations of each university in this selected country of research subject; place digital learning in the learning process. furthermore, there are slight differences in how digital learning was indeed applied at each campus. this is because the existing characteristics of each campus differ. https://jse.rezkimedia.org/index.php/jse/index dewanti, santiari, & vedamuthi – e-learning implementation in higher education … 17 this research was conducted out during the early stages of the covid-19 pandemic. there have been progressions with supplementary initiatives along the way. given the virus's recent progress, the increasing rates of virus exposure, and the uncertainty surrounding the end of this pandemic, further research is needed. a focus on student engagement and student experience is expected to provide more value and best practices for the implementation of e-learning during the current growth of the covid-19. references 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(2014). blended learning barriers: an investigation, exposition and solutions. journal of education and practice, 5(6), 81-85. https://jse.rezkimedia.org/index.php/jse/index ieee paper template in a4 (v1) 1 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 1, 2021, 1-8 doi: 10.56003/jse.v2i1.39 issn: 2745-5351 development of right pass game as support of passing training for students basketball extracurricular of senior high school 1 gondang yosar wahyu ramadhan1, henri gunawan pratama2 1,2 departement of physical education, stkip pgri trenggalek, indonesia e-mail: henrigunawan92@gmail.com received: 3 june 2021 accepted: 26 june 2021 published: 21 august 2021 abstract: the lack of variety of training models in basketball extracurricular activities at senior high school 1 gondang especially the basic techniques of passing and causing a lack of understanding and mastery of students about basketball passing. so it is necessary to develop this game to improve the understanding and mastery of extracurricular basketball students about the basic techniques of passing. this study aims to develop a product in the form of a basketball passing game through a right pass game for basketball extracurricular students at senior high school 1 gondang. this research method is development research which refers to the development model of r&d using the addie method, namely: (1) analyze, (2) development, (3) design, (4) implementation, (5) evaluation. the data analysis technique used is analysis using qualitative analysis, while descriptive statistics or descriptive analysis is a type of statistical analysis which intends to describe the characteristics of a sample or population. from the trial results obtained expert evaluation data, namely, game experts 86% (good), basketball experts 88% (good), small group trials 84.7% (very good), and large group trials 87.7% (good). both trials received good category scores and could be used. with these results, it can be concluded that the right pass game can be used as a support for extracurricular basketball student passing exercises at senior high school 1 gondang. keywords: development, right pass, basketball. how to cite: ramadhan, y.w. & pratama, h.g. (2021). development of right pass game as support of passing training for students basketball extracurricular of senior high school 1 gondang. journal of science and education (jse), 2(1): 1-8. https://doi.org/10.56003/jse.v2i1.39 introduction basketball is a game that requires abilities and skills both individually and in teams. like sports in general, there are elements of attack and defense, especially in sports that involve scoring (putro, kurniawan, & fudin, 2018). the goal of basketball is to produce as many numbers as possible by inserting the ball into the opponent's ring and preventing or blocking the opponent's game from scoring. basically the basketball game has basic techniques, namely dribbling, passing, pivoting, shooting, catching the ball (rebound), these five things are the basic movements that every individual basketball player must have (prasetya, wiradihardja, suwarso, & widiastuti, 2018). from some of the basic techniques that exist in basketball above, every player in playing basketball should mastere each of these basic techniques. according to fatahillah (2018) with good and correct basic techniques, efficiency and effectiveness of motion will be achieved which will then produce quality abilities. from the basic techniques above, passing is one of the basic techniques that must be mastered in playing basketball. according to iskandar & gilang (2019) passing is one way of moving the ball from place to place https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i1.39 https://portal.issn.org/resource/issn/2745-5351 mailto:henrigunawan92@gmail.com https://doi.org/10.56003/jse.v2i1.39 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i1.39&domain=pdf&date_stamp=2022-04-30 2 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 1-8 to build a circuit. because in basketball the most dominant basic passing technique is used when playing in basketball. with good passing skills will be able to improve the way we play basketball. in addition, passing is also a fundamental technique that must be reached and mastered, because basic passing has an important role in playing basketball. in order to know more about, master, and to improve basic basketball techniques in more detail, each school always provides extracurricular activities for those who want to be even more competent in a particular field. extracurricular activities are closely related to student achievement, through extracurricular activities students can add insight into extracurricular fields that are closely related to lessons in the classroom, students who are active in extracurricular activities are skilled in organizing, managing, solving problems according to the characteristics of the extracurricular field they are involved in (ardiansyah, pratama, sulendro, 2020). basically, extracurricular activities also serve as a forum for students to develop their interests or talents. however, the extracurricular must also facilitate those who are not skilled and want to develop their interests in certain fields. because in the regulation of the minister of education and culture of the republic of indonesia number 81a of 2013 concerning implementation of the curriculum 2013 (mustafa, winarno, & asim, 2016) explains that through participation in extracurricular activities students can learn and develop communication skills, in collaboration with other people, as well as discovering and developing their potential extracurricular basketball at the high school level (sma) is basically a sport that is in demand by many students, because there are lots of positive values that students can take, including the value of cohesiveness, hard work, as well as in basketball, students are also required to be constantly on the move, by moving indirectly students can make their bodies healthy and fit. apart from being educational, in basketball, students are also expected to be able to understand, master or practice, so that students will feel motivated in the extracurricular activities. however, based on the results of observations and observations found in the field, the basketball extracurricular of senior high school 1 gondang which is still very less varied in the training models in basketball extracurricular activities of senior high school 1 gondang especially the basic technique of passing and causing a lack of understanding and mastery of students about passing the basketball. students still seem to have many difficulties in passing methods, ranging from lack of power, the stance is not correct, the posture is not leaning forward, until the eyes are still irregular. based on the above statement, basketball extracurricular activities are still ineffective. there is still a lack of development of a form of passing training that is suitable for the development of extracurricular basketball. according to prasetya et al. (2018), basketball passing technique is a basic technique that must be mastered by every player. improve the ability of basketball passing techniques, regular practice will make players proficient, and players need agility and agility in playing. therefore the need for the development of new training support models is also a problem that exists in the extracurricular activity. to learn passing techniques in basketball games is not easy, for https://jse.rezkimedia.org/index.php/jse/index ramadhan & pratama – development of right pass game … 3 students it will be difficult if it is done with an inappropriate training model, therefore the use of a training model must be appropriate and precise so that goals can be achieved (prasetya et al., 2018). based on the above needs, the writer is eager to conduct research to provide an alternative in the form of modification, namely by developing basketball passing games as an alternative effort to support basketball passing skills training. games are one of the strategies in teaching physical education which is expected to be able to develop students in accordance with the educational goals to be achieved (anam & sceisarriya, 2020). modifications to the game of basketball should be adapted to the stages of student growth and development, basketball games for adults can not be used for students, there are several keys or strategies to modify a fun and interesting game, and make children successful in following the game (pauweni, 2012). because basically the modification needs to be done by every trainer in any training process in order to maintain an effective extracurricular activity process. in line with the results of the research above, the modification of the right pass game is also intended to improve the understanding and mastery of extracurricular students about the training material being taught so that students no longer have problems with basic passing techniques. the right pass game itself is basically a game aimed at mastery of basketball passing. with the development of the right pass game, extracurricular students are expected to indirectly be able to understand and master passing in basketball. this game is designed in a way that will make students feel happy and likewise students are expected to be active in receiving training material in the form of these games. method the development of learning media in this study uses the addie development model. the following is an explanation of the addie development model (branch, 2009). 1. analysis at this stage the researchers identified the fields and problems that existed in the extracurricular activities of senior high school 1 gondang. here the researcher made observations and asked several students regarding the existing training methods there, which had several problems, among others, there was still a lack of modification or development in basketball extracurricular training, so that various problems were found, including, lack of mastery and understanding of extracurricular students. about passing basketball, on the other hand, is the result of a lack of variation in training methods and a lack of new modifications to the training program. with these problems students become less understanding and mastering passing in basketball learning that is delivered. 2. design in this stage the research plans product development with existing problems and in accordance with these extracurricular activities. as is known, the problem is the problem of passing basketball, therefore researchers are looking for ways and solutions so that extracurricular basketball students are able to master and understand basketball passing. with that, the researchers developed a modification of the basketball 4 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 1-8 passing game for the extracurricular students of senior high school 1 gondang, namely the right pass game. the right pass game itself is basically a game that prioritizes passing basketball in playing, in this game there are also several supporting media including target media, goal media, cones, and rubber bands. in this game the right team passes and can collect the most rubber bands, then that team wins. with the development of the right pass game, it is hoped that it can help coaches and students in the process of basketball extracurricular activities in understanding and mastering passing and can be used as a support for extracurricular student passing exercise. and can increase the participation of extracurricular students in participating in the training. and this game is also designed in such a way that it can make solutions to existing problems. 3. development at this stage, the researcher develops a game that is in accordance with the design stage, namely the development of the right pass game. the development of this passing game is made according to existing needs, which can be made to play safely, can make students happy in playing the game, and can improve the understanding and mastery of basketball passing students extracurricular basketball at senior high school 1 gondang. after the developed product is finished and tested, the researcher validates certain field experts, including experts in the field of play and basketball experts. furthermore, if there are suggestions and input from experts, the researcher made revision based on the suggestion and input from the expert. 4. implementation in this stage the researcher implements implements the product that have been and tested on students. and in this stage, it is also a reference for whether the development of the game being developed is in accordance with what has been planned or not. in the trial itself, there were two trials, namely small group trials and large group trials. a. small group test in this study, especially the game development trial at the beginning, the researcher did it by taking 10 students of the basketball extracurricular of senior high school 1 gondang. after conducting experiments on the development of the game, the researcher gave a questionnaire to students to find out the deficiencies in the development of the basketball passing game. b. large group test after small group trials and after the revision of the product. so the researchers conducted a large group trial by taking basketball extracurricular activities at senior high school 1 gondang as many as 15 students. 5. evaluation this evaluation stage is the final stage of research, this evaluation stage is the result of the final stage trial. with this evaluation stage, the researcher can make a conclusion whether the game developed is in accordance with what was desired and that has been planned beforehand, and with that the researcher can https://jse.rezkimedia.org/index.php/jse/index ramadhan & pratama – development of right pass game … 5 find out how much the percentage of successful development of the game that has been developed by the researcher is. the research was conducted at senior high school 1 gondang. the population in this study were all basketball extracurricular students at senior high school 1 gondang. while the sample in the study was the entire population due to the limitations of students in basketball extracurricular activities at senior high school 1 gondang. table 1. data collection instruments used research stage type definition analyze open questionnaire the questionnaire was given to the basketball extracurricular coach of senior high school 1 gondang development semi-open questionnaire questionnaires are given to experts to respond and also provide advice on game models to support basketball passing practice implementation closed questionnaire and semi-open questionnaire 1. closed questionnaires are used for students to respond after practicing the right pass game. this questionnaire is given for small group trials as well as large group trials. 2. a semi-open questionnaire is used for experts to provide feedback on product quality and also respond to the product the data analysis technique used in this research is qualitative and quantitative data analysis techniques. qualitative data analysis techniques were used to analyze the data that emerged from the entire questionnaire including the reasons given by the trainer and the experts for providing suggestions and inputs regarding the product. quantitative data analysis techniques are used to analyze data that comes out of the results of product trials to students with answers that are already available in a closed questionnaire. quantitative data analysis techniques used in this research and development are descriptive analysis techniques, data in the form of a percentage used to analyze the results of small group trial data collection and large group trials. the formula for processing data in the form of descriptive percentages (sudijono, 2014) is as follows: p = f x 100 % n information: (f): the percentage of the frequency being sought, (n): number of case (the number of frequencies from the number of individuals), (p): the percentage number. if the data is in the form of percentages, proportions or ratios, conclusions can be drawn, adjusted to the problem. (arikunto, 2013) the following is the classification of the percentage of categories that will be used: (1) the percentage of good categories; 76% 100% used, (2) the percentage of the category is sufficient; 56% 75% used, (3) the percentage of poor categories; 40% 55% not used, (4) percentage of bad categories; <40% not used. 6 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 1-8 results and discussion the results of data analysis are presented in the form of a percentage description. the following is a description of the percentage of data analysis results obtained: description of the results of data analysis on the expert evaluation sheet: the results of data analysis from the evaluation of basketball experts, obtained an average percentage of 88%. based on the predetermined criteria, the right pass game product has met good criteria so that it can be used for extracurricular students at senior high school 1 gondang. the factors that make this model usable for extracurricular students at senior high school 1 gondang are the quality assessment of the game model carried out by basketball experts on aspects 4,9 and 10. the three aspects of the assessment have met the very good criteria, namely getting 5 points. in addition to these three aspects, there are seven aspects of assessing the quality of the game model, namely aspects 1,2, 3, 5, 6, 7, 8, which have met the good criteria because each aspect received 4 points. the results of data analysis from the evaluation of game experts, obtained an average percentage of 86%. based on the predetermined criteria, the right pass game product has met the criteria very well so that it can be used for basketball extracurricular students at senior high school 1 gondang. the factors that make this model acceptable to high school students are the assessment of the quality of the game model carried out by game experts on aspects 3,6, and 7, the three aspects of the assessment have met the very good criteria, namely getting 5 points. aspects of assessing the quality of the game model, namely aspects 1, 2, 4, 5, 8, 9, 10 that have met the good criteria because each aspect received 4 points. the results of the small group trial data analysis obtained an average percentage of the appropriate answer choices 84.7%. based on the predetermined criteria, this right pass game has met the good criteria. the factors that made this model acceptable to extracurricular students at senior high school 1 gondang were all aspects of the existing trials. both from understanding the rules of the game, the application of attitudes in games and student movement activities that are in accordance with the level of growth and development. overall, the right pass game model can be accepted by students well, so that from small group trials this model can be used for extracurricular students at senior high school 1 gondang. table 2. category percentage classification percentage category 76% 100% used 56% 75% used 40% 55% not used < 40% not used while the results of the analysis of the large group trial data obtained an average percentage of 87.5%. and based on the criteria that have been determined in this study, this right pass game has also met the good criteria. so the conclusion of the results in this study is that the average result is 84.7% in the small group trial and is included in the good category, then a large group trial is carried out and the average percentage value is 87.5% and is also included in the good category. it can be seen in table 2 the classification of the percentage of categories used in the results of the large group trial analysis. therefore, this right pass game https://jse.rezkimedia.org/index.php/jse/index ramadhan & pratama – development of right pass game … 7 as a whole in the large group test is also a product category that can be used for basketball extracurricular students at senior high school 1 gondang. conclusion based on the results of research and discussion, it can be concluded that a right pass game model product has been produced which can be used as a support for the passing practice of basketball extracurricular students at senior high school 1 gondang. some suggestions that can be conveyed regarding the need for product use are: (1) it is hoped that the basketball extracurricular coach can try to use this model as a support for the passing practice of basketball extracurricular students at senior high school 1 gondang (2) for basketball extracurricular coaches who want to use the game. this must pay attention to all forms of shortcomings and limitations in the use of this right pass game. (3) it is hoped that basketball extracurricular coaches can develop a more attractive basketball game model to be used in training. acknowledgment there are no words that deserve to be spoken apart from the gratitude for the presence of the one and only god, thanks to the abundance and grace of the composer was able to complete the research entitled "development of the right pass game to support the passing exercise of basketball extracurricular students at senior high school 1 gondang" well. the author realizes that in the process of writing scientific papers, there are many obstacles. but blessings from god almighty and assistance from various parties so that these obstacles can be overcome. on this occasion, the authors do not forget to thank all those who provided guidance, direction, advice in this research, especially to: 1. mr. muhammad soleh fudin, m.pd. as an expert lecturer in the field of games. 2. mrs. vega mareta sceisarriya, m.pd. as an expert lecturer in basketball. references anam, s. a., & sceisarriya, v. m. (2020). pengembangan permainan hadang motorik untuk materi keterampilan gerak dasar di mi yapendawa bendorejo. penjaga : pendidikan jasmani & olahraga, 1(1), 12–15. ardiansyah, e., pratama, h.g., sulendro, s. (2020). pengembangan media pembelajaran berbasis aplikasi tentang isyaratisyarat wasit bolavoli di sma negeri 2 karangan. journal of physical activity, 1(2), 60–72. arikunto, s. (2013). prosedur penelitian suatu pendekatan praktik. jakarta: pt rineka cipta. branch, m. (2009). instructional design : the addie aproach (1st ed.). new york: springer. fatahillah, a. (2018). hubungan kelincahan dengan kemampuan dribbling pada siswa ekstrakurikuler bola basket. gelanggang olahraga: jurnal pendidikan jasmani dan olahraga (jpjo), 1(2), 11– 20. https://doi.org/10.31539/jpjo.v1i2.131 iskandar, d., & ramadan, g. (2019). the development of a concentration training model on free throw 8 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 1-8 shots basketball players. jurnal sportif: jurnal penelitian pembelajaran, 5(1), 1-15. mustafa, p. s., winarno, m. e., & asim. (2016). pengembangan variasi latihan service atas untuk peserta ekstrakurikuler bolavoli di smk negeri 4 malang. jurnal pendidikan jasmani, 26(1), 159–175. https://doi.org/http://dx.doi.org/10.17977/pj.v26i1.7740 pauweni, m. (2012). pengembangan model permainan bola basket taki sebagai media pembelajaran pendidikan jasmani, olahraga dan kesehatan siswa sekolah dasar kelas atas di kota gorontalo. journal of physical education and sports, 1(1). prasetya, t. d., wiradihardja, s., suwarso, b. k., & widiastuti, w. (2018). model latihan passing bola basket berbasis permainan anak usia pemula tingkat smp. juara : jurnal olahraga, 3(2), 70. https://doi.org/10.33222/juara.v3i2.237 putro, b. n., kurniawan, a., & fudin, m. s. (2018). pengembangan buku pedoman man to man defense bola basket untuk pelatih. journal sport area, 3(2), 111. https://doi.org/10.25299/sportarea.2018.vol3(2).2326 sudijono. (2014). pengantar statistik pendidikan. jakarta: pt raja grafindo persada. https://jse.rezkimedia.org/index.php/jse/index https://doi.org/http:/dx.doi.org/10.17977/pj.v26i1.7740 https://doi.org/10.33222/juara.v3i2.237 https://doi.org/10.25299/sportarea.2018.vol3(2).2326 ieee paper template in a4 (v1) 53 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 2, 2022, 53-64 doi: 10.56003/jse.v2i2.68 issn: 2745-5351 mathematics in seltok: a banyuwangi traditional game novita purnamasari supahmi1, rachmaniah mirza hariastuti 2, widie nurmahmudy3 1,2 departemen of mathematics education, universitas pgri banyuwangi, banyuwangi, indonesia, 68418 3 sekolah adat kampoeng batara, banyuwangi, indonesia, 68455 e-mail: mirzarachmania@gmail.com received: 1 november 2021 accepted: 15 february 2022 published: 15 march 2022 abstract: seltok is one of the traditional games of the banyuwangi community in east java. this game is attempted to be preserved by the “kampoeng batara”, a traditional game community located in the papring, kalipuro district, banyuwangi. it is important to preserve traditional games, one of which is because the games contain learning concepts, such as mathematics. unfortunately, these mathematical concepts have not been fully identified. the exploration of the seltok game in kampoeng batara aims to identify the mathematical concepts in the game. the research informants were one manager and two members of kampoeng batara community. data collection was carried out by participatory observation, in-depth interviews, and cultural documentation. the data obtained were analyzed qualitatively. the identification results show the existence of mathematical concepts: measurement with non-standard units, geometry (circle and tube), set, relation, combination, and probability in the seltok game. keywords: seltok; traditional games; banyuwangi; ethnomathematics. how to cite: supahmi, n.p., hariastuti, r.m. & nurmahmudy, w. (2022). mathematics in seltok: a banyuwangi traditional game. journal of science and education (jse), 2(2): 53-64. https://doi.org/10.56003/jse.v2i2.68 introduction the times, especially in digitalization, have influenced people’s habits in various fields. traditional games are one of the people’s habits that are carried out in activities either independently or in groups, indoors or outdoors. games are something or items used to play, whereas traditionally are defined as behavior, ways of thinking, and doing something guided by the norms and customs passed down from generation to generation (ulya, 2017). technological sophistication made traditional games begin to be abandoned and switched to games with electronic devices, without or with internet networks (online). nowadays, online games have become a habit played by all ages. dsm-5 stated that the game negatively affects its users because it is generally filled with adult content and makes the players individualistic, causing addiction to the player (anggarani 2015). several cases due to the negative effects of online games were found in various countries. in indonesia, ten children in banyumas were diagnosed with mental disorders due to addiction to playing online games throughout 2018, with 7 out 10 children being elementary and junior high school students (aziz, 2018). another case described by wirawan (2019) is about a child who hit, held a knife, and shouted at his mother for refusing orders not to play online games. in south korea, a 28 year old youth died of alleged exhaustion after playing starcraft for 50 hours continuously (anggarani, 2015). these cases show that https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i2.68 https://portal.issn.org/resource/issn/2745-5351 mailto:mirzarachmania@gmail.com https://doi.org/10.56003/jse.v2i2.68 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i2.68&domain=pdf&date_stamp=2022-05-01 54 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 53-64 playing through digital media can be addictive, making users negligent and endangering the health and safety of themselves and others. saragih (2017) states that currently, the taste for modern games in children is increasingly entering a high level, affecting children’s habits and behavior. the impact is very concerning, namely the effect on learning achievement, causing a character crisis in children, making children behave aggressively, even subjecting children to crimes such as theft and rape, and causing children to experience multiple personalities, leading to death. some of the effects of these online games should be of particular concern to the public to find solutions to problems that occur. one solution that can be done is to return online games to traditional games. traditional games can be performed according to the categorization of playing patterns, including playing and singing, and/or dialogue; play and think, as well as playing and competing for agility (dharmamulya, et al., 2008). these various categorization patterns cause the players to always move and bring up activity so that the player does not just sit or lie down, which has an adverse effect on health. traditional games have many advantages, including: they do not require money, can train creativity, develop social and emotional intelligence, bring children closer to nature, as a learning medium for values, develop children’s motor skills, benefit health, optimize cognitive abilities, provide joy and fun, can be played across ages, hone children’s sensitivity (hariastuti, 2016), and can develop children’s basic abilities such as kinesthetic, linguistic, logical-mathematical, visual-spatial, musical, natural, intrapersonal, and spiritual intelligence (saputra & ekawati, 2017). these opinions indicate that traditional games are not just a process of playing but have advantages including having a good influence on children’s physical, mental and intellectual development; able to train children to interact socially; and can develop cultural knowledge and other sciences. the process of moving and thinking in traditional games will make children learn many things and develop knowledge from their games. among the concepts of knowledge contained in traditional games are: mathematics, science, social studies, languages, sports, and even religion (hariastuti, 2016). however, an exploration process in traditional games is needed to be used as part of learning according to the concepts that can be identified from the game. traditional games have a big role in developing science, one of which is mathematics. the existence of traditional games in mathematics learning can positively affect students, especially to help students understand abstract mathematical concepts. there is a concept of addition and multiplication of whole numbers in the mangosteen guessing game, and there are concepts of measurement, comparison, addition, multiplication, and direction in the patil lele game (hariastuti, 2016; hariastuti, 2017). kubuk, kubuk manuk, dhukter, macanan, and jeg-jegan games have mathematical concepts, such as: number operations, shapes, similarities, congruence, number comparisons, and relations (risdiyanti & pramana, 2018). the engklek game contains elements of shapes, reflections, congruence, nets, and counting (aprilia, et al., https://jse.rezkimedia.org/index.php/jse/index supahmi, hariastuti, & nurmahmudy – mathematics in seltok … 55 2019). meanwhile, in the marbles game, there are mathematical concepts: spherical geometry, circular shapes, and counting operations (febriyanti, et al., 2019). the results of previous research indicate that traditional games can be an interesting part of learning mathematics through the exploration of mathematical concepts contained therein. traditional games are part of the culture, namely, habits carried out in a group of people formed from an agreement and became knowledge passed down from generation to generation. mathematical concepts contained in culture are known as ethnomathematics. ethnomathematics is mathematics that is practiced among cultural groups that can be identified in groups of workers, groups of children of certain ages, workers, and children of the professional class (d’ambrosio, 2001). ethnomathematics is a study resource that describes mathematical ideas and activities given based on cultural contexts (budiarto & setianingsih, 2019). ethnomathematics became an interesting discussion because every region in the world has a different culture in terms of naming, although perhaps in practice many things are similar (hariastuti, 2019). ano it is considered important to explore ethnomathematics from various cultures around us, and then make the results of the exploration as interesting contextual learning materials. traditional games are part of culture in various communities, one of which in banyuwangi. in banyuwangi, there is a community that has special attention to preserving traditional games, called “kampoeng batara”. this community is in papring, kalipuro district, banyuwangi. kampoeng batara is a community whose goal is to foster children’s ianterest in reading and the community with basic material on the introduction and preservation of traditional games as an effort to reduce gadget addiction for children. various traditional games are taught to children around kampoeng batara or children from outside papring neighborhood, who are interested in learning traditional games. observations made in kampoeng batara show that there are several traditional games taught and developed in kampoeng batara, namely: petheng dudu, seltok, egrang batok, leker or temeker, tembung bikel, pelencatan, yoyo, kitiran, gasing jajang, wooden gasing, dakon, kuartet using, kucing-tikus, unclang jajang, and dhar-dhar. fig. 1 kampoeng batara community one of the traditional games known since the inception of kampoeng batara is seltok. seltok is a game that uses bamboo tools. the shape of bamboo resembles a tube so that it is included in the geometry concept. seltok players must also have a strategy to adjust the distance between players so that they can hit the target precisely and quickly. the tube concept and the determination of the distance between the players shows the 56 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 53-64 ethnomathematics of the seltok game. for this reason, the exploration of the seltok game and the identification of ethnomathematics are interesting studies to do. method this research was conducted with a descriptive qualitative method to explore and describe the phenomenon of the seltok game from various points of view of the players either in the current condition or in the past. the results are presented in the form of descriptive data according to real conditions. this research was conducted in kampoeng batara because it is a location with natural conditions for traditional games in banyuwangi. the research was conducted from july to september 2020. the research informants consisted of one kampoeng batara manager and two traditional game players in kampoeng batara. kampoeng batara managers were chosen because: he had direct invovement for the last 5 years, know the history of banyuwangi traditional games, and understand and can explain in detail traditional playing tools and how to use them. two informants of traditional game players were taken from 2 members in kampoeng batara aged 7 to 14 years, actively involved in various games in kampoeng batara, and able to play and explain the rules of the banyuwangi traditional game (specially seltok). data collection was carried out by participatory observation, in-depth interviews, and cultural documentation. the researcher acts as the main instrument and is assited by complementary instruments, namely observation guidelines and interview guidelines. observations and interviews were carried out jointly in the process of making and playing seltok, with components: (1) making tools; (2) game preparation; (3) game rules; and (4) the game process. documentation is carried out during observations and interviews through voice recording, video, and picture taking. the results of the voice recordings were then transcribed to facilitatie the data analysis. qualitative data analysis is according to indicators of mathematical concepts that can be identified in the seltok game. conclusions are obtained in the form of emphasizing the meaning of mathematical concepts from the data obtained. results and discussion seltok game exploration seltok is one of the traditional games in banyuwangi which children in rural areas still play. seltok game tools are commonly used to repel animals that interfere with plants in fields or gardens. the seltok game tool made with the main ingredient of bamboo and stuffing those functions as a bullet are called a mimis. the three informants explained that the seltok game tool has two parts: placing mimis called laras and the trigger or pusher part. seltok can be made in various forms, as shown in figure 2. https://jse.rezkimedia.org/index.php/jse/index supahmi, hariastuti, & nurmahmudy – mathematics in seltok … 57 fig. 2 various form of seltok according to the first informant, a seltok can be made from a segment of bamboo which is about 30 cm long. the plunger is about 7 to 10 cm long, while the laras can be up to 20 cm, 25 cm, atau 30 cm. (a) (b) fig. 3 (a) seltok making process from a segment of bamboo; (b) seltok handle the plunger is made with bamboo twigs or called a carang, with a size of the thumb or about 2 cm (as shown in figure 4 (a)). the second informant explained that the seltok can be made with old or dry bamboo with a length of one segment or about 30 cm. the pusher is cut to the size of the grip of the hand or as wide as 4 fingers, which is about 7,5 cm (as shown in figure 4 (b)). (a) (b) (c) fig. 4 (a) a size of the thumb; (b) the size of the grip of the hand or as wide as 4 fingers; (c) the size of a ring finger the third informant uses bamboo apus or old bamboo watu with a length of one jengkal or 21 cm long, and a diameter of the size of a ring finger or about 2 cm (as shown in figure 4 (c)). the measurements used by informants were never realized as part of the concept of non-standard measurement but were always used as the basis for making seltok. mimis are adjusted to the size of the seltok slots. the first informant explained that previously bacin flowers were used as mimis. however, overtime the bacin flower began to become extinct so that the mimis was replaced with paper that was moistened and compacted. the second informant stated that currently the 58 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 53-64 mimis can be in the form of moistened paper and then compacted or using pucil (little guava) which is adjusted to the size of the seltok hole. in addition, it can also be used some plant leaves that are compressed into the seltok hole as material for the mimis. (a) (b) fig. 5 (a) the paper is wetted as a mimis material; (b) pucil (little guava) seltok games are usually played by players of varying ages and heights. the game area is limited by mark boundaries, for example from road a to road b, around 90 m2. seltok game begins with the player removing the pusher from the laras, then filling the laras with a mimis from wet paper or plant seeds and then hitting the mimis with the pusher handle. (a) (b) (c) fig. 6 (a) the plunger is removed from the seltok; (b) mimis from wet paper attached to the seltok; (c) installing the plunger back on the laras then the player puts the plunger back on the laras and makes a start by pulling and then pressing the pusher part of the seltok. the process of making the prefix is carried out with considerable pressure and can be done more than once until the mimis is pushed out. seltok games can be done individually like police games where one player is a cop, and the others is criminals. for example, if there are 10 players then one player becomes the police. the player who loses when hompimpa or sut will become the police while the other 9 players become criminals. the nine players will hide in several areas that have been determined by boundaries and the player who plays the role of the police is in charge of finding and shooting criminals with seltok. players who are in charge of police will run around the boundaries of the game area to find criminals. when a criminal is found, the police have the right to seltok the criminal. the criminals who are hit by the seltok have to move to the midlle of the game area. and so, on until it is agreed that the game is over. https://jse.rezkimedia.org/index.php/jse/index supahmi, hariastuti, & nurmahmudy – mathematics in seltok … 59 fig. 7 players perform sut seltok games can also be done in the form of group battles. in war games, players are divided into two groups with the same number of members. the formation of the group is done by means of players who have the same large bodies, which are doing sut. all players who win in the sut process join in one group, whereas the players who lose in the sut process join the opposing group. each group runs to find a position in a restricted area, as shown in figure 8. fig. 8 the players run to find a position each member of the group attacks the other members of the group until all members of one of the groups are hit by seltok. players who are hits by seltok must leave the game area and are not allowed to continue playing. the game continues until one of the groups wins. (a) (b) fig. 9 (a) war-type seltok game; (b) one of the players was hit by seltok the rule of nyeltok (shooting) in police games and warfare is that shots may be taken in all parts of the opponent’s body except the head and face. another form of the seltok game is hard fighting, which is only focused on whether or not the sound of the seltok is produced. this game is played individually by at least 2 players. there is no special prefix but there are prompts given to start the game from another friend who is not a player. 60 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 53-64 (a) (b) fig. 10 (a) seltok flights game; (b) seltok sticky game other than that, seltok game can be used to fight sticks on certain media. the media used is usually a banner affixed to a wall or a relatively flat surface. just like the seltok flight games, this game also has no prefix but friends who are not players give a signal to start the game. the four types of seltok games that have been discussed have the same initial steps, namely determining the opposing player or group of opposing players by means of hompimpa or sut. hompimpa is a player’s determination by turning the palms back and forth accompanied by the phrase “hompimpa alai hom gambreng” until one or some players turn over the same part of the hand. the decision of hompimpa is made based on agreement. fig. 11 hompimpa sut is the determination of the winner by extending the thumb, index finger, or little finger by holding the hand first and accompanied by the sentence “sut jreng”. the winning determination in the sut process is generally arranged as: the thumb wins over the index finger, or the index finger wins over the little finger, or the little finger wins over the thumb. fig. 12 sut ethnomathematics in seltok games based on interviews with informants, it can be seen that the informants understand the process of making seltok, how to use them, and various games that can be played with seltok. but, the informants were never aware of the mathematical concepts of the various things they understood. however, the results of the https://jse.rezkimedia.org/index.php/jse/index supahmi, hariastuti, & nurmahmudy – mathematics in seltok … 61 interview show that there are mathematical concepts contained in the seltok game. the identification results obtained are as follows. 1. geometry concepts the seltok game tool is made of bamboo which resembles a tube shape, which is a space structure that has a congruent circular top/cover and a bottom/base circle (marsigit, et al., 2011). the hole of the seltok resembles a circle, which is the position of the points that are equidistant from a certain point (dris & tasari, 2011b). these shapes indicate the existence of two-dimentional and three-dimentional geometric concepts in the seltok game tool. fig. 13 the concept of the tube and circle in the seltok game 2. set concepts in the seltok game, there is a process of separating players from certain groups. the war-type seltok game is carried out by 2 groups with the same number of members. whereas in the police seltok game, there are grouping of players who play criminals. these players are allowed to run for positions in a restricted area. this grouping shows the concept of a set as in the following illustration. fig. 14 player groupings on the seltok game the concept of set is intended as a collection of objects that can be clearly difined (dris and tasari, 2011). 3. relationship concept in the war-type of seltok game, members of the first group have the opportunity to perform seltok to members of the second group (opposing group). this shows the concept of a relation from the first set to the second set which occurs if there are members of the first set and the second set that are paired/related (dris & tasari, 2011). 4. the concept of measurement with non-standard units in the process of making seltok there are measurements using non-standard units, such as: one bamboo segment (equivalent to 30 cm), thumb size (equivalent to 2 cm), the size of a fist or the size of 4 fingers (equivalent to 7,5 cm), and one adult span (equivalent to 21 cm). non-standard units are one of the 62 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 53-64 concepts in mathematics which are introduced to students according to the culture around them. nonstandard units are units that are understood and used in culture but are not agreed upon internationally. 5. the concept of speed in the seltok sticky game, there is the position of the player who is the same distance from the target field. players are expected to be able to nyeltok as quickly as possible so that the mimis can stick to the target area. this process contains the relationship between distance and time to determine speed, namely the ratio between the distance traveled and the time traveled. 6. combination concept determining the players in the police-type seltok game is done by choosing one player to become a cop and nine other players to become criminals, by hompimpa or sut. determination of the player contains the concept of combination, which is the joining of one or more objects from a set of objects regardless of the order. 7. probability concept the start of the game which is carried out by hompimpa or sut is part of the probability concept, which is a measure of the certainty that an event will occur (marsigit, et al., 2011). this happens because with hompimpa or sut, every player has the opportunity to: (1) become a cop or a criminal (in police-type seltok game); (2) being a member of the first group or the second group (in the war-type seltok game); (3) doing seltok for the first time (in the seltok of the type of flights and sticky game). mathematical concepts that can be identified in the seltok game show that traditional games contain ethnomathematics as conveyed by hariastuti (2016), hariastuti (2017), risdiyanti & pramana (2018), aprilia, et al. (2019), and febriyanti, et al. (2019). mathematical concepts that can be identified from seltok can be used as a tool to visualize mathematical objects that appear abstract to students. for example, students can understand circle and tube objects not only through pictures but can be done by bringing seltok into the learning process. students can also find out that there are non-standard units of measurement other that the standard units of measurement they already know, such as meters, centimeters, and so on. conclusion seltok is one of the traditional games from banyuwangi, east java which contains mathematical concepts from the process of making tools to the game. the tools used in the seltok game are usually made by the seltok players themselves. the manufacture of the tool contains the concept of measurement with nonstandard units. the seltok game tool contains the concept of geometry (circles and tubes). the seltok game contains the concept of set, relation, speed, combination, and probability. the identification of mathematical concepts in the seltok game shows that other traditional games in banyuwangi may have the possibility of containing various mathematical concepts. for this reason, it is necessary to explore and identify other traditional games, especially in banyuwangi. the identified mathematical concepts can then be integrated https://jse.rezkimedia.org/index.php/jse/index supahmi, hariastuti, & nurmahmudy – mathematics in seltok … 63 into mathematics learning with the aim of developing students’ mathematical connection skills, especially those related to culture which is part of their daily life. acknowledgment acknowledgement is aimed to all manager and members of the kampoeng batara community, papring, kalipuro district, banyuwangi, for the information and learning given about traditional games in banyuwangi, especially seltok. references anggarani, f. k. 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(2019, desember 4). anak kecanduan game online: 'memegang pisau' dan 'memukul wajah ibu', dirawat di rumah sakit jiwa. retrieved juli 5, 2020, from bbc news indonesia: https://www.bbc.com/indonesia/majalah-50655956 https://jse.rezkimedia.org/index.php/jse/index https://www.bbc.com/indonesia/majalah-50655956 ieee paper template in a4 (v1) 30 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 1, 2021, 30-38 doi: 10.56003/jse.v2i1.52 issn: 2745-5351 an investigation on factors preventing girl-child from further education in rural areas in federal capital territory abuja ogunode niyi jacob1, ahaotu godwin ndubuisi2 1,2 federal university wukari, nigeria e-mail: ogunodejacob@gmail.com received: 2 august 2021 accepted: 19 september 2021 published: 30 september 2021 abstract: this paper investigates the factors preventing girl-child from further education in rural areas of federal capital territory, abuja, nigeria. the study adopted a descriptive survey research design. the targeted population was all public primary school teachers in rural areas across the six area councils of abuja federal capital territory. the sample of the study consisted of 300 primary school teachers in thirty public primary schools. the study used simple random sampling, proportionate stratified random sampling, and purposive sampling techniques. through a simple random sampling method, 300 teachers were selected from 30 public primary schools across the six area councils of fct. the instrument used for data collection was a 15 item structured questionnaire tagged “an investigation on the factors preventing girl-child from further education questionnaire” (aigcppeeq). the questionnaire used a 4-point likert method of strongly agree, agree, disagree, and strongly disagree. a re-test method with an interval of two weeks was followed to test the reliability of the instrument. the scores obtained were correlated using pearson’s product moment co-efficient. an acceptable coefficient of r=0.86 was obtained, thereby indicating that the instrument was adequate for the study. additionally, a cronbach alpha value of r=0.88 was recorded for the instrument indicating its acceptable internal consistency. the data were analyzed using mean and standard deviation for the research questions. the mean cut-off point was 2.5. all items with mean of 2.50 were regarded as agreement and accepted while those less than 2.50 were regarded as disagreement and were accordingly rejected. it concludes that economic, culture, early marriage, religion, distance, inadequate infrastructural facilities, insecurity, poor implementation of girl-child right bill, poor funding of girl child education and corruption are the factors preventing girl-child from further education in rural areas in federal capital territory, abuja, nigeria. keywords: education, girl-child, rural areas, poverty. how to cite: jacob, o.n. & ndubuisi, a.g. (2021). an investigation on factors preventing girl-child from further education in rural areas in federal capital territory abuja. journal of science and education (jse), 2(1): 30-38. https://doi.org/10.56003/jse.v2i1.52 introduction nigeria’s out-of-school population is the largest in the world and it is continuously growing. of the staggering 10.5 million out-of-school children in nigeria today, majority are girls. girls from the poorest families in rural areas of the northwest and northeast regions are among the most risk of never attending school (british council 2012). the number of children out-of-school in nigeria grew by 42% between 1999 and 2010 (unesco, 2014). rural residence exacerbates regional disparities in enrolment. three times primary school age children who are out of school live in rural areas compared to urban areas (36% compared to 12%). ten times children and adolescents of primary or junior secondary school age are out of school in the northeast and northwest compared to regions of the south. girls living in rural areas in northern states are among the least likely to ever attend school. https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i1.52 https://portal.issn.org/resource/issn/2745-5351 mailto:ogunodejacob@gmail.com https://doi.org/10.56003/jse.v2i1.52 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i1.52&domain=pdf&date_stamp=2022-04-30 jacob & ndubuisi – an investigation on factors preventing … 31 data revealed very little progress in universal access to primary schooling in the last decade. in fact, nigeria is one of a handful of countries far from that target with slow progress to date. gender disparities in access to basic education are compounded by interrelated regional, wealth and residence inequalities in access and completion. the situation is not different in federal capital territory, abuja, nigeria. many children especially girls do not further education after basic education due to many reasons in rural areas in federal capital territory, abuja. the objective of this study is to investigate the causal factors preventing girl-child from further education in rural area of federal capital territory, abuja, nigeria. the following research questions were formulated to guide the study, what are causal factors preventing girl-child from further education in rural area of federal capital territory, abuja, nigeria? the high rate of withdrawal from school amongst girl child in nigeria is high especially in the rural areas. withdrawal from school at early age is a significant issue among girls. 12% of girls compared to 10% of boys withdraw from primary school in primary early, before completion of primary 6. out of the girls who withdrew, the majority live in rural areas and in the northeast or northwest regions (macro & national population commission, 2009). based on this problem, this study aims at investigating the factors preventing girl-child from further education in rural area of federal capital territory, abuja, nigeria. there are many investigations on girl child education. jacob, lawan, & yusuf (2021) did a study on perception of female students on the challenges women education is facing in the universities in nigeria. the study discovered that inadequate funding of public universities, inadequate ict facilities, inadequate female hotels, classrooms, poor implementation of policies protecting female students from sexual harassment, inadequate female lecturers and strike actions and poverty, cultural factor, early marriage, fear of insecurity, high cost of university education are factors preventing women education in the nigerian universities. the british council (2012) reported that the ratio of girls to boys in all levels of education always showed that fewer girls than boys in term of enrolment. the report acknoledged that the majorities of out of school children are girls in nigeria. jacob (2020) did a study that investigate challenges hindering girl child from going to school ube in gwagwalad area council of fct. the study found out that cultural factor, economic factor, poverty, early marriage, poor implementation of girl child policies, inadequate funding, inadequate infrastructural facilities, and shortage of instructional materials were identified as the supply and demand side factors preventing the girl child from going to ube in gwagwalada area council of fct. mark (2018) did research on factor hindering girl child education at senior secondary school in nigeria and disclosed that early marriage, poverty, cultural factor, religious factor, and insecurity are the major problems affecting the girl child education at the senior secondary schools in nigeria. the world-bank (2017) concluded that the supply and demand factors affecting girl child education include at the demand factor, household poverty and indirect cost. a study by angela (2011) who cited ejembi (1994) discovered that 77.8% of women in africa got married before 15years of age. unterhalter & heslop (2011) did a survey 32 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 30-38 in six northern states in nigeria in 2008 and concluded that 43% of the sample respondents agreed that early marriage was a major problem preventing girl child from furthering their education while 32% cited pregnancy as the inhibiting factor. jacob (2020) cited abdulkarim, (2009) who did a study in gombe and adamawa states and found out that, 60% of girls’ withdrawals from primary school were linked to early marriages, which parents considered a religious obligation. bello & oluwadare (2013) established in their study that there is a disparity between male and female enrolment in the nigerian school system. the study concluded that female is seen as weaker gender in all endeavor. parents and society see the female gender as inferior intellectually, physically, and otherwise to male counterparts. the study also showed that wide gap exists in the study of science programmes. jacob (2020) cited king and hill (1993) who noted that genderbiased tradition, povery, eraly marriage, religion subordinate roles of women, early marriage and parental attitude account for disparity in education to the disadvantage of women. method the study employed descriptive survey research design for the study. the pupolation of the study include all teachers at public primary schools in in rural areas across the six area councils of federal capital territory, abuja. the study sampled 300 primary school teachers in thirty public primary schools in f.c.t. out of which, 180 are male and 120 females. the study used simple random sampling, proportionate stratified random sampling, and purposive sampling techniques. purposive sampling technique was used because the respondents selected have knowledge of the research topic and they must be met privately in their various offices. questionnaire was adopted for data collection. the questionnaire was “an investigation on the factors preventing girl-child from further education questionnaire” (aigcppeeq). the questionnaire used a 4-point likert method of strongly agree, agree, disagree, and strongly disagree. it had 3 sections. section “a” contains demographic questions, section “b” the points 4, 3, 2 and 1 were assigned to each scale respectively in the questionnaire. to ensure the validity of the research instrument, two experts in the faculty of education, university of abuja to validate the instrument. their constructive criticisms and opinions led to the restructuring of some items of the questionnaire which helped to strengthen the face and content. its reliability was determined by administering the instrument to 50 public primary schools’ teachers in kogi state lokoja for trial test. a re-test method with an interval of two weeks was followed to test the reliability of the instrument. the scores obtained were correlated using pearson’s product moment coefficient. an acceptable coefficient of r=0.86 was obtained indicating that the instrument was adequate for the study. additionally, a cronbach alpha value of r=0.88 was recorded for the instrument indicating its acceptable internal consistency. the data were analyzed using percentage, mean and standard deviation for the research questions. mean cut-off point was 2.5. all items with mean of 2.50 were regarded as agreement and acceptance while those less than 2.50 were regarded as disagreement and were accordingly rejected. https://jse.rezkimedia.org/index.php/jse/index jacob & ndubuisi – an investigation on factors preventing … 33 results and discussion result research question 1: is poverty a preventing factor on girl-child further education in rural areas of fct? table 1. economic problems s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 poverty is a factor preventing girl-child from further education in fct 220 71 6 3 3.84 agree s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. result of table one revealed that the total mean score obtained was 3.84 which is greater than the cutoff point of 2.50. this implies that the respondents agreed that that poverty is a major factor preventing girl-child from further education in fct rural areas. research question 2: is cultural factor preventing girl-child from further education in rural areas of fct? table 2. cultural factor s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 cultural factor is preventing girl-child from further education in fct 151 84 36 29 3.68 agree s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. table two result showed that the mean score collected was 3.68 and is greater than the cutoff point of 2.25 meaning that the respondents agreed that cultural factor is preventing girl-child from further education in fct rural areas. research question 3: is early marriage preventing girl-child from further education in rural areas of fct? table 3. early marriage s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 early marriage is preventing girl-child from further education in rural areas of fct 227 73 3.89 agree s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. result of table three indicated that mean score obtained was 3.89 and is greater than the cutoff point of 2.50 implying that respondents agreed that early marriage prevents girl-child from further education in fct in rural areas. 34 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 30-38 research question 4: is religion preventing girl-child from further education in rural areas in fct? table 4: religious factor s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 religious factor is preventing girl-child from furthering education in rural areas in fct 195 85 12 8 3.74 agree s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. from table four, result obtained disclosed that mean score collected was 3.74 which is greater than the cutoff point of 2.50. this result means that respondents agreed that religion is a problem preventing girl-child from further education in rural areas in f.c.t, nigeria. research question 5: is long distance a factor preventing girl-child from further education in fct? table 5. distance problems s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 distance is preventing girl-child from further education in fct. 153 87 43 17 3.63 agree s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. result of table five indicated that mean score obtained was 3.63 and is greater than the cutoff point of 2.50 implying that respondents agreed distance is preventing girl-child from further education in rural areas of fct. research question 6: is inadequate infrastructural facilities preventing girl-child from further education in rural areas in fct? table 6. inadequate infrastructural facilities s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 inadequate infrastructural facilities is preventing girl-child from further education in rural areas in fct 184 56 8 7 3.12 agreed s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. from table six, result disclosed that mean score obtained was 3.12 and is greater than the cutoff point of 2.50 meaning that respondents agreed that inadequate infrastructural facilities is preventing girlchild from further education in rural areas in f.c.t, nigeria. https://jse.rezkimedia.org/index.php/jse/index jacob & ndubuisi – an investigation on factors preventing … 35 research question 7: is insecurity is preventing girl-child from further education in rural areas of fct? table 7. insecurity s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 insecurity is preventing girl-child from further education in fct 129 121 35 15 3.17 agreed s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. table seven result disclosed that mean score obtained was 3.17 and is greater than the cutoff point of 2.50 implying that respondents agreed that insecurity is preventing girl-child from further education in rural areas of fct. research question 8: does poor implementation of child-right policy a factor preventing girl-child from further education in rural areas of fct? table 8. poor implementation of child-right policy s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 poor implementation of child-right policy is preventing girl-child from further education in rural areas in fct 165 95 27 135 3.15 agreed s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. from table eight, result obtained disclosed that mean score obtained was 3.15 and is greater than the cutoff point of 2.50 implying that respondents agreed that poor implementation of child-right policy is a factor preventing girl-child from further education in rural areas of f.c.t. research question 9: is poor funding of girl child education a factor preventing girl-child from further education in rural areas of fct? table 9: poor funding of girl-child education s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 poor funding of girl-childeducation is preventing girl-child from further education in rural areas in fct 210 50 30 10 3.19 agreed s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. in table nine, mean score collected was 3.19 and is greater than the cutoff point of 2.50. this means that respondents agreed that poor funding of girl-childeducation is preventing girl-child from further education in rural areas in f.c.t. 36 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 30-38 research question 10: is corruption preventing girl-child from further education in rural areas of fct? table 10. corruption s/n statement sa (4) a (3) sd (2) d (1) mean (x̅) decision 1 corruption is preventing girl-child from further education in rural areas in fct 115 101 30 14 3.13 agreed s/n: serial number; sa: strongly agree; a: agree; sd: strongly disagree; d; disagree. from table ten, result obtained disclosed that mean score obtained was 3.13 and is greater than the cutoff point of 2.50 implying that respondents agreed that poor funding of girl-childeducation is one of the factors preventing girl-child from further education in rural areas in f.c.t, nigeria. discussion the results obtained from research question one revealed that low economic power (poverty), culture, early marriage, religion, distance, inadequate infrastructural facilities, insecurity, poor implementation of girl-child right bill, funding of girl child education and corruption are the factors preventing girl-child from further education in rural areas in federal capital territory, abuja. this implies that when poor parents are left with the choice of who to educate, they usually choose to educate boys and left the girls in the darkness of ignorance due to poverty. culture also affects the education of girls because in some culture only boys receive education. early marriage: many girls do drop out of school because of early marriage. the people in rural communities see early marriage as their culture and a way of preserve their girls from foreign influence. religious beliefs: western education is seen as a tool for conversion of people to christianity historically and as such some people avoid it and it affect the education of girls. distance: many girls in rural area especially could not attend school or started but dropped out of school because of distance of the school from their homes. inadequate infrastructural facilities have also affected girl child education because without adequate infrastructure proper learning cannot take place and as such it lead to poor foundation which would discourage girls from continuing with school. the insecurity situation in nigeria has affected girl child education because many families have been displaced from their homes and relocated to idps and many schools were destroyed and remained closed for long time. the nonchalant attitude of government in implementation of the child right education law has seriously affected the education of children especially girl child. poor funding of the girl child education programme has seriously affected girl child education in nigeria. corruption: corruption has also affected the smooth implementation of the girl child education programme because some government officials involved in the implementation do embezzle the money meant for the implementation of the programme and as such the programme suffered from inadequate funding. https://jse.rezkimedia.org/index.php/jse/index jacob & ndubuisi – an investigation on factors preventing … 37 in an ideal educational system, the enrolment rate, completion rate and transition rate should be proportional but in nigeria especially in the federal capital territory, abuja. the enrolment rate and completion and transition rate are not proportional due to many factors such as low economic power (poverty), culture, early marriage, religion, distance, inadequate infrastructural facilities, insecurity, poor implementation of girl-child right bill, funding of girl child education and corruption. this result agrees with the findings of jacob (2020), world bank (2017), unicef (2017), british council (2012) that discovered that poverty, early marriage, cultural factor, religious factors, inadequate infrastructural facilities, inadequate instructional materials, shortage of teachers, poor funding of education and lack of political will to implement child right enabling laws are challenges facing girl child education in nigeria. the problem facing the basic education is not only on the enrolment rate, completion rate and trnsitional rate of the pupils but also the gender inequality. an ideal educational system should have room for both the girls and boys’ education. both girls and boys should be given the same opportunity to acess quality education at every level of educational system. conclusion one of the major problems facing the girl-child education in nigeria and especially in federal capital territory, abuja is the completion rate and transitional rate. when young girls enrolled in the school, there are many factors preventing them from completing their education and to even move to the next level of education. this study was designed to look at these problems. the objective of this study was to investigate on the factors preventing girl-child from further education in rural areas in federal capital territory. the objective of the study was realized because the major issues and problems preventing the girl child from further education were identified as follows: low economic power (poverty), culture, early marriage, religion, distance, inadequate infrastructural facilities, insecurity, poor implementation of girl-child right bill, poor funding of girl child education and corruption are the factors preventing girl-child from further education in rural areas in federal capital territory, abuja. references actionaid. (2012).transforming education for girls in nigeria: end line research summary report. actionaid: london. actionaid. (2013). stop violence against girls in school: success stories. actionaid: london. ahmad, k,. & najeemah, b, m. (2013). cultural traditions and practices of the parents as barriers to girlchild education in zamfara state nigeria. international journal of scientific and research publications, 3(11), 112-118. anan, k. (2005). video message to the conference on gender parity in education. washinton, dc, 2. atayi, j., b. (2008). disabling barriers to girls’ primary education in aura district (uganda) – an intersectional analysis. a research paper presented in partial fulfillment of the requirements for obtaining the degree of masters of arts in development studies bello, i., & oluwadare, s. (2013). issues on gender enrolment in the sciences in nigerian school system: the perspective of millennium development goals (mdgs). 116–121. 38 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 30-38 british council. (2012). gender equality in nigeria report. british council: abuja. deji, a., o. (2016). school dropout among basic schools in benue state university abraka. benue. bays. ejembi, c. (1994). a study on rural women in igabi l.g.a. the girl child: the future of mankind. kaduna state women commission and unicef. jacob, o. n. (2016). issues and challenges of girl’s education in nigeria, abuja. nigerian journal of education administration and planning, 13(2), 31 51. jacob, o. n. (2020). international journal for intersectional feminist studies, volume 6, issue 1-2, december 2020, issn 2463-2945 an investigation into the challenges preventing girls child from going to universal basic education in gwagwalada area council of fct, abuja, nigeria. jacob, o. n., lawan, a., & yusuf, m. (2021). perception of female students on the challenges facing the woman education at the university level. electronic research journal of behavioural sciences, 4 (2021) 24-36 james, e. (2014). investigation into the causes for decreasing enrolments in secondary schools in niger state. journal of higher education in nigeria, 4(1), 18-32. lawal, t. k. (2012). comparative assessment of enrolment pattern of students for western and islamic education in kaduna state. journal of educational studies, 2(3), 23-37. mark, t. (2018). girl child education in north central nigeria. unpublished thesis. macro, i. c. f., & national population commission. (2009). nigeria demographic and health survey 2008. national population commission, icf macro. suleiman, z. m. (2013). effects of socio-economic status of parents on students’ enrolment in sheik hamdan islamic school, gwagwalada. nigerian journal of education administration and planning, 13(2), 3151. unesco. (2014). education for all: global monitoring report. teaching and learning for all. unesco: paris unicef. (2017). information sheet: girls’ education, nigeria country office. nigeria country programme. unterhalter, e., & heslop, j. (2011). transforming education for girls in nigeria and tanzania (tegint): a cross country analysis of baseline research. world bank (2017). federal republic of nigeria world bank program-for-results financing better education service delivery for all (besda) (p160430) environment and social systems assessment (essa). https://jse.rezkimedia.org/index.php/jse/index ieee paper template in a4 (v1) 19 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 1, 2021, 19-29 doi: 10.56003/jse.v2i1.60 issn: 2745-5351 improving students’ activeness and critical thinking skills through problem based learning fitriani1, nurhuda2, ade in ina3 1,2,3 universitas islam riau, indonesia e-mail: fitriani@edu.uir.ac.id received: 9 august 2021 accepted: 10 september 2021 published: 25 september 2021 abstract: this research is aimed to increase the activeness and critical thinking skills of students by applying the problem based learning model. the type of research is classroom action research. the research was conducted at the accounting education study program, faculty of teacher training and education, islamic university of riau. the research subjects were 1st semester students, who took the introduction to management course for the 2020/2021 academic year. the data in this study were obtained from observation sheets and test instruments. the data analysis technique used descriptive analysis for aspects of activeness and critical thinking skills. the results showed that the average of students’ activeness in the first cycle reached 74.5% (fair category) and in the second cycle students' activeness reached 86% with good category. then, students’ critical thinking in the first cycle reached 77% in the fair category, and in the second cycle it gained 86% in the good category. therefore, there is an increase in students’ activeness and critical thinking skills by applying the problem based learning model. based on the research findings, the researcher would like to propose the following suggestions namely: 1) making the students more motivated during online learning by using problem-based learning, 2) appreciating the students’ ideas to make them more confident, 3) the research was only composed of two cycles, so that the next researchers can carry out more than two cycles to maximize student’s activeness and critical thinking. this study also still has limitations, namely, the questions used are only in the form of essay questions and have not used varied question instruments. keywords: activeness, critical thinking, problem based learning. how to cite: fitriani, f., nurhuda, n. & ina, a.i. (2021). improving students’ activeness and critica. journal of science and education (jse), 2(1): 19-29. https://doi.org/10.56003/jse.v2i1.60 introduction education is inseparable from the curriculum, educators, students, teaching methods and facilities, including learning media. factors that affect students’ learning outcomes are also very diverse, complex, and interconnected. these factors include their personality, social interactions with peers, teachers, family and society (bertolini et al., 2012). they have a role in improving and encouraging students to think, act and behave. in learning activities, thinking is a process that every student experience at all levels of education, with no exception to university students. simultaneously, activeness does not only involve being in the classroom, but also participating during the learning activities. the problem facing the accounting education study program, especially second semester students, is that only 2 out of 11 students are active and have fairly good cognitive skills. others are still passive to answer the questions and problems given. as a result, students become less active and not accustomed to answering questions critically according to their own abilities. however, activeness and critical thinking skills are very important for students. ideally, effective learning occurs when the teachers and students interact by using learning resources. therefore, learning does https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i1.60 https://portal.issn.org/resource/issn/2745-5351 mailto:fitriani@edu.uir.ac.id https://doi.org/10.56003/jse.v2i1.60 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i1.60&domain=pdf&date_stamp=2022-04-30 20 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 19-29 not only focus on results, but also through processes that provide behavior change in students and apply them. it can be indicated by activities such as asking, answering or giving feedback from the teacher or friends in the class. by showing this activity, students indirectly train their ability to think. because it is impossible to give a response, ask or answer without going through the process of thinking first. activeness is a mental and physical activity, that requires both doing and thinking (sardiman, 2011). aspects of activeness in the learning process include; a) courage, b) participation, c) creativity, d) learning independence (ahmadi & supriyono, 2013). therefore, overcoming this problem needs a learning model that can increase activeness and critical thinking. critical thinking is developed with student-centered teaching methods (snyder & wiles, 2015). the problem-based learning model is one of the solutions to train students' critical thinking through various activities, so that students can empower, hone, test, and develop their thinking continuously. rusman (2014) also stated that this learning model focuses on critical thinking and students’ active participation in learning. the stages in implementing problem based learning are; 1) giving orientation about problems to students, 2) organizing students to conduct research, 3) assisting individual and group investigations, 4) presenting the results of discussions, and 5) evaluating progress in problem solving (mariani & kusumawardani, 2014). problem based learning is oriented to problem solving to achieve the desired learning objectives (botty & shahrill, 2015). problems in this approach also become a stimulus for students in learning activities (orozco & yangco, 2016). the concept of the problem used in problem-based learning is a real problem that exists in everyday life (maryati, 2018). the results of previous research have shown that problem-based learning is quite effective in developing students' abilities and, students also have character values instilled in learning activities such as responsibility and cooperation (ramadhan, 2021). the application of problem based learning is also able to provide a conducive environment for developing skills and attitudes (hande et al., 2014). similar results were also explained by cahyaningsih & asikin (2015) that students were shown to be active when solving problems. in addition, increasing student activeness by applying problem based learning is also followed by increased learning outcomes (astuti & junaidi, 2013). most of the previous studies on critical thinking skills were examined at the elementary and middle school levels with the field of mathematics. meanwhile this research was conducted on university students with social studies, especially in introductory management course. therefore, the researcher intends to conduct this research to increase students’ activeness and critical thinking skills by applying problem-based learning model. method the type of research is classroom action research, which was conducted at the accounting education study program, universitas islam riau. it was implemented in november 2020. the research subjects are first semester students of the 2020/2021 academic year in introductory management course, with communication and motivation materials. the implementation of classroom action research is carried out in four stages, namely; 1) planning, 2) implementation action, 3) observation, 4) reflection. techniques used to https://jse.rezkimedia.org/index.php/jse/index fitriani, nurhuda, & ina – improving students’ activeness … 21 collect data include observation, tests, and documentation. descriptive analysis is used to analyze the data which aims to obtain data on the improvement of students’ activeness and critical thinking. the data processing is carried out as follows: percentage = × 100% to make it easier to analyze and measure student activity, the assessment categories in table 1 are needed as follows. table 1. interval of students’ activeness scores interval (%) category 86-100 76-85 66-75 56-65 <55 very hihg activeness high activeness moderate activeness low activeness very low activeness data processing of students' critical thinking is done after learning outcomes are obtained through the implementation of the problem based learning model. calculations are carried out as follows: value = to make it easier to analyze and measure students' critical thinking skills, the following assessment categories in table 2 are needed as follows. table 2. critical thinking skill interval interval (%) category 86-100 76-85 66-75 56-65 <55 very high critical thinking high critical thinking moderate critical thinking low critical thinking very low critical thinking classical and individual completeness is achieved when 85% of all students have reached the criteria of 75. results and discussion a. description of cycle i implementation the application of learning in the introductory management course cycle 1 through the problem based learning model is described as follows: 1. planning stage the planning stage was carried out on october 26, 2020. classroom action research was conducted online using google classroom, google meet, and whatsapp group platforms. before taking action, the 22 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 19-29 researcher prepared a learning implementation plan, lecture program unit, teaching materials, and essay questions as a reference for teaching and learning activities. 2. action execution first meeting cycle i the first meeting was carried out on wednesday, november 4, 2020 using google meet. the time allocation was 100 minutes. the first 15 minutes were done for preparation and opening. previously, the researcher had provided direction to students before doing online learning. at this meeting, only 10 students were able to attend via google meet, while 1 student could not attend. the core activity took place for approximately 70 minutes. in this activity the researcher delivered several points related to communication for approximately 20 minutes and continued with q&a session. furthermore, the researcher provided a case study related to current communication issues. the case needed to be solved by the student independently and group. the researcher gave 20 minutes’ time and instructed students to solve problems offline and take notes. students submitted their task via google classroom. after 20 minutes, students returned to google meet to present their ideas and conduct questions and answers regarding their presentation. students must try to understand by paying attention to the explanations and asking questions, so that the more students actively express opinions, the students will also be more trained to speak (amir, 2013). when it was implemented, only 6 students expressed their opinions without being called on. meanwhile, the other 4 students did not dare to speak up. the closing took approximately 15 minutes. the researcher informed the students who had not presented their ideas to prepare for the next meeting and said that there would be a quiz. the delivery of the closing activity aims to evaluate self-efficacy and strategies that need to be done to overcome obstacles in the learning process, and to find solutions in subsequent learning activities (amalia & putra, 2019). the activity at this meeting is still quite adequate, because some students did not want to ask questions and respond during learning. second meeting and quiz in cycle i the second meeting was held on thursday, november 11, 2020. the learning began with an opening and linked it to the previous meeting for approximately 15 minutes. after that, it continued with the students who had not performed to convey their thoughts. this activity was held for approximately 20 minutes and followed by a question and answer session. after all students took part, the researcher conducted an online test, namely by giving essay questions through google classroom and giving a time limit of 60 minutes. 3. observation based on the observation in the first cycle, problem based learning has begun to increase activeness and critical thinking. however, the implementation and results have not been maximized, because some students only paid attention and did not ask any questions, and they were hesitant to express their opinions. https://jse.rezkimedia.org/index.php/jse/index fitriani, nurhuda, & ina – improving students’ activeness … 23 4. test results the level of student mastery is determined by the test results and discussion. in the discussion result cycle 1, some students did not ask questions or give arguments when learning. as for the test results which consist of 4 essay questions, there are 2 students who have sufficient marks, and 2 students have less marks. 5. reflection a) it is necessary to motivate students to be more courageous in expressing their opinions. b) it is necessary to train students' thinking so that they can answer problems or questions properly. b. description of cycle ii implementation 1. planning stage action planning activities ii consist of learning tools such as learning implementation plans, lecture program units, teaching materials, and making essay questions as a reference for carrying out teaching and learning activities. 2. action execution first meeting cycle ii the implementation of the action at the 1st meeting was held on wednesday, november 18, 2020 online. the time allotted for the first meeting was 100 minutes. the first 15 minutes are done for preparation and activities to open the lesson. in the implementation of learning in cycle ii, 10 students can take part in learning at google meet. the core activity was carried out for 70 minutes, in this activity the researcher delivered material points related to motivational material for 20 minutes and continued with questions and answers with students. next, the researcher gives a problem in the form of a case study related to motivational problems, which must be solved by students independently and group. in this activity, the researcher gives 20 minutes of time and directs students to solve problems offline and take notes. students' thoughts are also sent via google classroom. after 20 minutes, students rejoined google meet to convey the results of their respective thoughts and conduct discussions and ask questions. in the presentation, 9 students have dared to express their opinions without being appointed first. meanwhile, 1 student needed to be asked to express his opinion. the activeness of students in learning turns out not only to build the courage to ask questions, but also to improve the mental aspect (hotijah et al., 2020). closing activities carried out 15 minutes. in this activity, the researcher told the students that there would be a quiz at the next meeting. the activity at this meeting was already high, because most of the students had the courage to express their opinions without being asked. quiz implementation in cycle ii the second meeting was held on thursday, november 24, 2020. the lesson began with an opening y and linked it to the previous meeting for approximately 15 minutes. next, a quiz was conducted for cycle ii. the researcher carried out this quiz online, namely by giving essay questions in google classroom with a time limit of 60 minutes. 24 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 19-29 3. observation based on the observation in cycle ii, the implementation of learning has increased the activeness and critical thinking of students. it showed a better improvement as many students were more active in asking questions and giving answers. 4. test results the level of student mastery is determined from the test results and student activiteness. in cycle ii, most of the students were actively asking and answering questions, as well as giving arguments in learning. in the quiz results which consist of 4 essay questions, there are 2 students who still have sufficient scores. 5. reflection a) when students ask questions and express their ideas, it is necessary to give appreciation so that other students are also motivated. b) educators still need to control students’ activities when offline, so that they can finish their activities on time. c. analysis of action result 1. student learning activities based on the observation sheet in the first cycle, it can be seen that the activeness of students during the implementation of class actions using the problem based learning model is quite good, it can be seen based on the following table 3. table 3. average percentage of students’ activeness in cycle i no activity frequency 1 attention and listened to the explanation 10 2 searched for sources of information and solutions to the problems 7 3 asked and answered 8 4 give arguments 6 5 collected assignments 10 total score 41 maximum score 55 average 74,5% category moderate based on the table 3, it can be seen that the activeness of students during the first cycle, 10 students had paid attention and listened to the explanation well, 7 students had searched for sources of information and solutions to the problems, 8 students asked and answered, 6 students were able to give their arguments without being asked first, and 10 students collected assignments in the form of case studies. overall, the average of student activeness in the first cycle reached 74.5% in the fairly active category. https://jse.rezkimedia.org/index.php/jse/index fitriani, nurhuda, & ina – improving students’ activeness … 25 table 4. the average percentage of students’ activeness in cycle ii no activity frequency 1 attention and listened to the explanation 10 2 searched for sources of information and solutions to the problems 9 3 asked and answered 8 4 give arguments 10 5 collected assignments 10 total score 47 maximum score 55 average 86% category very high based on the table 4, it can be seen that 10 students had paid attention and listened to the explanation well, 9 students had searched for sources of information and solutions to the problems posed, 8 students asked and answered, 10 students were able to give their arguments without being appointed first, and 10 students collected assignments in the form of case studies. overall, the average of students’ activeness in the second cycle reached 86% in the good/active category. fig 1. students’ activeness in cycle i and cycle ii from the figure 1, it can be seen that the students’ activeness in the first cycle compared to the second cycle increased, the average in the first cycle was 74.5%, and it became 86% in the second cycle. 2. students’ critical thinking skill based on the observation sheet in the first cycle, it can be seen that the critical thinking skills of students during the implementation of class actions using the problem based learning model is quite good, it can be seen based on the following table 5. table 5. students' critical thinking in cycle i no level of mastery category frequency 1 86-100 very good 2 76-85 good 6 3 66-75 fair 2 4 56-65 poor 2 5 <55 very poor total 10 average 77% category high 26 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 19-29 the table 5 explains that students' critical thinking skills based on the test result in cycle i, 6 students are “good”, 2 students are fair, and 2 students have “poor” category. overall, the average critical thinking skill of students is 77% in the high category. table 6. absorption and individual mastery of students in cycle ii no level of mastery category frequency 1 86-100 very good 2 76-85 good 8 3 66-75 fair 2 4 56-65 poor 5 <55 very poor total 10 average 86% category very high the table 6 shows that 8 students have good critical thinking skills, and 2 students have fair level critical thinking skills. overall, the average of students is 86% in the good category. fig 2. students' critical thinking skills in cycle i and cycle ii from the figure 2, it can be seen that the critical thinking skill of students in the first cycle is 77%, and there is an increase in the second cycle to 86%. discussion this study appplied a problem based learning model with the aim of increasing the students’ activeness and critical thinking skills in the accounting education study program. the research was carried out in 2 cycles. based on the results of data analysis in the first cycle, it was found that students’ activeness reached 74.5% with fair category. meanwhile, the students' critical thinking skill reached 77% with fair category. this demonstrates that the actions in the first cycle can not be categorized as successful. some of the factors include; 1) students still feel hesitant to express their opinions, 2) students have not been able to answer problems or questions properly. therefore, this research is continued with cycle ii. in order to get an increase in cycle ii, the researcher needed to correct the shortcomings in the previous implementation by means of; 1) https://jse.rezkimedia.org/index.php/jse/index fitriani, nurhuda, & ina – improving students’ activeness … 27 encouraging and motivating the students more so that they do not hesitate to express their opinions, 2) getting used to giving questions based on problem solving. this is in line with suprijono (2010) which stated that several efforts can be made to make students more active, for instance increasing their interest and motivation. in the second cycle, students’ activeness in learning was better, reaching 86%. meanwhile, students' critical thinking skills also increased to 86%. this means that the actions in cycle ii have succeeded in increasing the activeness and skill of students to think critically, because they have reached the minimum completeness criteria of 85%. to improve activeness and critical thinking skills, it is not only the responsibility of educators. apart from the willingness of the students themselves, the role of parents and family will determine their success as well (opeer, 2012). the findings of this study are also in accordance with previous studies that the application of the problem based learning model can improve students' critical thinking skills (satwika et al., 2018). problem based learning can create a conducive environment and affect the ability of students to apply their knowledge (masek et al., 2011). in addition, the learning atmosphere is more lively because students are required to participate actively in thinking and expressing their thoughts (wynn et al., 2014). in this research, the obstacles found were the limited direct communication between students and lecturers due to online learning. this causes difficulties in controlling students as a whole. in carrying out classroom action research, especially problem-based learning models, researchers also need to pay attention to time management (fitriani, 2021). this learning model requires a relatively long time, especially when it is implemented online. in addition, educators also need to adjust the learning model used with material that is relevant to everyday life (yulianto et al., 2017). conclusion based on the findings and discussion of this research, the researcher draws some conclusions such as; 1) students’ activeness in the first cycle was 74.5%, and it increased to to 86% in the second cycle, 2 students’ critical thinking in the first cycle was 77%, and it increased to 86% in the second cycle, 3) the activeness and critical thinking skill of students can be increased by applying the problem based learning model. concerned with the results above, the researcher would like to propose some suggestions; 1) making the students more motivated during online learning by using problem based learning, 2) appreciating the students ideas to make them more confident, 3) the research was only composed of two cycles, so that the next researchers can carry out more than two cycles to maximize students activeness and critical thinking. this study also still has limitations, namely, the questions used 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(2014). measuring the effects of problem-based learning on the development of postformal thinking skills and engagement of first-year learning community students. learning communities research and practice, 2(2), 4. yulianto, a., fatchan, a., & astina, k. (2017). penerapan model pembelajaran project-based learning berbasis lesson study untuk meningkatkan keaktifan belajar siswa. jurnal pendidikan, 2(3), 448–453. ieee paper template in a4 (v1) 20 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 1, no. 1, 2020, 20-31 doi: 10.56003/jse.v1i1.9 issn: 2745-5351 pemberian scaffolding terhadap berpikir pseudo penalaran siswa dalam mengkonstruksi grafik fungsi ratna yulis tyaningsih1, dwi novitasari2, deni hamdani3, aprilia dwi handayani4, samijo5 1,2,3universitas mataram, jl. majapahit no. 62 kota mataram, propinsi nusa tenggara barat, 83115, indonesia. 4,5universitas nusantara pgri kediri, jl kh. achmad dahlan no. 76 kota kediri, propinsi jawa timur, 64112, indonesia. e-mail: ratnayulis@unram.ac.id received: 7 august 2020 accepted: 1 september 2020 published: 23 september 2020 abstract: pseudo thinking structure is a pseudo-thinking structure experienced by students when solving a problem, where students do not know where the mistakes were made. students are given problems in the form of questions constructing graphs of exponential and logarithmic functions. some of the causes of students' pseudo thinking processes when constructing graphs of exponential and logarithmic functions are (1) students ignore one step of the completion process, (2) rush when calculating or drawing, (3) unable to relate concepts to one another, (4) lack of understanding of the prerequisite material, and (5) not doing reflection activities. this study aims to describe the form of scaffolding for students' pseudo thinking structures in constructing exponential and logarithmic functions graphs. the subjects of this study consisted of 2 students with moderate and low math abilities. data collection is done by giving tests and interviews to find out the pseudo thinking process of students when constructing exponential functions and logarithmic graphs. in the application of scaffolding, the tool used is geogebra. the results of this study indicate that the scaffolding process will be successful if students have the will to correct mistakes until the correct answer is obtained. the provision of scaffolding starts from level 1 environmental provisions, namely the provision of stimulus in the form of problems with visualization aids, level 2 explaining, reviewing, and restructuring, namely the explanation of problem formulations and the review process. at level 3 developing conceptual thinking, which is questions and answers about conceptual matters. keywords: scaffolding; thought process; pseudo reasoning; function graph construction. abstrak: struktur berpikir pseudo merupakan struktur berpikir semu yang dialami siswa ketika memecahkan suatu masalah, dimana siswa tidak mengetahui letak kesalahan yang dilakukan. siswa diberikan masalah berupa soal mengkonstruksi grafik fungsi eksponensial dan logaritma. beberapa penyebab terjadinya proses berpikir pseudo siswa ketika mengkonstruksi grafik fungsi eksponensial dan logaritma adalah adalah (1) salah satu langkah proses penyelesaian diabaikan siswa, (2) tergesa-gesa ketika menghitung atau menggambar, (3) tidak bisa mengaitkan konsep satu dengan yang lain, (4) kurang memahami materi prasyarat, dan (5) tidak melakukan aktivitas refleksi. penelitian ini bertujuan untuk mendeskripsikan bentuk pemberian scaffolding terhadap struktur berpikir pseudo siswa dalam mengkonstruksi grafik fungsi eksponensial dan logaritma. subjek penelitian ini terdiri dari 2 siswa dengan kemampuan matematika sedang dan rendah. pengumpulan data dilakukan dengan memberikan tes dan wawancara untuk mengetahui proses berpikir pseudo siswa ketika mengkonstruksi grafik fungsi eksponensial dan logaritma. dalam penerapan scaffolding, alat bantu yang digunakan adalah geogebra. hasil penelitian ini menunjukkan bahwa proses scaffolding akan berhasil jika siswa memiliki kemauan untuk memperbaiki kesalahan sampai diperoleh jawaban yang benar. pemberian scaffolding dimulai dari level 1 environmental provisions yaitu pemberian stimulus berupa masalah dengan alat bantu visualisasi, level 2 explaining, reviewing, and restructuring yaitu penjelasan rumusan masalah dan proses review. pada level 3 developing conceptual thinking, yaitu tanya jawab hal-hal yang bersifat konseptual. kata kunci: scaffolding; proses berpikir; pseudo penalaran; konstruksi grafik fungsi. how to cite: tyaningsih, r.y., novitasari, d., hamdani, d., handayani, a.d., & samijo, s. (2020). pemberian scaffolding terhadap berpikir pseudo penalaran siswa dalam mengkonstruksi grafik fungsi. journal of science and education (jse), 1(1): 20-31. https://doi.org/10.56003/jse.v1i1.9 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i1.9 https://portal.issn.org/resource/issn/2745-5351 mailto:ratnayulis@unram.ac.id https://doi.org/10.56003/jse.v1i1.9 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i1.9&domain=pdf&date_stamp=2022-04-30 tyaningsih, novitasari, hamdani, handayani, & samijo – pemberian scaffolding terhadap … 21 pendahuluan berpikir pseudo disebut juga dengan proses berpikir yang semu. proses berpikir merupakan suatu respon siswa ketika dihadapkan suatu informasi yang baru diperoleh. proses berpikir yang terjadi pada siswa dapat diklasifikasikan dalam tiga tahap, meliputi (1) mendefinisikan pengertian dari informasi yang masuk, (2) membentuk argument-argumen baru dengan memanfaatkan pengetahuan yang sudah ada, (3) menarik kesimpulan (fernández, sánchez-matamoros, valls, & callejo, 2018; alamsyah, susiswo, & hidayanto, 2019). hal ini akan terjadi jika siswa diberikan masalah yang tidak biasa dikerjakan sebelumnya, yang disebut dengan masalah non-rutin. siswa yang diberikan stimulus berupa masalah matematika yang nonrutin, akan mengalami proses kognitif di otak untuk memikirkan strategi pemecahan masalah tersebut. perilaku siswa ketika memecahkan masalah tersebut dapat direkam dan dianalisis untuk mengetahui apa yang dipikirkan dan bagaimana siswa tersebut mengaitkan konsep yang sesuai dengan masalah yang diberikan (swaraswati, wibowo, & purwoko, 2019). berdasarkan hasil observasi di lapangan, siswa sering melakukan kesalahan ketika diberi masalah tidak rutin. hal tersebut terjadi karena ketika guru menjelaskan prosedur atau langkah-langkah penyelesaian masalah, tidak disertai dengan penjelasan mengapa prosedur tersebut yang dipilih untuk memecahkan masalah pada contoh soal. akibatnya, ketika siswa diberikan soal yang tidak rutin, prosedur penyelesaian masalah yang dilakukan tetap sama dengan contoh soal yang diberikan guru, sehingga diperoleh jawaban yang salah. menurut (secolsky et al., 2016) kesalahan berpikir itu dimulai dari munculnya argument tidak tepat yang dihasilkan dari proses berpikir. adanya kesalahan berpikir tersebut mengakibatkan ketidaksesuaian daya nalar dalam menyelesaikan masalah. ketidaksesuaian tersebut mengakibatkan siswa beranggapan “seolah-olah” sudah melalui proses penalaran tetapi sebenarnya belum sesuai dengan proses penalaran yang sebenarnya. proses ini yang disebut dengan pseudo-penalaran (penalaran semu) (subanji & nusantara, 2016; alamsyah et al., 2019). berdasarkan tingkat pemahaman siswa terhadap suatu konsep, berpikir pseudo dibagi menjadi 2, yaitu berpikir pseudo analitik dan konseptual. berpikir pseudo analitik merupakan aktivitas mental yang yang tidak didasarkan pada kontrol dan prosedur yang dipilih dan digunakan. sedangkan berpikir pseudo konseptual merupakan aktivitas mental yang terjadi ketika seseorang tidak dapat memahami konsep yang digunakan dan menghubungkan antarkonsep (wibawa, 2015). sementara, berdasarkan bentuk kesalahan dalam membangun suatu konsep/pengetahuan, proses berpikir pseudo dibagi menjadi dua, yaitu pseudobenar dan pseudo-salah. pseudo-benar terjadi ketika siswa memperoleh jawaban akhir benar tetapi melalui penalaran yan salah. sedangkan pseudo-salah terjadi ketika siswa memperoleh jawaban akhir salah padahal sebenarnya melalui penalaran yang benar (wibawa, nusantara, subanji, & parta, 2018; rafiah, saufi, aulia, & riadi, 2018). pseudo-penalaran dihasilkan dari proses yang spontan, tidak terkontrol, dan ingatan yang kabur (fuzzy memory). siswa yang mengalami pseudo-penalaran cenderung mengaitkan dengan masalah yang dianggap 22 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 20-31 sama, meskipun masalah yang dibuat bersifat dangkal karena proses yang tergesa-gesa (superficial similarities). siswa juga akan mengaitkan dengan apa yang diingat, meskipun ingatan yang dimiliki masih kabur (fuzzy memory). tahap berikutnya, siswa secara spontan akan memecahkan masalah tersebut tanpa memahami rumusan masalah, tidak menganalisis secara mendalam struktur yang terlibat dalam masalah tersebut, dan tidak melakukan refleksi terhadap apa yang telah dikerjakan. menurut nur (2013) faktor-faktor yang menyebabkan siswa berpikir pseudo adalah hilangnya tahap kontrol individu, belajar hafalan, factor kebiasaan, kurangnya komitmen kognitif, dan kurangnya pemahaman konsep. indikator siswa mengalami proses berpikir pseudo disajikan pada tabel 1. tabel 1. indikator proses berpikir pseudo no. aspek indikator 1. hilangnya tahap kontrol individu a. menanggapi sebuah gagasan secara tergesa-gesa tanpa pemikiran yang matang b. tidak memeriksa kebenaran informasi yang diperoleh c. mengabaikan salah satu komponen yang harus diketahui pada informasi atau gagasan yang diperoleh. 2. belajar dengan cara hafalan a. mengerjakan soal dengan menghafal rumus b. menyerap informasi baru dengan hafalan tanpa mengaitkan informasi atau pengetahuan sebelumnya 3. faktor kebiasaan a. menyelesaikan soal menggunakan prosedur yang biasa digunakan soal sebelumnya. b. merasa yakin menggunakan prosedur tertentu meskipun tidak dituntut soal. 4. komitmen kognitif kurang a. melakukan kegiatan lain yang tidak berkaitan dengan pembelajaran ketika proses pembelajaran berlangsung b. mudah menyerah ketika mengerjakan soal 5. kurangnya pemahaman konsep a. kurang memahami konsep prasyarat dengan benar b. kurang bisa mengaitkan antarkonsep matematika yang sesuai dengan masalah yang diberikan menurut vinner (1997), banyak siswa yang beranggapan telah melakukan proses berpikir ketika memecahkan masalah, padahal siswa tersebut hanya menirukan prosedur yang dilakukan guru. keadaan ini disebut dengan berpikir pseudo, yaitu suatu keadaan dimana siswa tidak benar-benar menggunakan pikirannya untuk menyelesaikan suatu masalah. siswa yang mengalami pseudo-penalaran cenderung tidak merasa bahwa apa yang dikerjakan salah, sehingga tugas guru untuk meluruskan hal tersebut. kemampuan penalaran yang sering dilatih dan dikembangkan akan membantu siswa untuk, memahami, menganalisis, dan menyelesaikan masalah matematika (cahdriyana, richardo, fahmi, & setyawan, 2019). salah satu alternative solusi untuk mengatasi siswa yang mengalami pseudo-penalaran adalah pemberian scaffolding. scaffolding adalah bantuan berupa dukungan di awal pembelajaran yang diberikan secara terstruktur dan berjenjang menuju ke arah kemandirian belajar (priyati & lygia mampouw, 2018). tujuan pemberian bantuan secara berjenjang adalah untuk memberikan kesempatan kepada siswa untuk mengambil alih tanggung jawab setelah mampu mengerjakan soal sendiri (rahayu, warli, cintamulya, 2020; salsabila, e., & https://jse.rezkimedia.org/index.php/jse/index tyaningsih, novitasari, hamdani, handayani, & samijo – pemberian scaffolding terhadap … 23 wijayanti, 2020; thobroni, 2015). scaffolding merupakan salah satu cara untuk menata kembali struktur berpikir pseudo siswa menjadi struktur berpikir yang benar. bentuk scaffolding yang dapat diberikan untuk mengatasi struktur berpikir pseudo siswa, meliputi level 1: environmental provisions, level 2: explaining, reviewing, and restructuring, and level 3: developing conceptual thinking (anghileri, 2006; raharti & yunianta, 2020; hasan, 2020). pada level 1 evrionmental provisions, guru menyiapkan lembar kerja siswa berisi prosedur mengkostruksi grafik fungsi dan soal-soal latihan dan menyiapkan geogebra untuk membantu kemampuan visualisasi siswa. pada level 2 explaining, reviewing, and restructuring, siswa diminta membaca kembali soal yang diberikan, kemudian menuliskan apa yang diketahui dan ditanyakan soal. selanjutnya, siswa diminta menggambarkan sketsa grafik dari soal yang diberikan, sekaligus menjelaskan langkah-langkah yang dilakukan. pada level 3 developing conceptual thinking, guru dan siswa melakukan tanya jawab untuk menggali kesulitan yang dialami siswa dan mengarahkan ke jawaban yang benar. penataan kembali struktur berpikir siswa yang salah dapat dilakukan melalui meminta siswa untuk (1) mengingat, menjelaskan, dan memahami konsep-konsep yang diperlukan untuk memecahkan masalah yang diberikan, (2) membuat hubungan antarkonsep yang diperlukan dalam memecahkan masalah, (3) memperbaiki kesalahan-kesalahan yang dibuat selama memecahkan masalah hingga diperoleh jawaban yang benar (susanti, 2016). metode subjek penelitian subjek penelitian ini adalah 2 siswa kelas 10 sman 2 kediri dengan kategori 1 siswa berkemampuan matematika sedang dan 1 siswa berkemampuan matematika rendah. instrumen terdapat dua jenis instrumen yang digunakan dalam penelitian ini. instrumen utama adalah peneliti sendiri yang bertindak merancang, mengumpulkan data, menganalisis data, menginterpretasi data, dan merekam hasil penelitian. instrumen pendukung yang digunakan dalam penelitian ini adalah tes konstruksi grafik dan wawancara. masalah yang diberikan bertujuan untuk memperoleh deskripsi proses kontruksi siswa dalam menggambar grafik fungsi, sementara wawancara yang digunakan adalah wawancara tidak terstruktur. analisis data jenis penelitian ini adalah kualitatif dengan pendekatan descriptive exploratory (creswell, 2011). pada tahap analisis data, kegiatan yang dilakukan peneliti adalah (1) menyalin data yang diperoleh dari wawancara, (2) menjelaskan data, memilih hal-hal pokok, focus pada hal-hal yang penting, menghapus data yang tidak perlu, dan mengatur data mentah yang diperoleh dari lapangan, (3) melakukan encoding data dari lembar jawaban siswa dan hasil wawancara, dan (4) menyusun kesimpulan. 24 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 20-31 hasil dan pembahasan data yang dihasilkan dalam penelitian ini bersumber dari tes dan wawancara. berikut ini deskripsi struktur berpikir pseudo penalaran s1 dan script thinking aloud antara s1 dan peneliti (r) dalam mengkonstruksi grafik fungsi eksponensial dan logaritma. s1 merupakan siswa dengan kategori kemampuan matematika sedang. pemberian scaffolding dimulai dari level 1 environmental provisions yaitu pemberian stimulus berupa masalah menggambar grafik fungsi dan menyiapkan alat bantu visualisasi dengan meminta siswa untuk install geogebra ke handphone. selanjutnya pemberian scaffolding level 2 explaining, reviewing, and restructuring yaitu siswa ditanya apa yang diketahui dan ditanyakan soal. pada level ini, s1 bisa menjawab dengan tepat dan diperoleh kesimpulan bahwa s1 mengetahui bahwa fungsi adalah fungsi eksponen kemudian diminta menggambar grafik fungsinya. s1 diminta mereview kembali langkah-langkah menggambar grafik fungsi eksponen, yaitu (1) ambil beberapa titik absis , (2) menentukan nilai ordinat dan titik koordinat , (3) menentukan letak titik koordinat yang diperoleh pada bidang cartesius, (4) hubungkan titik-titik yang diperoleh dan membentuk kurva. pada level 3 developing conceptual thinking, r dan s1 melakukan tanya jawab untuk menggali kesulitan yang dialami s1 dan mengarahkan ke jawaban yang benar. data script think aloud yang direkam dari hasil wawancara dan jawaban s1 dari hasil tanya jawab r dan s1 disajikan pada tabel 2. tabel 2. data hasil wawancara r dan s1 dalam menggambar grafik fungsi eksponen script think aloud jawaban s1 r: s1: r: s1: coba gambarkan grafik fungsi ya bu apakah sudah yakin dengan gambar grafik yang sudah kamu buat? hmmm…saya sebenarnya bingung menentukan arahnya bagaimana, terbuka ke kanan atau ke kiri. r: s1: r: apakah kamu masih ingat dengan sifat-sifat grafik fungsi eksponensial? hhmmm…yang mana ya bu coba gambarkan di kertas grafik fungsi eksponen dengan dan . https://jse.rezkimedia.org/index.php/jse/index tyaningsih, novitasari, hamdani, handayani, & samijo – pemberian scaffolding terhadap … 25 r: ooo...hebat…bagus sekali, bagaimana dengan grafik dengan rumus fungsi dengan dan . r: s1: r: s1: r: r: s1: r: s1: r: coba kamu amati kembali rumus fungsi di soal. bisa dibentuk menjadi atau . hmm…o iya ya masih ingat cara menggambar grafik dengan translasi fungsi awal? saya coba bu. jika ingin menggambar grafik maka caranya menggambar. saya menggambar dulu grafik kemudian digeser ke kiri sejauh 2 satuan dan ke atas sejauh 4 satuan. bagus sekali... asimtot grafik tersebut terletak di mana? di apakah kamu yakin adalah asimtot grafik tersebut? saya tidak tahu bu. coba substitusikan ke persamaan eksponen di soal. 26 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 20-31 r: s1: r: apakah kamu memperoleh nilai dari hasil substitusi tersebut? ya bu...nilainya berarti itu bukan garis asimtot, karena kamu bisa memperoleh nilai hasil substitusi titik tersebut. padahal garis asimtot adalah garis yang tidak terpotong oleh grafik. r: coba untuk lebih jelasnya, buka aplikasi geogebra. tabel 2 menunjukkan bahwa s1 sudah memahami langkah-langkah menggambar grafik fungsi eksponen tetapi mengalami kesulitan dalam hal menentukan bentuk dan arah grafik fungsi eksponensial dan menentukan asimtot grafik fungsi eksponensial. peneliti memberikan scaffolding berupa level 1 environmental provisions yaitu pemberian stimulus berupa masalah dengan alat bantu visualisasi berupa geogebra. selanjutnya pemberian scaffolding level 2 explaining, reviewing, and restructuring yaitu meminta siswa menjelaskan rumusan masalah dan mereview prosedur penyelesaian masalah. pada level 3 developing conceptual thinking, r dan s1 melakukan tanya jawab mengenai sifat-sifat grafik fungsi eksponensial dan asimtot grafik, serta mengecek jawaban dengan aplikasi geogebra. https://jse.rezkimedia.org/index.php/jse/index tyaningsih, novitasari, hamdani, handayani, & samijo – pemberian scaffolding terhadap … 27 peneliti juga melakukan scaffolding terhadap s2 untuk mengetahui deskripsi struktur berpikir pseudo penalaran s2 dan script thinking aloud antara s2 dan r dalam mengkonstruksi grafik fungsi logaritma. pemberian scaffolding level 1 environmental provisions yaitu pemberian stimulus berupa masalah menggambar grafik fungsi logaritma dan menyiapkan alat bantu visualisasi geogebra. s2 mengalami kesalahan penghitungan aljabar dalam menggambar grafik fungsi 12log)( 4 += xxf . selanjutnya pemberian scaffolding level 2 explaining, reviewing, and restructuring yaitu siswa ditanya apa yang diketahui dan ditanyakan soal. pada level ini, s2 bisa menjawab dengan tepat dan diperoleh kesimpulan bahwa s2 mengetahui bahwa fungsi 12log)( 4 += xxf adalah fungsi logaritma kemudian diminta menggambar grafik fungsinya. s2 diminta mereview kembali langkah-langkah menggambar grafik fungsi logaritma, yaitu (1) ambil beberapa titik absis , (2) menentukan nilai ordinat dan titik koordinat , (3) menentukan letak titik koordinat yang diperoleh pada bidang cartesius, (4) hubungkan titik-titik yang diperoleh dan membentuk kurva. pada level 3 developing conceptual thinking, r dan s2 melakukan tanya jawab untuk menggali kesulitan yang dialami s2 dan mengarahkan ke jawaban yang benar. setelah diberikan scaffolding level 1-3 subjek s1 sudah bisa menggambar grafik fungsi eksponen dengan benar. selanjutnya, data script think aloud yang direkam dari hasil wawancara dan jawaban s2 dari hasil tanya jawab r dan s2 disajikan pada tabel 3. tabel 3. data hasil wawancara r dan s2 dalam menggambar grafik fungsi logaritma script think aloud jawaban s2 (berikut ini foto jawaban s2 sebelum dilakukan scaffolding) 28 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 20-31 r: s2: r: s2: r: s2: r: s2: coba cek kembali jawabmu, apakah kamu sudah yakin benar? yakin bu, bentuk dan arahnya sudah sesuai dengan sifat-sifat grafik fungsi logaritma. bagaimana dengan asimtotnya? sudah benar bu...kan kalau grafik fungsi logaritma, asimtotnya tegak, tepat pada sumbu-y. mengapa tepat pada sumbu-y? karena grafik 12log)( 4 += xxf tidak bergeser ke kanan maupun ke kiri, namun hanya bergeser ke atas 1 satuan dari grafik xxf 2log)( 4 = . jadi asimtotnya tetap pada sumbu-y. bagus sekali... namun, apakah benar grafik tersebut memotong sumbu-x di ? bagaimana kamu bisa mendapatkan ? kan dibagi 2 itu karena 4 dibagi 2 kan 2. makanya dibagi 2 sama dengan . r: s2: r: s2: r: s2: coba perhatikan ini maka jika diperhatikan dari gambar tersebut, bagian jika dibagi 2 bagian sama besar, maka perbagian besarnya menjadi berapa bagian? oooo...iya bu brarti . jika diselesaikan menggunakan pendekatan aljabar, masih ingat? saya coba ya bu…apa begini? bagus…coba perbaiki kembali perhitungan aljabarnya dan titik koordinat tiap kolomnya. baik bu https://jse.rezkimedia.org/index.php/jse/index tyaningsih, novitasari, hamdani, handayani, & samijo – pemberian scaffolding terhadap … 29 lanjutan tabel 3. data hasil wawancara ... (berikut ini foto jawaban s2 setelah dilakukan scaffolding) r: bagus sekali... untuk lebih jelas, bisa dicek kembali melalui aplikasi geogebra tabel 3 menunjukkan bahwa s2 sudah memahami langkah-langkah menggambar grafik fungsi eksponen tetapi masih mengalami kesulitan dalam hal penghitungan aljabar. peneliti memberikan scaffolding berupa level 1 environmental provisions yaitu pemberian stimulus berupa masalah dengan alat bantu visualisasi berupa geogebra. selanjutnya pemberian scaffolding level 2 30 journal of science and education (jse), vol. 1, no. 1, september 2020, hal. 20-31 explaining, reviewing, and restructuring yaitu meminta siswa menjelaskan rumusan masalah dan mereview prosedur penyelesaian masalah berupa langkah-langkah menggambar grafik fungsi logaritma. pada level 3 developing conceptual thinking, r dan s1 melakukan tanya jawab mengenai pembagian pada pecahan selama pembelajaran grafik fungsi eksponensial dan asimtot grafik, serta mengecek jawaban dengan aplikasi geogebra. setelah diberikan scaffolding mulai dari level 1-3 subjek s2 sudah bisa menentukan nilai logaritma dengan menerapkan sifat-sifat operasi aljabar, grafik fungsi logaritma, dan prinsip asimtot grafik. kesimpulan berdasarkan hasil penelitian ini dapat disimpulkan bahwa subjek penelitian s1 dan s2 melakukan kesalahan dalam mengkonstruksi grafik fungsi eksponensial dan logaritma. berdasarkan hasil think aloud melalui wawancara antara peneliti dan responden ditemukan bahwa s1 melakukan kesalahan dalam hal menentukan letak asimtot grafik, bentuk dan arah grafik, dan kesalahan kecil dalam penghitungan. sedangkan s2 sudah memahami langkah-langkah menggambar grafik fungsi logaritma tetapi terdapat kesalahan penghitungan aljabar di bagian akhir. untuk menata kembali pemahaman konsep yang masih salah, peneliti melakukan wawancara secara mendalam dan melakukan scaffolding untuk menggali proses berpikir pseudo siswa, sampai diperoleh strategi dan penyelesaian masalah yang benar. pemberian scaffolding pada s1 dan s2 dimulai dari level 1 environmental provisions yaitu pemberian stimulus berupa masalah dengan alat bantu visualisasi, level 2 explaining, reviewing, and restructuring yaitu penjelasan rumusan masalah dan proses review. pada level 3 developing conceptual thinking, yaitu tanya jawab hal-hal yang bersifat konseptual. referensi alamsyah, a., susiswo, s., & hidayanto, e. 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(2021). english language learning motivation of sports exchange students. journal of science and education (jse), 1(2): 80-92. https://doi.org/10.56003/jse.v1i2.37 introduction a student exchange program has gained much traction in universities worldwide (rabinowitz, 2013), as the program proposes several benefits either for students or for the institution. the research discussed several benefits of student exchange program namely students have the opportunity of learning and embracing themselves with a new language (berg, 2016; lin et al., 2021) students get social and cultural experiences, students become more multiculturism (fleckman et al., 2015; o'brien et al., 2019), getting a new understanding of the country they visited, and building international relationship among students (berg, 2016; lin et al., 2021; wu et al., 2015). interestingly, students who experience exchange study develop beyond their area of study and embrace themselves in an international and intercultural interaction (chan et al., 2018; wu et al., 2020). the exchange program is also the best way to become proficient at speaking a foreign language, experience different teaching styles, and build an international resume (moody, 2019; shulsinger, https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v1i2.37 https://portal.issn.org/resource/issn/2745-5351 mailto:suraya@mail.unnes.ac.id https://doi.org/10.56003/jse.v1i2.37 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v1i2.37&domain=pdf&date_stamp=2022-04-30 suraya, rahayu, mohamed, mohamed, & anggrahini – english language learning motivation … 81 2017). an international collaboration project is also great in improving students' cultural competency skills and basic networking (chan et al., 2018; wu et al., 2020). upon those many benefits of the exchange program, most of the research agree that exchange program help students to be more proficiency of their exchange language. the sports student exchange program (sse) is a program where students from partner universities from sport-related majors come to our faculty and vice versa. the student exchange program is a reciprocal activity between two universities or more to exchange students for a certain period. hinojo-lucena, in his research about international collaboration, found that the collaboration between also countries improve learning and relevance for exchange information (hinojo-lucena et al., 2020). it also teaches different methods and systems in learning specific knowledge (henderson et al., n.d.; hinojo-lucena et al., 2020). the exchange students from various countries sometimes hard to communicate using country dialect, thus english as a lingua franca to connect this multiculturism background of the students. english as a lingua franca uses english between speakers of various first languages for whom english is the only communicative medium of choice and frequently the only alternative (mccambridge, 2019). the english language is highly needed to raise the value of our graduates at the international level (dauyah et al., 2018). therefore, the benefit of an exchange program in motivating the students to communicate using the english language is highly valued. faculty of sports science (fss), universitas negeri semarang (unnes) is one of the faculty in unnes, which shows a high commitment to internationalization (sihono & suraya, 2019). the internationalization is showed by its activeness in acpes (asean council of education and sport). together with eleven universities from five countries, namely thailand, malaysia, indonesia, singapore, and the philippines, fss unnes hosted various activities, namely international conferences, joint research programs, joint publication programs, lecturer exchange programs, student exchange programs, community services, and internship exchange programs, to name but a few. the student exchange program is one of the most popular one followed by all the countries’ member including the fss, unnes. to maintain the communication between countries, all member use english as a lingua franca for academic and daily communication. due to the high intensity of english uses, it is likely beneficial to know the exchange student’s motivation in learning english after completing the program. research by suraya et al. mentioned that students of fss who have joined an exchange program tend to repeat their experience by joining another exchange program whenever offer (nurrachmad & suraya, 2019). they are also more active in some international events compared to those who never joined the program. as the exchange students mostly communicate in english with others. however, a minimum study discusses the relationship between the exchange program toward the student's motivation to learn the english language, especially english as lingua franca (nagy, 2016). in addition, the fact that english is important in all sectors not to mention in sports sector are sometime be underestimated until the students experience the need of 82 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 80-92 using english during their exchange program. therefore, this study attempts to fill the gap by asking students’ motivation to learn english after they experienced an exchange program. this research proposed that intrinsic and extrinsic motivation to learn english should work for non-english major (sports major). this research aims to explain the student's motivation (intrinsic and extrinsic) to learn english after being exposed to the exchange experience. method it is descriptive quantitative research with a set of questionnaires as the primary data supported by interviews as the secondary data. it aims to measure the students’ intrinsic and extrinsic motivation to learn english. the population of the study is students who joined the sse program. the students are at least sophomore-level, so there should be enough chance for them to choose to join or not joining an exchange program. the sample composed of the students from fss, unnes by using a purposive sampling technique. of 37 sports science, students agree to participate in the study which consist of 20 females and 17 males. the students have exchange experiences in the year 2018 and or 2019. the students are mixed from sports science department (12), physical education (7), coaching education (7), and public health science (11). the primary data were collected from survey tests and interviews. the survey instrument, in the form of an online questionnaire, was validated through expert judgment. a questionnaire is a data collection technique conducted by giving a set of questions or written statements to respondents to be answered. the method used is a closed questionnaire (kurbani, 2017). the test analysis will use quantitative descriptive analysis. in preparing the questionnaire, indicators have been determined which were used as the basis for compiling the questions in the questionnaire. the indicators of the motivation to learn english is divided as intrinsic motivation and extrinsic motivation. intrinsic motivation is defined to be involved in student activities that can appreciate and satisfy something to do, whereas extrinsic discusses actions that can be taken to receive achievement (zaccone & pedrini, 2019). the scoring for each indicator is strongly agree, agree, disagree, strongly disagree. the questionnaire is modified from saheb (2015) which can be seen in the table 1. the next instrument is an interview rubric. the interview intended to gain knowledge about the subjective meanings understood by the individual regarding the research topic. the interview was conducted through a zoom meeting and or whatsapp video call. according to lexy j. moleong (yuhana & aminy, 2019), an interview is a conversation with specific goals. in the implementation of this research, the researcher used a semi structured interview technique conducted with the respondents. the purpose of using structured interviews is to find problems more securely and do not extend from the focus of the problem. https://jse.rezkimedia.org/index.php/jse/index suraya, rahayu, mohamed, mohamed, & anggrahini – english language learning motivation … 83 table 1. motivation indicators indicator statements number total questions intrinsic motivation i feel confidence to speak english english is important to upgrade my capacity i learn english all by myself learning english is easy english is important for my personal development 1-5 5 extrinsic motivation others will have better opinion about me if i speak english english will support my academic career my friends encourage me to learn english outside of the english class, western movie, western song and some interesting books make me want to learn english mastering english is important for my future career 6-10 5 the stages carried out for interviews; then the stages carried out by researchers in conducting interviews, namely (henry et al., 2012). 1. make guidelines for interview questions arranged in accordance with the formulation of the problem. 2. determine the subject of the interviews, namely representatives of sse from fss, unnes. 3. interview method via zoom or whatsapp video call. 4. record the interview and convert it into a script. 5. ensure that the results of the interview are following the information required by the researcher. 6. analyze the results of the interview. some of the interview question are: are you interested to learn english? when did you start to learn english? what is your purpose of studying english? is there any interesting experience related to english barrier during your exchange program? is the sse program influence your interest to learn english? is there any sse experience which improve your english performance? what do you think of the benefit of english for your long-term project? and what factors that encourage you to improve your english ability? the study uses data analysis techniques based on data that has been collected. quantitative data are processed using statistical analysis, whereas the qualitative data are explored descriptively. the data were explained using descriptive quantitative analysis. results and discussion result student's english learning motivation english is one of the critical roles to success at the international level. the motivation in this study is divided into intrinsic and extrinsic motivation. research shows that students who have participated in the sports student exchange program have more experience related to the use of english and have very high motivation to learn english, as shown in table 2. 84 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 80-92 table 2. descriptive analysis of english learning motivation n minimum maximum mean std. deviation english learning motivation 37 57 77 65,68 5,879 valid n (listwise) 37 based on table 2, it is known that the minimum score of english language motivation is 57, the highest score is 77, and the mean english language motivation of students is 65.68. the data shows that the motivation to speak english possessed by students who have participated in a sports student exchange is very high, with the explanation in figure 1. fig 1. student's english learning motivation figure 1 explains from total of 37 students who have participated in the sports students exchange, 53% are agree with the statement meaning they have high motivation, and 33% have very high motivation to learn english. the results of the questionnaire are also supported by the interviews: some of the sse alumni were asked of when did they started learning english and if the international atmosphere (they experienced during studying abroad) give them influence to be more interested to learn the language: mulai kuliah saya tertarik; saya semakin tertarik berbahasa inggris saat masuk kelas internasional (agustina, 2020). starting from college, i was interested; i became more interested in speaking english when i entered the international class (agustina, 2020). the next questions were asking if the sse students are interested in learning english, most of them answered that no matter how difficult the english is, they do want to learn it. https://jse.rezkimedia.org/index.php/jse/index suraya, rahayu, mohamed, mohamed, & anggrahini – english language learning motivation … 85 saya ingin belajar bahasa inggris namun kenyataanya sangat susah karena dalam keseharian tidak menggunakan bahasa inggris. saya ingin meningkatkan public speaking dan berusaha belajar sendiri (athariq, 2020). i want to learn english, but in fact, it is challenging because in everyday life, i do not use english. i want to improve public speaking and try to learn on my own (athariq, 2020). this study measure students' english language motivation by examining intrinsic motivation and extrinsic motivation. the details explanation on the intrinsic and extrinsic motivation are as follow: intrinsic motivation the intrinsic factors that influence english learning motivation can be seen in figure 2: fig 2. intrinsic motivation the indicator for intrinsic motivation covers the students’ confidence to speak english, theirs belief on the importance of english for self-capacity and personal development, their independent effort to learn english, and their view that english is easy. it shows that 53% of the exchange students have a high intrinsic motivation and 34% of them have very high intrinsic motivation. meanwhile only 12 % have a low intrinsic motivation and 1% have very low motivation. it can be concluded that the students have high intrinsic motivation to learn english. the result for each indicators is explained in the table 3. table 3. intrinsic motivation intrinsic motivation indicator very high high low very low feeling confidence to speak in english 29% 54% 14% 3% believe that english could upgrade capacity 62% 38% 0% 0% doing an independent learning of english 11% 70% 16% 3% learning english is easy 11% 62% 27% 0% english is important for personal development 54% 43% 3% 0% 86 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 80-92 according to the above data, most of the students are intrinsically motivated to learn english since they belief that english could upgrade their capacity (62%). in addition, their intrinsic motivation is shown from their effort to independently learn english (70%). the result is strengthened through interview with the exchange student asking if the exchange program influence them to learn english. semangat tentunya ada, mengikuti sport students exchange mendorong saya untuk bisa belajar dan meningkatkan kemampuan terutama dalam bahasa inggris.... (wahab, 2020). of course, there is enthusiasm; participating in a sports student exchange has encouraged me to be able to study and improve my english skills.... (wahab, 2020). pastinya ada, dimana kita dapat menguasai bahasa inggris dan bahasa asing. karena pengalaman saya ke luar negeri adalah ke malaysia jadi saya pikir masih banyak juga yang berkomunikasi menggunakan bahasa. namun ketika saya disana hampir keseluruhan orang yang saya temui berkomunikasi dengan bahasa inggris jadi menjadikan saya semakin semangat untuk belajar (aminnuloh,2020) of course, there is, where we can master english and foreign languages. because my experience abroad is in malaysia, i thought there are many will communicate in bahasa. but when i was there, almost all of the people i met were communicating in english, so it made me even more enthusiastic to learn english (aminullah, 2020). minat untuk belajar bahasa inggris sangat meningkat setelah saya melaksanakan kkn luar negeri. hal tersebut terbentuk ketika saya setiap harinya berkomunikasi dengan mahasiswa maupun dosen sana lalu aktivitas aktivitas seperti ikut serta pembalajaran dikelas dengan mahasiswa sana, lalu ikut serta berpartisipasi workshop disana mewajibkan saya untuk bisa berbahasa inggris. disitulah minat berbahasa inggris saya meningkat (faizin, 2021). my interest in learning english increased after i joined the community service abroad. this was formed when i communicated every day with students and lecturers abroad and followed activities such as taking part in-class lessons with malaysian students, then participating in workshops which required me to speak english. that is where my interest in speaking english increased (faizin, 2021). the interview shows that rohman feels english when he was abroad and needs to communicate with others. the same things with wahab, joining the sse motivates him to learn english for daily communication. while faizin, taking classes and participating in some workshops which use english as the medium of instruction has motivated him to learn english. thus, the research agrees that the exchange program students have a high intrinsic motivation to learn english. extrinsic motivation motivation to learn english may also come from outside. the arrival of an overview of the extrinsic motivation of learning english for students participating in the student exchange can be seen in figure 3: https://jse.rezkimedia.org/index.php/jse/index suraya, rahayu, mohamed, mohamed, & anggrahini – english language learning motivation … 87 fig 3. extrinsic motivation to learn english this study's reference for extrinsic motivation includes building people's positive opinion, academic motivation, getting more friends to support, expanding learning sources, attraction to understand interesting movies, song, and book, and better career opportunities. of 53% students have a high extrinsic motivation and 32% of them have a very high extrinsic motivation. the explanation of each extrinsic motivation indicator is shown in table below: table 3. extrinsic motivation no extrinsic motivation indicator very high high low very low 1 others will have better opinion about me if i speak english 24% 60% 16% 0% 2 english will support my academic career 21% 57% 19% 3% 3 my family/friends encourage me to learn english 30% 49% 21% 0% 4 outside of the english class, western movie, western song and some interesting books make me want to learn english 35% 54% 11% 0% 5 mastering english is important for my future (work) career 51% 49% 0% 0% it can be seen that the most influential indicators are the student’s belief that mastering english is very important for future (job) career (51%) and their view that others would have better opinion about them if they could speak english (60%). the interviews also support the data, one of which is regarding the question on the benefits of mastering english. it shown that students feel proud when they can speak english with foreigners and they belief that the english ability would support their dream to continue their education abroad, as revealed from the following interview. untuk berkomunikasi dengan orang asing dan membuka kesempatan berkarier dalam dunia kerja, lanjut studi, dan menambah kemampuan berbahasa (putri, 2020). to communicate with foreigners and open career opportunities in the world of work, continue studies, and increase language skills (putri, 2020). 88 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 80-92 ...ketika ada orang berinteraksi menggunakan bahasa inggris terlihat keren dan membuat saya termotivasi untuk dapat mempelajari bahasa tersebut. keinginan melanjutkan studi ke luar negeri juga menjadi salah satu tujuan saya belajar bahasa inggris (hastari, 2020). when i saw people speaking in english, i think they look cool; it motivated me to learn the language. also, my dream to study abroad is one of my goals in learning english. (hastari, 2020). with regards to a question on the function of english for the students’ career, some students argue that english ability would support their work tujuan saya untuk dunia pekerjaan, karena dalam dunia pekerjaan pastinya ada penggunaan bahasa inggris dan tidak hanya bahasa indonesia saja (pamungkas, 2020). my goal (of learning english) is for my future working life because later at work, instead of bahasa, english must be helpful as well (pamungkas, 2020). in the academic world, there are many literary books in english. thus, english is the window to literacy. untuk mencari ilmu dan menambah wawasan, karena banyak sumber-sumber ilmu yang menggunakan bahasa inggris (dianti,2020). to seek knowledge and add insight, because many knowledge sources use english (dianti, 2020). in addition, the demands of speaking english with foreigners during a sports student exchange require students to continue to improve their english proficiency, as discussed in the following interview: ketika berada di luar negeri hampir keseluruhan orang yang saya temui disana menggunakan bahasa inggris dan tidak ada yang paham bahasa indonesia. jadi dalam kaitannya hal tersebut mau atau tidak mau wajib menggunakan bahasa inggris. disitu saya belajar dan terus belajar untuk meningkatkan kemampuan bahasa inggris (pramana, 2010). when i was abroad, almost all of the people i met spoke english, and none understood indonesian. thus, whether i want it or not, i must use english. then i studied and continued to improve my english skills (pramana, 2010). based on the questionnaire and the interview result, it can be concluded that the purpose of students studying english is to gain people positive opinion, communicate with foreigners, open the windows to knowledge, support their career, and prepare for studying abroad. thus, it can be concluded that some extrinsic factors above have motivated students to learn and speak english. discussion this study explores the intrinsic motivation and extrinsic motivation (ryan & deci, 2000; subakthiasih & putri, 2020; valerio, 2012) of sports students who have experienced an exchange program to learn english. self-determination theory defines people's motivation in two main categories: intrinsic and extrinsic motivation (zaccone & pedrini, 2019). a study highlighted that motivation in learning english could not be separated from attitudes and affective conditions of students, which can directly affect the efforts made by students in studying foreign languages (dauyah et al., 2018). the students, who have been studying abroad, have a confidence to speak english, strong belief that english would update their capacity and personal development, and they made some efforts to learn english, which are the indicators of intrinsic motivation. this is in line with what berg and lin discussed in their paper about the contribution of exchange progra https://jse.rezkimedia.org/index.php/jse/index suraya, rahayu, mohamed, mohamed, & anggrahini – english language learning motivation … 89 ms to motivate students to embrace a new language (berg, 2016; lin et al., 2021). one of the internal factors that can affect learning achievement is learning motivation. this motivation will encourage someone to do something to achieve goals. if students are motivated to do learning during lectures, there will be effective learning, ultimately resulting in high learning achievement. as some research agrees that motivation can function as a driving force for business and achievement (acquah, 2017; sudjimat & permadi, 2019), this research found that the students who have been studying abroad have a future dream to continue their study abroad thus they are likely to upgrade their english skill to meet the requirement of some scholarship abroad. attitudes and affective conditions are the driving factors that encourage students to put more effort into learning so that the goals of learning english can be achieved. attitude toward the language is categorized as intrinsic motivation. this study believes that students' positive perspective toward english such as have a confidence to speak english, ensuring themselves that learning english is easy, and independently made some efforts to upgrade their english ability are intrinsic reasons to develop their motivation to learn the language. research explains that the primary basis of communication in english is through regular practice (derwing et al., 2008; forey & cheung, 2019; qian, n.d.); this view is well supported in this study due to in the foreign country during the exchange program, the students are highly motivated to practice english for likely none of the people around understand bahasa. discussing extrinsic motivation, the indicators discussed in this study are students extrinsically motivated to learn english to gain positive opinions, better academic achievement, get more friends, get access to learning sources, and get a better (job) career opportunity. the research discussed compensation orientation (extrinsic rewards) (zaccone & pedrini, 2019) and outward orientation (comparing self to others) as an indicator of extrinsic motivation (liu et al., 2020). students strongly agree that positive opinions about people who can speak english have driven them to learn the language. this research shows that students strongly believe in the importance of mastering english to communicate with others. during the exchange program, students are required to join classes and give some presentations in english. the surrounding natural environment has extrinsically motivated them to learn english so they can show up their skills. although initially, the students did not dare to speak english in public, the demand to speak up for daily communication had a positive effect on their courage to speak english. students are intrinsically motivated due to the personal challenges they face (liu et al., 2020). thus, the students realize that english is necessary for communicating with foreigners as previous studies have discussed that the exchange program encourages students to be more confident to communicate in english on and off-campus (berg, 2016; chan et al., 2018; sowa, 2002). the sse in fss has succeeded in developing students' motivation to learn english. thus, the program supports the students to broader their minds and interact with the world beyond them through english as the 90 journal of science and education (jse), vol. 1, no. 2, march 2021, pp. 80-92 medium of communication between countries (nagy, 2016). even though it is challenging for ssf students to use english, their motivation has forced them to equip the language in their daily activities on and offcampus. unfortunately, not all the students who participate in the exchange program can get involved in this research because some have graduated or are currently carrying out internships and field practice outside the university. the future study needs to involved bigger participants as well as doing in depth interview to gain more knowledge on the influence of motivation toward the students’ efforts to upgrade their english performance. conclusion this study shows that personal belief on the importance of english to upgrade self-capacity is followed by practical practice of independent study to upgrade english performance are some intrinsic motivation embrace by the exchange students. further, their view of the importance of english for their future career and the positive opinion from their environment on the people who can speak english have extrinsically motivate them to learn english. this study agree that intrinsic and extrinsic motivation are crucial for learning english. our findings provide theoretical and practical implications that could be used in addressing other research questions. a theoretical implication is that the intrinsic and extrinsic motivation to learn english is also valid for non-english students (sports students). both aspects, intrinsic and extrinsic, need to be considered when studying the antecedents of learning english for non-english majors. the practical implication is that education should be aware of their students' motivation to learn english to create engaging english materials that will support and answer their motive since it would lead to a higher level of learning performance. this research gives a fundamental overview of exchange sports student's motivation in learning english. further study needs to compare exchange and non-exchange student's motivation and examine the role of this motivation toward the student's learning performance. references acquah, a. 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(2019). the effects of intrinsic and extrinsic motivation on students learning effectiveness. exploring the moderating role of gender. international journal of educational management, 33(6), 1381–1394. https://doi.org/10.1108/ijem-03-2019-0099 https://jse.rezkimedia.org/index.php/jse/index https://www.northeastern.edu/graduate/blog/study-abroad-benefits/ https://unnes.ac.id/berita/11-mahasiswa-ilmu-keola https://doi.org/https:/doi.org/10.1002/he.49 https://doi.org/10.31539/leea.v4i1.1728 https://doi.org/10.21831/jptk.v25i2.24416 https://doi.org/https:/doi.org/10.1002/jdd.12455 https://doi.org/10.5334/aogh.2665 https://doi.org/10.1155/2015/202753 https://doi.org/10.36667/jppi.v7i1.357 https://doi.org/10.1108/ijem-03-2019-0099 ieee paper template in a4 (v1) 39 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 1, 2021, 39-52 doi: 10.56003/jse.v2i1.67 issn: 2745-5351 socio-ecological sustainability and school garden in the early years of elementary school: a systematic literature review valdenildo pedro da silva1, francidalva vieira alves de assis 2 1 department of natural resources, federal institute of education, science and technology of rio grande do norte, natal, rn, brazil 2 postgraduate program on the sustainable use of natural resources (ppgusrn), federal institute of education, science and technology of rio grande do norte, natal, rn, brazil e-mail: valdenildo.silva@ifrn.edu.br received: 5 august 2021 accepted: 17 september 2021 published: 29 september 2021 abstract: other transgressive learning about sustainability needs to be part of the lives of students in the early years of elementary school, as they are responsible for seeking and achieving a sustainable future. however, the focus on socioecological sustainability does not seem to be present at this level of education as the literature has addressed. therefore, the objective is to review articles from journals that address the relationships on socio-ecological sustainability and school garden in the early years of elementary school, published from 2016 to 2021. based on the ideas of okoli and schabram (2010), they used if, in the research, the scielo and google scholar databases and 10 papers were chosen, which were read in full for analysis and discussion. the results show a limited focus on how the teaching of socioecological sustainability and school garden has been carried out in elementary school, that is, interdisciplinarity is not widespread and the approach to this sustainability, through the use of the school garden, is non-existent in classroom. it was noticed in the articles that the school garden is insufficiently used in teaching, despite its relevance in teachinglearning, as well as the sustainability addressed in schools involves only the economic dimension when it is essential to connect the social and ecological approach. keywords: sustainability; elementary school; school garden; systematic literature review. how to cite: da silva, v.p. & de assis, f.v.a. (2021). socio-ecological sustainability and school garden in the early years of elementary school: a systematic literature review. journal of science and education (jse), 2(1): 39-52. https://doi.org/10.56003/jse.v2i1.67 introduction the biggest sustainability challenges of this current period, locally and globally, are climate change, social inequalities and extreme poverty, resulting from human actions. therefore, education has been considered an essential alternative for mitigating perverse human actions that cause sustainability crises for people and their living environment, as is the case with the crisis caused by the covid-19 pandemic. with technological advances, there were several changes and challenges faced by humanity; given this specificity, educational requirements have increased, in view of its relevance in the construction of a responsible and aware society with civic action (sachs, 2019; tessari et al., 2021). education is an essential right for everyone, which enables the development of intellectual capacity and the generation of skills for people through a transformative and transgressive teaching-learning process (brasil, 1988; cury, 2008; unesco, 2021; wals, 2021). transgressive education and research can contribute to the construction of a more sustainable world, contrary to the thought of mere economic growth, https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i1.67 https://portal.issn.org/resource/issn/2745-5351 mailto:valdenildo.silva@ifrn.edu.br https://doi.org/10.56003/jse.v2i1.67 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i1.67&domain=pdf&date_stamp=2022-04-30 40 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 39-52 individualism, inequality and poverty that generates catastrophes (wals, 2021). however, this type of education and research seem to have a limited focus on school teaching and learning, from early childhood education to higher education. there seems to be a hidden unsustainable curriculum in schools, from an early age, which has prioritized simple economic growth, individualism and environmentally perverse problems to the detriment of better lasting living conditions for people and their livelihood (wals, 2015). on the other hand, in the current period, the implementation of an action plan around the fulfillment of the 2030 agenda is in progress, in which the approaches to socio-ecological or socio-environmental sustainability have become relevant, especially for the educational context, educational actions can contribute to achieving the 17 sustainable development goals (sdgs). among these sdgs, objective 4 stands out, through which the aim is to achieve quality, inclusive and equitable education for all (united nations, 2015). sdg 4 includes 7 goals, among which is goal 4.7, which aims to by 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development (united nations, 2015). in this scenario, education for socio-ecological sustainability in schools is essential, as it emerges as learning strategies with the application of active methodologies that enable educational, collaborative practices and experiences aimed at solving socio-ecological problems (wals, 2015). in this context, seeking publications of journal articles, this work sought to address how socioecological sustainability has been considered from the methodological use of the school garden in basic education, particularly in elementary school early years. the school garden is understood as "a strategy to educate for the environment, for food and for life, as it provides opportunities for such principles to be put into practice and incorporated into the education of school-age citizens" (barbosa, 2007). thus, it is a pedagogical tool that brings the individual closer to nature, encourages teamwork, improves eating habits, provides opportunities for interdisciplinarity and promotes the advancement of teaching-learning (souza et al., 2021). in addition, it is considered a pedagogical tool that enables the relationship between theory and practice, linking contents related to education, health and the environment (doria et al., 2017). elementary education – early years – is a teaching modality of basic education that encompasses the 1st to 5th grades, to which everyone has the right and the state has the obligation to grant it (brasil, 1996, brasil, 2017; cury, 2008). the term adopted in this socio-ecological sustainability study takes the focus off the economic dimension and directs the society-nature relationship, thus emphasizing people and the planet, as highlighted by wals (2015). from this perspective, although there is research related to the topic in question, a literature review is lacking on how the approach to socio-ecological sustainability and the school garden have contributed to the change in teaching-learning in schools that offer elementary education, especially in the early years. given https://jse.rezkimedia.org/index.php/jse/index da silva & de assis – socio-ecological sustainability … 41 the above, the objective of this study is to review articles from journals that address the relationships on socio-ecological sustainability and school garden in the early years of elementary school published from 2016 to 2021, in order to reveal evidence and changes in teaching-learning. method the literature review is indispensable research of published works, as it enables the identification of gaps and guides the researcher should follow towards the paths (okoli, 2015). in addition, this type of research also allows the researcher to define the problem or new idea on a specific topic, its flaws, and the systematization of the research contribution (galvão & ricarte, 2020). it is possible to theoretically contribute to the academic community through a systematic literature review (slr), in which the procedures followed by researchers until reaching the results are described (okoli, 2012; okoli, 2015). this slr followed, with methodological rigor, eight steps proposed by okoli & schabram (2010), such as: 1. identification of the purpose; 2. development of protocol and team training; 3. practical screen application; 4. literature search; 5. data extraction; 6. quality assessment; 7. summary of studies; and 8. review writing. the search period was established from january 2016 to june 2021, starting with the validity of the 2030 agenda. this time frame was defined due to the discussion of sustainability in the educational environment, which gained strength and importance from the 2030 agenda, which emerged in 2015 by the united nations, although before it the 8 millennium goals already existed. for this purpose, the scientific electronic library online (scielo) databases and the academic search tool google scholar were used. the central keywords of this review were “sustainability” (understood as socio-ecological), school garden and elementary education, delimited to brazil, where the study in question is concentrated. the criteria defined for the investigation were divided into two groups: inclusion and exclusion. the inclusions were: research articles, published in journals between 2016 and june 2021, in portuguese, spanish or english, in relation to the study question and availability of the full text. the exclusion ones, in turn, encompassed course completion works (monographs, dissertations and theses). this process allowed for the refinement of information, discarding documents that did not present sufficient information regarding the objective of this research. searches in the databases (scielo and google scholar) were performed with a combination of keywords, including the boolean operator and. in addition, we chose to use quotation marks (“”) to search for exact phrases specifically aimed at the topic under study. therefore, the keywords were applied according to the search by string: "school garden" and "sustainability" and "elementary education". in scielo, all indexes (year of publication, author, funder, journal, abstract and title) were used for the chosen type of literature, that is, the article, based on portuguese, spanish and english; however, the combinations found no results. in google scholar, in turn, advanced search was applied, using the criteria with all words, occurrence of my words (anywhere in the article), in portuguese, spanish and english. thus, a total of 1,128 42 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 39-52 works were extracted, however, after reading the titles, 1068 were excluded for not fitting the research theme (school garden), as described in fig. 1. of the remaining 60 articles, they were abstracts and their keywords were read and 24 were excluded for not working specifically with elementary school – early years – and 1 for duplicity; the methodology, results and/or full text of the remaining 35 were read. as a result, other 25 articles were excluded as they did not fit the objective of the slr. thus, the selection universe was reduced to 10 articles, which were read in full, causing the analysis of the texts and the discussion of studies. fig. 1. flowchart of the selection of slr articles. results and discussion in this section, a summary of the 10 selected articles is presented, not intended to give a detailed description of each one of them. to learn a little about the theme and information of each article, see table 1. that is, according to the selection flowchart described in figure 1, 10 articles were selected whose theme fits into the research, that is, which encompasses the theme of the school garden in elementary school – early years. the selected articles are listed in table 1. table 1. result of articles selected for analysis data base n author(s) year of publication article title journal / other information 1 dandara lima de souza; jonathan dias marques; simon da cunha tenório; italo marlone gomes sampaio; mário lopes da silva júnior; vânia silva de melo 2021 school garden as a strategy for environmental education in itupanema, barcarena, pará, brazil educação ambiental em ação v. 19, n. 74, 2021. https://www.revistaea.org/ results of searches in scielo and google scholar databases (n = 1128) reading the titles (n = 1128) 1068 articles excluded for not falling within the scope of the research (school garden) reading abstracts and keywords (n = 60) 24 articles excluded for not working specifically with elementary school initial years and 1 for duplication reading of methodology and results and/or full text (n = 35) 25 articles excluded because they do not fit the purpose of the slr screening 1 final selection (n = 10) screening 2 2 screening 3 2 selection https://jse.rezkimedia.org/index.php/jse/index da silva & de assis – socio-ecological sustainability … 43 google scholar 2 ananias lima dos santos, ruandra kaienne da silva laranjeira, rodrigo araújo pereira, maria raquel de carvalho cota, lionete viana da silva, everton ramos de souza 2020 the creation of a school garden as a tool for teaching environmental education brazilian journal of development v. 6, n. 10, p. 78811-78827, 2020. doi: https://doi.org/10.34117/bjd v6n10-349. 3 rayane reis sousa; samara lorranny de souza garcia; luciana pinto fernandes 2017 contributions of environmental education and school court in promoting enhancements to teaching, health and the environment revista ciência agrícola v. 15, p. 1-5, 2017. https://www.seer.ufal.br/ind ex.php/revistacienciaagricol a/index 4 clayton dos santos silva, romário guimarães verçosa de araújo, aleska batista da silva, gessyca thays dos santos silva, erilvado james rocha do rego, felipe dos anjos cardoso, abel washington de albuquerque, jessé rafael bento de lima 2017 school garden: the extension dialoguing with the university, valuing the school, and developing the community revista ciência agrícola. v. 15, p. 23-26, 2017 https://www.seer.ufal.br/ind ex.php/revistacienciaagricol a/article/view/3724/2983 5 marcelo damiano, rafaela bruno ichiba, maria olímpia de oliveira rezende 2020 school garden as a proposal for an active methodology in environmental education: an experience report in a state school in são carlos (brazil) educação ambiental (brasil v. 1, n. 3, 2020. issn: 2675-3782 https://educacaoambientalbr asil.com.br/index.php/eabr a/issue/view/5 6 denise ana augusta dos santos oliveira, jorge cardoso messeder 2018 from the didactic sequences to the literary production: the context of the school garden revista eletrônica debates em educação científica e tecnológica v. 8, n. 02, 2018. doi: https://doi.org/10.36524/dect .v8i02.1089 7 artur araújo, jonathan vieira de melo, aline aparecida silva cardoso, ludmila lorraine pereira dos santos, rebeca fernandes teixeira da rocha, tami helena pestana bogéa 2017 project for the construction of organic gardens in school units (sus) of the public school system in rio de janeiro city, rj revista presença v. 3, n. 8, p. 25-36, 2017 issn 2447-1534 https://revistapresenca.celsol isboa.edu.br/index.php/nume rohum/article/view/153 8 rogério sarkis costa, raquel da silva pereira, esdras da silva costa 2016 environmental education through a community garden: study in a public school in the city of são paulo revista científica hermes v. 16, p. 246-270, 2016 issn: 2175-0556 http://www.fipen.edu.br/her mes1/index.php/hermes1 44 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 39-52 9 natália gebrim doria, denise eugênia pereira coelho, mariana tarricone garcia, helena akemi wada watanabe e cláudia maria bógus 2017 the experience of an agroecological school garden as an interactive and creative health promotion strategy demetra: alimentação, nutrição & saúde v. 12, n. 1, p. 69-90, 2017. doi: 10.12957/demetra.2017.237 88 10 a. v. silva, j. f. silva filho, d. r. b. wangen, m. l. c. souza, e. l. silva 2020 horta and composting project: solid waste treatment in public school in urutaí scientific electronic archives vol. 13 (1), february 2020 doi: http://dx.doi.org/10.36560/1 312020929 following the selected works as a parameter, fig. 2 shows that, in 2016, only 1 article related to the school garden was published. however, there was an increase of a total of 4 articles published in 2017, a number which, in 2018, was reduced, as it fell to just 1. in 2020, there was another increase, rising, therefore, to 3 articles published, but, on the other hand, this number of publications was reduced to only 1 in 2021. 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 2016 2017 2018 2019 2020 2021 fig. 2 number of selected articles per year the 10 selected works are aimed at the use and relevance of vegetable gardens in the school environment. therefore, the results analyzed and summarized in relation to the approach to socio-ecological sustainability with the implementation of school gardens will be presented below. the research by souza et al. (2021) addresses the theme “school garden as a strategy for environmental education in itupanema, barcarena-pará, brazil”. the work discusses the implementation of a school garden https://jse.rezkimedia.org/index.php/jse/index da silva & de assis – socio-ecological sustainability … 45 of the organic type and mentions society, environment, sustainability and interdisciplinarity in the subjects of mathematics and science. through the implementation of the school garden project and the holding of lectures, the authors highlight issues on the historical context of agriculture, food security, citizenship, and health. the project allowed the students to have greater contact with the soil, who learned to respect the land and the production process of organic vegetables. the authors were able to see a greater performance in the teaching-learning of students who attended the vegetable garden. they emphasize, in the study, the importance of the school garden, which contributed to "promoting environmental education, as it raises awareness, socializes, brings the individual closer to nature, improves eating habits, encourages collective work, generally transforms people's way of life, provides interdisciplinarity, improves teaching and learning” (souza et al., 2021). as negative points, it was observed that the work failed to encompass all subjects of the school curriculum instead of having only two, as well as the activities in the garden that took place only once a week and the absence of an approach on socio-ecological sustainability. santos et al. (2020) addresses the theme "the creation of a school garden as a tool for teaching environmental education" in a public school located in the city of coari-am. the study presents the work, in an interdisciplinary way, in the subject’s science, mathematics, geography, history and portuguese language. although most students understand planting vegetables and recycling materials, they had difficulties when performing the practice. the initiative addresses the themes of environmental education using recycled objects to create the school garden, as well as food education by encouraging students to consume healthy foods. the research highlights that, through the garden, it was possible to demonstrate the cultivation of vegetables and understand the importance of teamwork. thus, “the activities in the garden arouse citizen and environmental attitudes, of environmental conservation, leading to paths to achieve sustainable development” (santos et al., 2020). the authors emphasize that the project's objective was achieved, as it generated a change in eating habits, as well as an improvement in the students' teachinglearning process. however, it was noticed that they did not adhere to the organic garden, considering that it provides a diet with healthier products and improved soil quality than in traditional cultivation. in the article by sousa et al. (2017), an explanation is given on the “contributions of environmental education and school garden in promoting improvements in education, health and the environment”. the research was applied to elementary school students at the vanor da costa parreão municipal school, an urban area in the municipality of araguatins-to. at the time, students and teachers were trained to set up an organic vegetable garden. in practical activities, it was demonstrated the "demarcation and construction of beds – following the modeling of standard beds –, composting, organic fertilization, preparation of seedlings, planting time, transplanting, weeding, irrigation, recognition of useful insects, pests and diseases, harvest and post-harvest” (sousa et al., 2017). it is also noteworthy that the cultivated vegetables were intended for school lunches, as well as for students to consume at home with their families. even though the students initially rejected the proposed consumption of vegetables in school lunches, they realized the great 46 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 39-52 importance of healthy eating and most ended up adhering to the cultivation of vegetables in their homes. the authors highlighted that there was an improvement in the teaching-learning process with the implementation of the vegetable garden, considering that the activities carried out contributed to make students aware of environmental problems and the importance of healthy eating and to understand the relevance of sustainability. on the other hand, the research does not address the interdisciplinarity of subjects taught at school, considering the great importance of integrating contents in the teaching-learning process. the discussion presented by silva et al. (2017) deals with the theme of “school garden: extension dialoguing with the university, valuing the school and developing the community”. the research was carried out at the elementary school dr. gastão oiticica, located in the municipality of rio largo, in the state of alagoas. the study points to the holding of lectures on school conservation, environmental preservation, the importance of healthy eating and the non-use of chemical products in food production. one of the positive points of the work was the holding of a fair to sample the vegetables collected in the garden, which involved students, parents, and the population. on the occasion, the students presented the relevance and stages of organic production. thus, "the insertion of the vegetable garden is of paramount importance for the school community, acting in the learning of everyone involved and forming future citizens with applications of various educational activities that contribute to training in the social, economic and environmental aspects" (silva et al., 2017). it is noteworthy that all vegetables were intended for school lunches. the authors emphasize that the school garden project contributed to the change in eating habits, improvement in school performance, awareness of environmental sustainability, that is, evolution in the teaching-learning process. however, the research was not developed in an interdisciplinary way, as it did not exercise this practice in the subjects offered by the school. the work by damiano, ichiba, & rezende (2020) presents the theme “school garden as a proposal for an active methodology in environmental education: an experience report in a state school in são carlos-sp. the planted garden was organic with the specific planting of 2 varieties of peppers. a compost was built with waste from the lunch and leaves detached from the school's green area. the authors highlight the carrying out of activities through pedagogical workshops that addressed issues aimed at students' understanding of agroecological agriculture, aiming at the sustainable consumption of resources, and learning about social and environmental responsibility. “working with organic agriculture transcends the simplistic idea of applying school content; it goes much further – it provides students with knowledge experiences, enabling them to have direct contact with nature” (damiano et al., 2020). the authors even emphasize the importance of using the vegetable garden as an active methodology, which provided the experience of students and awakened in them critical thinking related to the waste of school lunches and the proper treatment of organic waste, in the same way as the school community accepted this instrument very well. therefore, even though the research brings several positive points, it failed as the interdisciplinarity of the contents of the disciplines stopped working. https://jse.rezkimedia.org/index.php/jse/index da silva & de assis – socio-ecological sustainability … 47 the article by oliveira & messeder (2018) refers to the theme “from teaching sequences to literary production in the context of the school garden” with the aim of investigating how thematic approaches in the context of the school garden contribute from socio-scientific discussions to literary production. the research was developed in a municipal school in duque de caxias-rj and has a difference in relation to the other 9 works analyzed, since the school garden was used in a contextualized way. in other words, based on the students' narratives and drawings, a children's book entitled “play sementes” was created. the authors point out that conversation circles were held from which information and experiences were exchanged that contributed to the creation of the book. furthermore, the work in question addressed issues related to the environment so that the book's narratives can help readers in solving environmental problems. thus, “the child was the protagonist of the entire process, recognized as a socio-historical being, a thinking person, an observer, critic and participant in the reflective and decision-making processes” (oliveira & messeder, 2018). it is clear that the research has great relevance, considering that it resulted in the construction of a children's book that will serve as support material for students and teachers in the teaching-learning process. however, it was noticed that at work he is specifying only the science subject to work on the book when, in fact, it is possible to cover the content to other subjects in the school curriculum. another point observed in the article was that the term “sustainability” appears only once, and its definition and importance for the environment is not evidenced. araújo et al. (2017) has as the theme of its work the “organic vegetable garden project for a school unit of the public education system in the city of rio de janeiro-rj”. the authors chose to work with the organic garden, using recyclable and low-cost materials. in the composter, the organic compost was produced, consisting of school lunch residues for fertilizing vegetables. the authors emphasize, in their writings, the benefits that the organic garden project brought, among them, an activity called "salad", which allows students to put into practice what they have learned: harvesting and cleaning vegetables, asepsis of hands and material that are used. teachers take the opportunity to analyze and evaluate the knowledge absorbed by students. the lunch ladies were responsible for preparing the green salad and serving it to the school community. for the authors, "the development of the project enabled the practice of pedagogical activities in health education, assisting in the teaching-learning process and allowing the collective work action between students and teachers" (araújo et al. (2017) the highlights of the research were the application of permaculture, aiming at sustainable agricultural practices and the creation of a guide of interdisciplinary pedagogical activities developed by the authors. on the other hand, the research does not address the importance of interdisciplinarity in the construction of knowledge and the integration of content across disciplines. the research by costa, pereira, & costa (2016) works on the theme “environmental education through a community garden: a study in a public school in the city of são paulo” with the objective directed towards the application of the green and healthy environments program, which aims to promote health and actions 48 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 39-52 related to the preservation and conservation of the environment. the work discusses the national environmental education policy, which aims to encourage the adoption of sustainable practices for environmental preservation. the authors emphasize the lack of resources and financial support for the implementation of the project, however, they obtained help from students, teachers, employees, the community, the parent-teacher association, and non-governmental organizations. with that, it was possible to implement the vegetable garden. the authors also emphasize that the students were participative and learned about environmental awareness and acquired healthy habits with the cultivation and consumption of vegetables; likewise, they emphasize that the vegetable garden has brought several benefits, including “financial transfer through the money direct at school program to sustainable schools” (costa et al., 2016). it was noticed that the research did not adhere to the organic garden, nor did it mention interdisciplinarity in education. doria, coelho, garcia, watanabe, & bógus (2017) work, in their production, on the theme “the experience of an agroecological school garden as an interactive and creative strategy for health promotion” in the municipality of embu das artes-sp. the study highlights the importance of school gardens as an innovative pedagogical strategy that promotes work with education in health, nutrition, and the environment. the article highlights the school health program of the ministry of education and culture, which aims to contribute to the education of students through promotion, prevention, and health care actions. in addition, emphasis is also given to the educating with the school garden project of the national education development fund, which helps to create healthy eating habits through nutrition in schools and to promote environmental awareness among students and the teachers when using the school garden as a pedagogical and playful space. the work in question points out that the consumption of vegetables by children increased due to direct contact with these foods. in other words, "the garden brought benefits to the health of children, such as changes in eating habits – an increase in the intake of fruits and vegetables, an increase in the variety of fruits and vegetables that are consumed and there was a decrease in childhood obesity rates" (doria et al., 2017). students also cited learning in science and math classes with practice in the garden. the authors emphasize that school gardens are pedagogical strategies aimed at promoting health, enabling the development of environmental education actions, skills and contributing to the empowerment of students and equality. in the article, several excerpts from the students' statements are presented, among them, more learning was mentioned in taking good care of plants (selecting, planting, fertilizing, watering, and harvesting), composting, the importance of insects, teamwork, social inclusion (a strategy was created for students with disabilities to participate) and family involvement in creating a vegetable garden in their own home. the highlight of the research was the form of data collection carried out through drawings that the students produced about their participation in the school garden. however, there was a lack of work on interdisciplinarity covering all disciplines. https://jse.rezkimedia.org/index.php/jse/index da silva & de assis – socio-ecological sustainability … 49 silva, silva filho, wangen, souza & silva (2020) present a project named “garden and composting project: solid waste treatment in a public school in urutaí”. the development of the project included an educational lecture addressing the importance of growing and consuming vegetables, the practice of composting organic waste, as well as their recycling and reuse. for the establishment of the vegetable garden, legumes were used (potatoes, beets, carrots, tomatoes, scarlet eggplant (jiló), pumpkin, leaf onions and parsley). the planting, maintenance and harvesting of the garden were carried out by students and teachers. the authors emphasize that students acquired interest in relevant topics, including, environmental problems, the proper use of water sources, the importance of recycling through the composting of organic solid waste produced in the school itself, the relevance of vegetables for human consumption, quality of life, which are formidable factors to promote sustainable development (silva et al., 2020). however, even with the implementation of the vegetable garden, it was necessary to approach and relate the contents of different subjects with the students, bearing in mind their relevance to the teaching-learning process. the 10 articles analyzed were developed in brazilian public schools. in summary, through the analysis of the works, it was evidenced that the school garden is the main theme of these studies, which can significantly contribute to the teaching-learning process, considering that it enables the practice of activities, encouraging healthy eating habits, health promotion, teamwork, interpersonal relationships, social inclusion, and student empowerment, that is, it provides students with autonomy and prominence of their own knowledge. however, based on the 10 surveys, it is concluded that the school garden is insufficiently discussed, as well as little used in educational institutions. another important factor is that the authors emphasize only geography, science, mathematics, and portuguese in the development of activities in the garden. however, the garden's strategy is interdisciplinary. in addition to the aforementioned subjects, it covers several others, including history, arts, foreign languages, literature and information technology. thus, the vegetable garden is a didactic resource that allows teachers to relate the contents of different subjects to expand students' knowledge and develop skills. however, it was noticed that interdisciplinarity is not widespread in schools. it is noteworthy that among the 10 articles read, 7 chose to implement the organic garden and the remaining 3 adhered to traditional planting. however, none specified the importance of organic planting (without the use of pesticides) with a view to preserving and conserving the environment, as well as promoting health. it is also extremely important to highlight that, among the 10 articles analyzed, none talks about the 2030 agenda; consequently, they do not cite sdg 4, which is intended to ensure quality, inclusive and equitable education for all. therefore, it is alarming to identify that, from the date of the 2030 agenda, in 50 journal of science and education (jse), vol. 2, no. 1, september 2021, pp. 39-52 2016, until the present moment, the population is not aware of or is not engaged in fulfilling the 17 sdgs and its 169 goals. with the slr, it was possible to verify that all articles cover sustainability, however, none talks about socio-ecological sustainability. furthermore, it was noticed that interdisciplinarity is not widespread in schools. thus, socio-ecological sustainability, through the methodological use of the school garden, was not addressed in the 10 articles read. thus, through the analysis of the selected literature, it was noted that socioecological sustainability is not part of everyday life in the classroom. conclusion this systematic review showed that the topic of socio-ecological sustainability and the use of a school garden in elementary school is relatively understudied. through the analyzed articles, it was noticed that the teaching resource "school garden" is insufficiently used in the teaching-learning of the early years of this level of basic education, in the same way that the discussion on the approach to socio-ecological sustainability is non-existent or little known by the opinions and understandings of the students. as for the limitations of this research, the following are presented: delimitation of the sample field, as only two databases were used; the inclusion criterion is selecting exclusively publications of articles, not considering books, monographs, dissertations, and theses. it is noteworthy that any limitation may lead to opportunities for the development of future research of great relevance to society, for example, preparing a literature review including other databases, languages and course conclusion works (monographs, dissertations, and theses) on the applicability of sdg 4 and its goals in basic education. it can also be said that this systematic literature review is a careful and essential method and can contribute with information already published on school garden and socio-ecological sustainability in the early years of elementary education of basic education and enable the construction of new knowledge and more relevant and meaningful learning for students from an early age, for the construction of a more serene, user-friendly, and sustainable world for everyone throughout their lives. references araújo, a., de melo, j. v., cardoso, a. a. s., santos, l. l. p., rocha, r. f. t., & bogéa, t. h. p. 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(2021). the power of transgressive learning. great transition initiative. https://greattransition.org/gti-forum/pedagogy-transition-wals https://jse.rezkimedia.org/index.php/jse/index https://periodicos.uff.br/ensinosaudeambiente/article/view/21103 https://revistaea.org/artigo.php?idartigo=4107 https://revistaensinoeeducacao.pgsskroton.com.br/article/view/8128 https://en.unesco.org/themes/education https://www.un.org/ga/search/view_doc.asp?symbol=a/res/70/1&lang=e https://edepot.wur.nl/365312 https://greattransition.org/gti-forum/pedagogy-transition-wals ieee paper template in a4 (v1) 65 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 2, no. 2, 2022, 65-80 doi: 10.56003/jse.v2i2.96 issn: 2745-5351 are ninth-grade students aware and prepared when disaster strikes? danilo v. rogayan jr.1,2, ryan mar d. cuarto3, & mary louise a. ocsan3 1college of teacher education, president ramon magsaysay state university – san marcelino, philippines 2national research council of the philippines, taguig city, philippines 3college of teacher education, president ramon magsaysay state university – castillejos, philippines e-mail: danrogayan@prmsu.edu.ph received: 12 january 2022 accepted: 15 march 2022 published: 19 march 2022 abstract: awareness and preparedness are good preventive practices that can lessen the impacts of natural and manmade hazards. this descriptive cross-sectional study ascertained the extent of awareness and preparedness of ninthgrade students in terms of natural hazards and man-made disasters. the study involved 103 respondents in two public secondary schools in zambales, philippines. the study found out that the students have a high self-reported awareness of the different disasters, and they assessed themselves to be often prepared for the occurrences of the different disasters. the students’ disaster awareness had a significant moderate correlation with disaster preparedness. the study recommends that the students be exposed to several disaster awareness and preparedness programs to develop their understanding and preventive practices. the students' awareness of several disasters may be sustained and enhanced through various media like audio-visual presentations, posters, and iec (information, education, and communication) materials. as students become more aware of disasters, they become more prepared for disasters. hence, the environmental education curriculum can accentuate disaster science and management teaching to young learners as they are crucial actors in disaster preparedness, response, and mitigation. keywords: awareness; disaster education; mitigation; preparedness; philippines. how to cite: rogayan jr., d.v., cuaryo, r.m.d. & ocsan, m.l.a. (2022). are ninth-grade students aware and prepared when disaster strikes?. journal of science and education (jse), 2(2): 65-80. https://doi.org/10.56003/jse.v2i2.96 introduction disaster is a consequence of an ecological event or human-made conflict that compels significant turmoil, injury, physical damage, and economic disruption (rogayan & dollete, 2020). disasters may be classified into two, human-made and natural hazards. human-made disasters include fire and flash floods, while natural hazards include earthquakes, volcanic eruptions, typhoons, and tsunamis. such disasters significantly impact human lives and properties and can be considered the most threatening events for human beings. thus, people should always be prepared and adapt to climatic changes and ecological disturbances. the occurrence of natural hazards cannot be stopped, but their damage and destruction can be reduced through mitigation measures. awareness and preparedness are good preventive practices that can lessen the impacts of disasters. in recent years, natural hazards' social and economic costs have increased in response to rapid urbanization and shifts in land use patterns, mobility and unregulated industrialization, environmental devastation, and global climate change (rogayan & dollete, 2020). https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v2i2.96 https://portal.issn.org/resource/issn/2745-5351 mailto:danrogayan@prmsu.edu.ph https://doi.org/10.56003/jse.v2i2.96 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v2i2.96&domain=pdf&date_stamp=2022-05-01 66 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 65-80 the world risk report (wrr, 2021) indicated that the philippines ranked eighth globally in disaster risk with an index value of 21.29. in asia, the philippines is one of the five countries which fall into the highest risk category apart from brunei darussalam (world risk index, wri, 22.77), bangladesh (wri 16.23), cambodia (wri 15.8), and timor-leste (wri 15.75). exposure to earthquakes, cyclones, floods, drought, and sea-level rise (42.69 risk index points) is very high in the country. the country’s vulnerability (50.11 risk index points), susceptibility (28.63 risk index points), and lack of coping capacities (82.14 risk index points) are high (wrr, 2021). meanwhile, the lack of adaptive capacities (39.56 risk index points) is at the medium level (wrr, 2021). since the country is prone to natural hazards due to its geographical position and geology, the public needs to be aware of the possibility of numerous disasters occurring frequently and how to deal with them (rogayan & dollete, 2020). in the philippines, several agencies are responsible for disaster monitoring, preparedness, management, and disaster recovery. these government agencies include the philippine atmospheric, geophysical and astronomical services administration (pagasa) and the philippine institute of volcanology and seismology (philvocs) under the department of science and technology (dost), the philippine national disaster risk reduction and management council (ndrrmc), the department of national defense office of civil defense (dnd-ocd), the department of interior and local government (dilg), the department of social welfare and development (dswd), and other humanitarian organizations which provide recovery services. the media is a crucial conduit for emergency information from these agencies to the community (australian broadcasting corporation international development [abcid], 2014). the philippine department of education (deped) and commission on higher education (ched) also play a vital role in developing learners to be disaster-aware and disaster-ready. the role of educational institutions is very significant to create environmentally aware and eco-conscious learners (rogayan & nebrida, 2019). various stakeholders should collaborate in exerting more effort to enhance students' environmental literacy in the philippines (gatan et al., 2021). every year, schools conduct disaster drills such as earthquake and fire response drills for the students to be aware and prepared. these drills are in accordance with deped order 48 s. 2012 on the quarterly conduct of the national school-based earthquake and fire drills (department of education, 2012). such practice of the schools helps develop awareness and understanding about the students' response during disasters. the enactment of the republic act 10121 or the philippine disaster risk reduction and management act of 2010 likewise requires deped and ched to mainstream disaster risk education in school curricula. hence, learning institutions must train both educators and learners to reduce and address risks and hazards induced by natural hazards. such role of educational institutions is reflected in previous studies done globally (hosseini & izadkhah, 2020; kamil et al., 2020; kastolani & mainaki, 2018; luetz & sultana, 2019; rogayan & dollete, 2020; proulx & aboud, 2019; shah et al., 2018; shah et al., 2020). furthermore, educational institutions and children are considered vulnerable in times of disasters (ocal & topkaya, 2011), https://jse.rezkimedia.org/index.php/jse/index rogayan jr., cuaryo, & ocsan – are ninth-grade students aware … 67 primarily because they are physically and emotionally sensitive (khan, rana, nawaz & waheed, 2020). school, therefore, plays a crucial role in disaster preparedness and post-disaster rehabilitation (khan, rana, & nawaz, 2020). locally, minimal studies have been done on students’ disaster awareness and preparedness in junior high school (arcayera, 2017; fernandez & shaw, 2015; ventura & madrigal, 2020). due to the limited studies in the local context on students' disaster awareness and preparedness specifically in junior high school, this study was conducted. the present research gauged the awareness and preparedness level of ninth-grade students in two public schools in zambales, philippines, as baseline data for a proposed disaster management program. 1. disaster awareness disaster awareness is the extent of understanding and education of an individual regarding disasters, including their risks, hazards, and possible destruction. globally, empirical studies have been conducted regarding people's disaster awareness (dorasamy et al., 2017; lee & lee, 2019). these studies have focused on awareness of landslides (alcantara-ayala et al., 2018). disaster awareness studies also involved various sectors such as informal construction stakeholders (chmutina et al., 2018), primary schools (herdiansyah et al., 2020), house surgeons in dental colleges and hospitals (indiran, 2017), nursing students (park, 2019), and heritage sites (pavlova et al., 2017). in the philippine context, several studies on disaster awareness were conducted. the scholarly papers focused on awareness of disaster and disaster risk reduction management in a highly urbanized city (asio, 2021), universal banks (cordevilla, & caelian, 2020), children with autism spectrum disorder (fino et al., 2017), senior high school students (mamon et al., 2017), maritime students (panase, & doruelo, 2020), barrio communities (rogayan & dollete, 2020; soriano, 2019); and coastal communities (valenzuela et al., 2020). however, the present study focused on the ninth-grade students' disaster awareness at the junior high school level. 2. disaster preparedness disaster preparedness refers to an individual’s preventive practices to minimize the effects of natural hazards or human-made disasters. extensive literature has been published internationally regarding people’s disaster preparedness in asia (alsalem & alghanim, 2021; alyami et al., 2021; das, 2018; hoffmann, & muttarak, 2017; munasinghe, & matsui, 2019), europe (goniewicz, & goniewicz, 2020), and america (tkachuck et al., 2018). literature reviews on disaster preparedness were also conducted focusing on health professionals and support staff (gowing et al., 2017; labrague et al., 2018). in the philippines, several studies looked into the public's disaster practices (abante, 2019; domingo, & manejar, 2018; matthies, 2017; ravago et al., 2020; vicario-merino et al., 2019). disaster preparedness studies also involved school teachers (salita et al., 2020), barrio people (rogayan & dollete, 2020), local governments (dariagan et al., 2021), corporations (baynosa et al., 2021), academic libraries (superio et al., 68 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 65-80 2019), coastal communities (añasco et al., 2021; torrentira, & makilan, 2018) and the public (bollettino et al., 2020). however, the present study focused on grade 9 high school students’ level of disaster practices. 3. framework of the study the study was anchored on the republic act 10121 or the philippine disaster risk reduction and management (drrm) act of 2010. the law strengthens the drrm in the country and provides baseline data for formulating policies and plans and implementing actions and measures about all aspects of drrm. the study determined students' awareness and preparedness for disasters. the researchers used the data to craft the proposed disaster management plan for implementation in basic education schools in the philippines. the research ascertained the awareness and preparedness of the grade 9 students towards disasters. it aimed to answer the following research questions: (1) what is the level of disaster awareness of the respondents?; (2) what is the level of disaster preparedness of the respondents?; (3) is there a significant relationship between the disaster awareness and disaster preparedness of the students?; and (4) what activities can be proposed for the disaster management program? method 1. research design this study employed both descriptive and cross-sectional research. descriptive research plays a vital role in educational research, and thus it is essential to understand the nature and function of such research (knupfer & mclellan, 1996). according to burns and grove (2009), descriptive research is designed to provide a picture of a situation as it naturally happens. it may be used to justify the current practice, make a judgment, and develop theories. descriptive cross-sectional research is a research design wherein the researcher provides a detailed description of certain phenomena, circumstances, or experiences at a specific time, setting, and population. 2. respondents the study involved 103 ninth-grade students of two state-owned secondary schools in zambales, philippines. the study used comprehensive sampling wherein the researchers chose two grade 9 classes in two public secondary schools. the demographic profile of the respondents is shown in table 1. table 1. respondents’ demographic profile profile f (n=103) % sex male 56 54.37 female 47 45.63 age 14 34 33.01 15 44 42.72 16 17 16.50 17 6 5.83 18 2 1.94 https://jse.rezkimedia.org/index.php/jse/index rogayan jr., cuaryo, & ocsan – are ninth-grade students aware … 69 religion roman catholic 62 60.19 iglesia ni cristo 11 10.68 aglipay 9 8.74 christian 17 16.50 seventh day adventist 3 2.91 jehova’s witnesses 1 0.97 as presented in the table, out of 103 respondents, 56 (54.37%) students are males, and 47 (45.63%) are females. although males dominated the respondents’ distribution in the study, it can still be seen that there is almost an equal distribution of male and female respondents. most (44, 42.72%) of the students are aged 15 while 34 (33.01%) students are aged 14, 17, only 2 (1.94%) students are aged 18. the typical grade 9 students have an average age bracket of 14 to 16. as shown, most of the students are roman catholic (62, 60.19%). the philippines is a catholic-dominated country. 3. research instrument the researchers directly adopted the disaster awareness and preparedness questionnaire (dapq) developed by rogayan and dollete (2020). the researchers made no modifications to the tool used. the questionnaire comprises the following parts, the demographic profile of the students (part i), the disaster awareness level (part ii), and disaster preparedness level (part iii). the demographic profile of the respondents includes their sex, age, and religion. the disaster awareness questionnaire has 6 items that asked the students' awareness in the different types of disasters: earthquake, strong typhoon, landslide, flood, fire, and volcanic eruption. the disaster preparedness questionnaire contains the different types of disasters with different indicators. preparedness on earthquake (7 items), strong typhoon (10 items), landslide (5 items), fire (7 items), flood (6 items), and volcanic eruption (5 items) were asked. there is a total of 48 items included in the survey questionnaire. the different indicators measured the awareness and preparedness of the students and served as the basis for the proposed disaster management program. the adopted instrument has the following cronbach's alpha values: disaster awareness (0.88); disaster preparedness in terms of strong typhoon (0.76), landslide (0.79), earthquake (0.81), fire (0.83), flood (0.86), and volcanic eruption (0.80). the overall cronbach’s alpha value is 0.83 which describes a good internal consistency of the instrument. 4. data collection after formulating survey questionnaires, the researchers sought the approval of the school heads of the target schools. before data collection, the researchers also secured informed consent from the parents and participants' assent from grade 9 students. the researchers then explained the survey tool to the respondents before answering for about 15 to 20 minutes, then retrieved the questionnaires on the same day. the researchers used the baseline data gathered from the survey in crafting the proposed disaster management program. 70 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 65-80 5. data analysis the researchers used the combination of spss version 20 and ms excel 2013 to process data. the frequency and percentage distribution were employed to determine the frequency counts and percentage distribution of the raw scores of the respondents. the weighted mean was utilized to determine the average of the responses. the 5-point likert scale was used in the level of disaster awareness (very high, 4.50-5.00; high, 3.50-4.49; moderate, 2.50-3.49; low, 1.50-2.49; very low, 1.00-1.49) and level of disaster preparedness (always, 4.50-5.00; often, 3.50-4.49; sometimes, 2.50-3.49; seldom, 1.50-2.49; never, 1.00-1.49). the standard deviation was used to measure the spread of how far the observations are from their mean. pearson r correlation was used to investigate the correlation (r) between disaster awareness and disaster preparedness according to the respondents' answers. results and discussion the study delved into the disaster awareness and preparedness of grade 9 junior high school students. basic education students must become aware and prepared in times of disasters. several studies provide evidence that schools, specifically basic education schools, play a pivotal role in disaster risk reduction and management (hosseini, & izadkhah, 2020; luetz, 2020; sakurai et al., 2018; triastari et al., 2021). 1. students’ level of disaster awareness table 2 shows the level of awareness of the grade 9 students in the different disasters. table 2. level of disaster awareness of the students disaster m sd verbal description typhoon 3.78 0.98 high volcanic eruption 3.39 1.33 moderate earthquake 3.68 1.06 high landslide 3.61 1.13 high fire 3.66 1.19 high flood 3.45 3.46 high overall mean 3.59 1.53 high legend: very high-4.50-5.00; high 3.50-4.49; moderate 2.50-3.49; low 1.50-2.49; very low 1.00-1.49 the grade 9 students have a high self-reported awareness of the different disasters (table 2), with an overall mean of 3.59 (sd=1.53). they have a high level of awareness in all types of disasters except with volcanic eruption (m=3.39, sd=1.33) which is at a moderate level. in terms of awareness, typhoons (m=3.78, sd=0.98) ranked first, followed by earthquake (m=3.68, sd=1.06) and fire (m=3.66, sd=1.19). the current study revealed that the high school students have a high level of self-reported awareness of the different disasters with a moderate awareness level of a volcanic eruption. their level of understanding can be further enhanced through different research-based and science-based disaster management programs to be implemented in basic education schools. the high awareness level of students in the present study https://jse.rezkimedia.org/index.php/jse/index rogayan jr., cuaryo, & ocsan – are ninth-grade students aware … 71 conforms to the results of the study of ventura & madrigal (2020), wherein high school students of a public high school demonstrate remarkable disaster preparedness awareness and practice before, during, and after natural hazards. in the same vein, the results of the study of kamil et al. (2020) revealed that there was an increase of students’ disaster knowledge and understanding by 91.6% through incorporating geographic literacy in disaster-related theme materials. knowledge about geography is as important as being aware of disasters (rogayan & dollete, 2020), hence teachers must integrate geographical literacy in teaching disasters in the basic education curriculum. the current findings are also similar to previous studies revealing a high level of awareness of disasters among students (kamil et al., 2020; mamon et al., 2017; rivera & kapucu, 2015). 2. students’ level of disaster preparedness table 3 presents the disaster preparedness of the ninth-grade students. table 3. level of disaster preparedness of the students disaster m sd verbal description earthquake 3.79 1.06 often strong typhoon 4.01 1.01 often landslide 3.95 1.00 often fire 3.95 1.51 often flood 4.03 0.98 often volcanic eruption 4.13 0.94 often overall 3.98 1.08 often legend: always (4.50-5.00); often (3.50-4.49); sometimes (2.50-3.49); seldom (1.50-2.49); never (1.00-1.49) the students often ready themselves when disasters strike (table 3), as revealed in the overall disaster preparedness score of 3.98 (sd=1.08). they often prepare for all the catastrophes mentioned. interestingly, volcanic eruption (m=4.13, sd=0.94) ranked first in terms of preparedness even it got the lowest awareness among the respondents. this was followed by flood (m=4.03, sd=0.98) and strong typhoon (m=4.01, sd=1.01). earthquake. the students are often prepared for an earthquake with an overall mean of 3.79 (sd=1.06). they often practice the following: pick safe places in each room of your home, workplace and/or school; become aware of fire evacuation and earthquake plans for all of the buildings you occupy; keep and maintain an emergency supplies kit in an easy-to-access location; hang heavy items, such as pictures and mirrors, away from beds, couches, and anywhere people sleep or sit; and keep a flashlight and sturdy shoes by each person's bed. strong typhoon. in terms of strong typhoons, the students have a high level of preparedness with an overall mean of 4.01 (sd=1.01). they always practice the preparation of the cellphones with chargers. if they ever evacuate from their area due to a strong typhoon, they will have their cellphones with chargers for communication. it would also be a tool for them to be found just in case they are lost, trapped, or in danger. likewise, they often listen to radio on the updates of pagasa regarding the typhoon's movement; prepare at least a three-day supply of water and food; stay alert for extended rainfall and subsequent flooding even 72 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 65-80 after the storm has ended turn off gas tanks and unplug small appliances. it is very important to be updated and ready at all times about the typhoon. they still need to improve their preparedness in terms of the following: check their disaster supplies and replace or restock as needed; talk with members of their household and create an evacuation plan; and learn about their community’s storm response plan. landslide. the students have high preparedness in terms of landslide (m=3.95, sd=1.00). they often do the following: learn about their area's landslide risk; evacuate immediately from their homes if they suspect imminent danger; become familiar with the land around where they live and work so that they understand their risk in different situations; assemble and maintain an emergency preparedness kit, and create and practice an evacuation plan for their family. fire. the respondents are often prepared in a fire with an overall mean of 3.95 (sd=1.51). in particular, they often practice the following preparedness measures: keep items that can catch on fire at least three feet away from anything that gets hot; talk to children about the dangers of fire, matches, and lighters and keep them out of reach; and stay in the kitchen when frying, grilling or broiling food (4.06). they need to improve on the following practices: teach household members to stop, drop and roll if their clothes should catch on fire; and practice escaping from their home at least twice a year and at different times of the day. these practices are essential for the students to do in case of fire. flood. the students are often prepared in terms of a flood (m=4.03, sd=0.98). the students always do the following: prepare flashlights and extra batteries and keep a contact number of their local emergency response team. the students often practice the following: when a flood or flash flood warning is issued for their area, head for higher ground and stay there; if they come upon a flooded road while driving, turn around and go another way; and be especially cautious at night when it is harder to recognize flood danger. it is the best thing to do to prevent accidents, but some do not follow this because they can't leave their house. volcanic eruption. the students have a high level of preparedness for volcanic eruption (m=4.13, sd=0.94). in particular, the following, they often prepare the following: stay out of designated restricted zones; follow any evacuation orders issued by authorities; develop an evacuation plan for volcanic eruptions for their family; learn about their community’s warning systems and emergency plans; and review landslide and mudflow safety and preparedness measures with members of your household. the students often prepare for the different natural hazards and human-made disasters in terms of disaster preparedness. this implies that they often prepare for various disasters that might occur in the locality. the preparedness level can still be improved through their exposure to different disaster drills and related activities embedded in the crafted disaster management program. disaster preparedness must be enhanced in schools to protect the lives of students. such preparedness will not only "save precious lives and the future of a nation but will also empower the overall ability of communities to deal with the natural hazards by enhancing their preparedness" (khan, rana, nawaz & waheed, 2020). https://jse.rezkimedia.org/index.php/jse/index rogayan jr., cuaryo, & ocsan – are ninth-grade students aware … 73 similarly, previous studies also found out that students have an average level of preparedness as regards disasters (mustadi & atmojo, 2020; wardana et al., 2021; white‐lewis et al., 2021). 3. relationship between disaster awareness and disaster practices of grade 9 students the significant relationship between disaster awareness and disaster practices of students is presented in table 4. table 4. correlation between disaster awareness and disaster preparedness of students variables r p remark disaster awareness 0.466** 0.000 moderate correlation disaster preparedness **. correlation is significant at the 0.01 level (2-tailed) the results show that the pearson correlation coefficient was 0.466 (p<0.000), meaning that disaster awareness had a significant moderate correlation with disaster preparedness. this finding implies that as students’ disaster awareness increases, their preparedness will likely increase. the study also found out that there is a moderate relationship between students’ disaster awareness and disaster preparedness. the result supports the findings of several studies which found out that there is a significant relationship between disaster awareness and disaster preparedness (azali, & ludin, 2020; park, 2019; rogayan & dollete, 2020; titko, & ristvej, 2020; ventura & madrigal, 2020). the implication is that “being aware about disaster risk can be a significant precursor to being prepared in times of these unfortunate events” (rogayan & dollete, 2020). 4. proposed disaster management program the researchers proposed to establish possible partnerships between school administration and the following government agencies (table 5). bureau of fire protection (bfp). this agency is specialized and skilled when it comes to the operation and management of fire. this will help the students to be aware of the causes of fire and how to prevent it. the school can have a contact in bfp in case of fire in the school. the bfp could check each room to see if things may cause a fire. municipal disaster risk reduction management council (mdrrmc). this agency is primarily responsible for all kinds of disasters and plans to evaluate/assess the whole scenarios when the disasters occur. philippine institute of volcanology and seismology (phivolcs). this agency is responsible for forecasting and monitoring if a volcano will erupt. at the same time, it measures the intensity, epicenter, and magnitude of the earthquake on how big or small the impact of damage done in a particular place. philippine atmospheric geophysical astronomical and services administration (pagasa). this agency is concerned with the forecast or updates regarding typhoons. they can also give information if the class is suspended in a particular place. local government unit (lgu). this institution is responsible for planning, supervising, and implementing projects and programs in the locality. department of education (deped). this is the agency concerned with integrating disaster management programs in the school program and the curriculum. 74 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 65-80 the following are the proposed activities embedded in the proposed disaster management program. table 5. proposed disaster management program specific objectives activities/ topics persons involved duration expected output 1. disseminate information about nature, possible effects, the extent of damage in infrastructure and livelihood, and safety measures of earthquake, volcanic eruption, and fire. oplan iwas sakuna: disaster prevention campaign inform students on disasters through educational campaigns; distribution of flyers and pamphlets; watching documentaries; writing informative essay deped; bfp; faculty staff; school administration; parents; students; communities; and other stakeholders. at least three times during the school year at least 85% of faculty, staff, and school administration, students are wellinformed about disasters. 2. develop awareness on how to prevent and reduce accidents; learn to do alternative ways regarding cutting of trees; be an example of a responsible model to the community to lessen the damage of strong typhoon, flood, and landslide stop, look and listen safety tips orientation program; lecturedemonstration on cutting and planting trees and their effect on the environment; viewing ecomultimedia presentations agency concerned; school administration; students; and communities. at least two times the school year at least 80% of school administration and students are expected to improve their awareness of disasters 3. train students on safety tips while evacuating a building, learn to do first aid, and avoid places that are prone to fallen structure seminar workshop to lessen accidents: keeping everybody safe lecture-discussion; watching documentary films which will involve the effects of disasters; performing simulations; poster making depicting the cause and effect of disasters bfp; philvocs; school administration; faculty staff; students; the community; and other stakeholders once in a quarter 100% of the participants will be trained and informed from the said seminar workshops. https://jse.rezkimedia.org/index.php/jse/index rogayan jr., cuaryo, & ocsan – are ninth-grade students aware … 75 4. monitor the awareness of the participants after activities disaster literacy monitoring monthly conduct of a drill agency concerned; school administration; faculty; staff; students; communities and other stakeholders quarterly quarterly report 5. evaluate the effectiveness of the program closing program; evaluation of the program agency concerned; school administration; faculty; staff; students; communities and other stakeholders a day before the end school year evaluation report the schools may contextualize the crafted disaster management plan to improve the students’ awareness and preparedness level in terms of disasters. dikmenli and colleagues (2020) pointed out that every society, including schools, needs to have a concrete action plan for disasters and provide importance to these efforts to minimize losses and protect the lives of the people. conclusion the ninth-grade students have a high awareness of the different disasters specifically on typhoons, earthquake, and fire as these are commonly experienced by them. the junior high school students often prepared in the occurrences of different disasters particularly volcanic eruption, flood, and strong typhoon. there is a moderate direct relationship between disaster awareness and disaster preparedness. the proposed disaster management plan could serve as a tool in the continuous improvement of the students' awareness and preparedness towards natural hazards and human-made disasters. students may be exposed to several disaster-related programs to develop their awareness and preparedness as young as they are. the awareness level of students on the different disasters may be sustained and enhanced through various media like audio-visual presentations, posters, and education and information dissemination materials. schools may conduct actual drills, disaster workshops, and lecture series on the different kinds of disasters to enhance students' preparedness level. through social studies and science curriculum, teachers may incorporate the teaching of disaster science and management among the students, for as they become more aware of disasters, they become more prepared. it is crucial that students in the basic education are prepared for the disasters to safeguard themselves and their communities in times of disasters. schools, through the science or social studies department, may fully implement the crafted disaster management program. acknowledgement the authors would like to express their most profound gratitude to the support of president ramon magsaysay state university-san marcelino & castillejos campus, and the grade 9 students for actively 76 journal of science and education (jse), vol. 2, no. 2, march 2022, pp. 65-80 participating in this research project. to the editors and peer reviewers for the constructive feedback which enhanced this research article. references abante a. m. r. 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(2018). world risk report 2021. bündnis entwicklung hilft and ruhr university bochum institute for international law of peace and armed conflict (ifhv). https://reliefweb.int/sites/reliefweb.int/files/resources/2021-world-risk-report.pdf https://jse.rezkimedia.org/index.php/jse/index https://doi.org/10.3390/su12219121 https://doi.org/10.1080/07448481.2018.1431897 http://dx.doi.org/10.26855/jsfa.2018.04.001 https://doi.org/10.1088/1755-1315/884/1/012004 https://doi.org/10.1088/1755-1315/884/1/012004 https://doi.org/10.1016/j.ijdrr.2020.101508 https://doi.org/10.52006/main.v3i2.210 https://doi.org/10.4236/ojps.2019.93034 https://doi.org/10.1088/1755-1315/683/1/012034 https://doi.org/10.1111/josh.13023 https://reliefweb.int/sites/reliefweb.int/files/resources/2021-world-risk-report.pdf ieee paper template in a4 (v1) 196 this is an open access article under cc-by-sa license. journal of science and education (jse) vol. 3, no. 2, 2022, 196-205 doi: 10.56003/jse.v3i2.174 issn: 2745-5351 soft skill learning device for elementary school students through the learning of physical education in merdeka curriculum mu’arifin universitas negeri malang, jl. semarang no 5, malang city, east java province, indonesia e-mail: muarifin.fik@um.ac.id received: 3 october 2022 accepted: 4 december 2022 published: 26 december 2022 abstract: : the purpose of this study was to find out the initial observations about the soft skill needs for elementary school students through learning physical education, sports and health in the “merdeka belajar” curriculum. subjects were 8 physical education, sports and health teachers who filled out a softskill analysis questionnaire. the results show that physical education teachers still experience obstacles and difficulties in compiling and designing learning or teaching modules that emphasize aspects of soft skills. the conclusion is that physical education teachers have difficulty and do not know in compiling or making learning tools or what is currently known is teaching modules that emphasize soft skill elements. keywords: soft skills; physical education; teaching modules. how to cite: muarifin. (2022). soft skill learning device for elementary school students through the learning of physical education in merdeka curriculum. journal of science and education (jse), 3(2): 196-205. https://doi.org/10.56003/jse.v3i2.174 introduction the merdeka belajar curriculum is a new learning atmosphere in the 21st century now, because this merdeka belajar curriculum is considered in line with current educational problems in indonesia, and this merdeka belajar curriculum adapts to the characteristics of today's indonesian society starting from educational institutions, schools, teaching staff and students. female student now. the merdeka belajar curriculum that is echoed now offers several characteristics where students are required in soft skill and character development projects that are in accordance with the pancasila profile (jojor & sihotang, 2022). because of that, with the demands of the government in this merdeka belajar curriculum, it is hoped that it can increase students' potential through learning that improves students' soft skills. in the world of work, soft skills are a factor that is prioritized by many organizations in the future career development of students (ilias et al. 2012; robles, 2012). the implementation of the merdeka curriculum in indonesia is oriented towards improving the quality of the child's learning process, the paradigm described in the merdeka curriculum is to emphasize the student center where learning is focused on students (mundaryati, 2022). education is a basic thing or foundation of education in the past which can be used as a guide or reference in education today (daryono et al. 2021). the implementation of the education system in indonesia requires its citizens to study for 12 years starting from elementary school, junior high school and high school (kementerian pendidikan dan kebudayaan no 10, 2020) that the national education system is a https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.56003/jse.v3i2.174 https://portal.issn.org/resource/issn/2745-5351 mailto:muarifin.fik@um.ac.id https://doi.org/10.56003/jse.v3i2.174 https://crossmark.crossref.org/dialog/?doi=10.56003/jse.v3i2.174&domain=pdf&date_stamp=2022-12-29 muarifin – soft skill learning device for elementary school students … 197 conscious and planned effort to be able to create a learning atmosphere and learning process so that students can actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character and skills needed for themselves, society, nation and state. teachers have an important role in the success of education in indonesia. teachers are required to have many skills in teaching, to achieve learning objectives. according to indahyati & pratama (2016) professional teachers always develop themselves towards novelty starting from their knowledge and depth of expertise, and then professional teachers are diligent in reading and learning about new things. in research conducted by volante & fazio (2007) states that in studying the literacy of teachers in canada the level of understanding and ability of teachers to respond to situations (self efficacy) is relatively very low. the teacher is also important in developing his own potential, not only the ability of hard skills but the ability of the teacher's soft skills also has a positive effect on the teacher's innovation ability, both directly and indirectly (asbari et al. 2020). “merdeka belajar” is a new policy program from the ministry of education, culture, research and technology. this “merdeka belajar” is to be able to provide challenges and opportunities for the development of innovation, creativity, capacity, personality, and student needs. the purpose of the independent learning policy is to design student abilities in hard and soft skills of students (direktorat pendidikan tinggi kementerian pendidikan dan kebudayaan, 2020). this will make students more prepared and relevant to the needs of the times, as well as preparing competent graduates. to be able to answer this challenge, it is necessary to provide students' abilities through hard and soft skills. many of our teachers still apply learning in honing their students' hard skills and forgetting the important components in honing soft skills as well. a person's success is not determined by knowledge and skills, but by balancing self-management skills, success is determined only 20% by hard skills and the rest for 80% by soft skills. in research conducted by rachmawati (2012) that graduates have many deficiencies in how to communicate and adapt from the world of work because soft skills are very low. developing soft skills is very important because they are nontechnical in nature, related to personality, character, and a person's ability to socialize or adapt well in life and in the world of work. therefore researchers provide solutions to the problems faced by physical education teachers so far, in addressing and creating a learning system that places more emphasis on the soft skill level. to make it easier for teachers to carry out learning in accordance with the minister of education's decision on "merdeka belajar" which prioritizes honing students' abilities in soft skills. so in the research on increasing teacher professionalism in improving soft skills of elementary school students through physical education learning in the "merdeka belajar" curriculum, researchers will develop a product in the form of a module that contains the procedures for learning in schools with the application of soft skills and in the module contains the content. about learning soft skills. 198 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 method this study uses a descriptive research method with a qualitative approach (iwan, 2019) qualitative data that contains the description that has been collected and is in accordance with previous theories and research. the questionnaire here is used to collect data widely by distributing it via the online google form. from the results of distributing the questionnaires, there were 8 respondents, physical education, sports, and health teachers. with descriptive questions and data collection in the form of numbers which will be explained through chart images. because using qualitative and quantitative approaches will get and understand existing phenomena to be used to collect facts in the field that are needed in the research focus (pertiwi et al. 2019). the subjects in this study were physical education teachers and distributing online questionnaires by random sampling. anyone who could fill in the notes selected was elementary school physical education teachers (emzir, 2015). the data analysis technique here is carried out in a circular manner with several process stages, each stage consisting of description, reduction and selection (harahap, 2020). data collection methods, instruments, and objectives of each stage of the needs analysis can be seen in the table below: table 1. data collection activities method of collecting data data collection instruments process observation document collection observations made by way of literature study through secondary data search journals, articles, and previous research to strengthen research and to find novelty in previous research questionnaire questionnaire distribute a questionnaire containing 15 questions to be able to find out the answers from respondents when asked about soft skills results and discussion the results of this needs analysis are described in the description. the questionnaire distributed to the physical education, sports, and health teachers found many answers from various respondents from 8 elementary school teachers who differed for each school. each teacher may have their own experiences in conducting learning. maybe physical education teachers have already done softskill-based learning, but many teachers are not aware of doing this learning. in this study, it analyzes teachers in malang city so that they serve as research references so that teachers can emphasize soft skill-based learning more optimally. below is an explanation of the results of the questionnaire that was carried out and answered by the physical education, sports, and health teachers. https://jse.rezkimedia.org/index.php/jse/index muarifin – soft skill learning device for elementary school students … 199 do you know what are the soft skills of students in learning physical education? figure 1 respondents' answers in soft skill knowledge in physical education learning in this initial question, from eight (8) physical education teachers who already know about the concept of soft skills, there are seven people who already know the definitions and concepts of soft skills learning. meanwhile, there is one person who does not know what the concept of soft skills is. this indicates that the teachers of the 8 respondents already understand and know the concept of what soft skills are. but for soft skills for learning in physical education they still don't know, what are the forms in physical education learning soft skills, how is motion learning that raises indicators or soft skill concepts. maybe the teachers have implemented the learning but don't know it is included in the appropriate soft skills. have you ever heard the term learning model to improve students' soft skills figure 2. respondents' answers in knowledge of learning models to improve students' soft skills from the answers of the respondents above, there are several teachers who do not know about learning that can improve students' social skills, why is soft skills for students necessary. in the world of learning it is very important to apply student soft skills, this aims to improve students' ability to solve problems, proficient in self-skills, and be able to manage self-potential (sattriawan et al., 2020). soft skills play an important role in the success of learning and student careers. from the research found that in terms of contribution there 200 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 were positive results from students' soft skills on student character education (ratnawati, 2016). therefore, students' soft skills can be developed through educational and environmental activities (muqowim, 2012). have you attended any training/seminar on learning models to improve students' soft skills in physical education? of all the respondents who as respondents said that they had not attended or had never participated in activities such as training or seminars about compiling learning tools that could improve students' soft skills, especially in learning physical education, sports, and health. with the existence of training activities and seminars, it is expected that teachers can know and be able to understand in designing learning tools according to what will be done. more specifically in training activities that design learning devices based on soft skills which are directed at the realm of physical education, where students carry out movement activities, but within the elements of movement there is material about soft skills that appears. in your opinion, is the learning model for improving soft skills important to apply in learning physical education? figure 3. respondents' answers in knowledge of learning models to improve important soft skills to be applied in learning physical education from the responses answered by the teachers said that learning that improves soft skills is important. physical education through movement activities can produce holistic changes, both physically, mentally and emotionally as well as improve the character, mind and development of children, because physical education has more opportunities to improve students' soft skills (nasution, 2018). the influence on soft skills is positive, where the higher the soft skills a person has, the higher the level of readiness of a person (lisdiantini et al., 2019). factors that can affect student interest are also influenced by the student's own motivation, therefore it can be classified in this aspect of soft skill learning for students and adjusting student motivation (heynoek et al. 2020). https://jse.rezkimedia.org/index.php/jse/index muarifin – soft skill learning device for elementary school students … 201 have you ever provided a learning model that is oriented towards improving students' soft skills in learning physical education? figure 4. respondents' answers whether or not to provide a softskill learning model in the questions asked here, most teachers have never provided a learning model that is oriented towards improving students' soft skills in learning physical education, sports and health. maybe teachers have played games that emphasize soft skill activities, but they are not aware that they are included in games that can improve these soft skills. therefore, a module is needed that can help and provide direction so that during learning or teaching modules it raises issues of increasing or having soft skills, not only written hard skills on motor learning. have you ever developed learning tools that are oriented towards improving students' soft skills in learning physical education? figure 5. respondents' answers whether they have ever developed soft skills learning the importance of preparing for learning. developing learning tools is very important because learning tools provide guidance on what to do in each learning process (boleng et al. 2018). the picture above explains that there are still many physical education teachers who have not prepared learning tools that are oriented towards improving students' soft skills in learning physical education (boleng et al. 2018). 202 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 if you ever gave an assignment that was oriented towards soft skills, what kind of assignment would you give? learning that emphasizes soft skills is something that needs to be done to improve students' skills outside of hard skills mastery, because the world of work places priority on soft skills which are then balanced by hard skills (prihatiningsih, 2018). from the explanation of the physical education teachers, they gave assignments that emphasized soft skills by grouping students to practice the material being taught, for example when basketball material was formed in groups to practice various types of passing. providing learning using teamwork, honesty, discipline, personality in leading friends, helping each other improve movements, daring to speak or express feelings in learning physical education, sports, and health do you have difficulty in developing learning tools based on soft skills? figure 6. respondents' answers to difficulties in compiling soft skill learning tools teachers have difficulty in compiling learning tools that improve soft skills because they do not know the concept and meaning of the soft skills themselves. the reason for this is because there is no socialization or learning tools that are arranged in soft skills learning. can soft skills affect movement skills in students? skills that emphasize soft skill aspects greatly affect students' movement skills, because learning models based on soft skill aspects integrated into physical education learning in schools can affect students' movement skills (indriharta et al. 2016). these soft skills are highly recommended in completing the educational component, in physical education soft skills are very important for graduate students and for continuing their next life after school (kondur et al. 2022). what are the obstacles faced in providing aspects of soft skills in learning? so far there have been no obstacles. some teachers do not understand the meaning and application of it. lack of community, the ability of students' soft skills is different. the community environment lacks insight. some of the students didn't pay attention. today's students or students tend to be inclined to their feelings and mindsets, therefore handling student by student is a more important concern than forcing them to do something they don't like or can't. the solution i always give is to change the order of the practices (besides https://jse.rezkimedia.org/index.php/jse/index muarifin – soft skill learning device for elementary school students … 203 the order of the practices being changed, the 'child' is given the understanding to pay attention and rearrange their emotions which in the end when they are ready, they will practice as they have noticed (from their friends or teacher) if you are required to do soft skill-based learning, how do you instill soft skills learning in physical education in students? creating a study group selects several children who have mastered the material to be made peer tutors for their friends, carried out in stages based on their life skills. practice and be communicative, do pre-test and post-test for grouping students. reinforcement on certain materials. inviting students to study together, if you don't pay attention, we apply the game method to attract students' attention in learning. in affirmative learning we need to help them manage their emotions, especially for children who lack kinesthetic intelligence. studying body language and read faces helps to know the emotions and feelings of students before entering core learning. should students master soft skills? soft skill abilities play an important role in the success or failure of individual learning. gru must be able to find ways how to integrate soft skills in their current learning (mozgalova et al. 2021). especially for children with special needs, we need to be more motivated so that their internal motivation grows in a positive direction to be able to practice regarding the physical education material provided. there is a gap in the learning that the teacher provides in terms of soft skills, which is also recommended for students with disabilities or special needs (fernandes et al. 2021). to control students with special needs, their soft skills can be adjusted according to the material and always controlled when students do, and assistance when doing soft skills (zahro et al. 2020). conclusion the conclusions found in what has been done have been summarized have been summarized through the results of the questionnaire, state that learning that emphasizes the soft skills aspect has not yet been developed or disseminated about learning that specifically prioritizes students' soft skills in elementary schools. basically, students at this age need to form strong characters through learning physical education should bring out the characters of students who are responsible, proficient in speaking, assertive, and able to lead and solve problems for themselves. therefore, this initial observation is needed to understand how well elementary school teachers understand what the meaning and role of these soft skills are. it can be concluded that teachers know the principles of soft skills, but they are confused and do not know how to compile or make learning tools or what is currently known, namely teaching modules that emphasize elements of soft skills. 204 journal of science and education (jse), vol. 3, no. 2, special issue 2022, pp. 196-205 the problem is also that there is no research that develops teaching modules that emphasize soft skills, this means that teachers do not yet exist or have never participated in event activities such as training or seminars about compiling learning tools that can improve students' soft skills, especially in learning physical education, sports, and health. references asbari, m., wijayanti, l. m., hyun, c. c., imelda, d., & purwanto, a. 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