225 JPJO 4 (2) (2019) 225-230 Jurnal Pendidikan Jasmani dan Olahraga http://ejournal.upi.edu/index.php/penjas/index Comparative Analysis of Student Learning Motivation and Motion Intensity in Tactical and Technical Learning Models in Invation Games Mesa Rahmi Stephani, Lutfi Nur, Burhan Hambali, Adang Suherman, Dian Budiana, Herman Subarjah Universitas Pendidikan Indonesia, Indonesia Article Info Article History : Received March 2019 Revised June2019 Accepted July 2019 Available online September 2019 Keywords : Invation Games, Learning Models, Motivation, Motion Intensity Abstrak Penelitian ini bertujuan untuk melihat perbedaan motivasi dan intensitas fisik pada siswa SMP melalui model pembelajaran taktis dan teknis dalam permainan invasi. Penelitian ini menggunakan metode eksperimen dengan desain post-test control group design. Pemilihan sampel menggunakan cluster random sampling dipilih untuk menentukan kelompok eksperimen dan kelompok kontrol. Dari masing-masing kelas terdiri dari 24 siswa. Dari masing-masing kelas diambil 8 orang siswa (4 laki-laki; 4 perempuan) karena terbatasnya ketersediaan instrument Polar Global Positioning Sys- tem (GPS). Motivasi siswa diukur menggunakan angket. Data diolah menggunakan independent sample t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan motivasi dan intensitas gerak siswa pada kelompok model pembelajaran taktis dan teknis. Intensitas dan motivasi siswa pada kelompok model pembelajaran taktis lebih tinggi dibandingkan dengan model pembelajaran teknis. Implikasi penelitian ini dapat digunakan sebagai data empiris terkait motivasi dan intensitas gerak yang dipengaruhi oleh model pembelajaran taktis dalam permainan invasi. Sehingga pencapaian ke- bugaran jasmani dapat diperoleh dengan memperhatikan intensitas gerak siswa selama pembelajaran penjas secara objektif. Abstract This study aims to look at differences in motivation and physical intensity in junior high school students through tactical and technical learning models in invasion games. This study used an experimental method with a post-test control group design. Sample selection using cluster random sampling was chosen to determine the experimental group and the control group. Each class consists of 24 students. From each class 8 stu- dents were taken (4 men; 4 women) because of the limited availability of the Polar Global Positioning System (GPS) instrument. Student motivation is measured using a questionnaire. Data is processed using independent sample t-test. The results showed that there were differences in the motivation and intensity of student movements in the tactical and technical learning model groups. The intensity and motivation of students in the tactical learning model group is higher than the technical learning model. The implications of this study can be used as empirical data related to motivation and inten- sity of movement influenced by tactical learning models in invasion games. So that the achievement of physical fitness can be obtained by taking into account the intensity of student movement during the Physical Education learning objectively.  Correspondence Address : Jl. Dr. Setiabudi No. 229 Kota Bandung, Indonesia E-mail : mesarahmistephani@upi.edu ISSN 2580-071X (online) ISSN 2085-6180 (print) DOI : 10.17509/jpjo.v4i2.19926 226 Mesa Rahmi Stephani et.al / Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) INTRODUCTION Physical education is one of the subjects in schools and has a role in the development of cognitive, affective and psychomotor aspects. Physical education programs in schools are aimed at developing students' potential (Rokhayati, Nur, Elan, & Gandana, 2017). Physical education is education through physical activi- ties, which in learning leads and covers matters relating to these three aspects (Suherman, 2009). The process of teaching and learning physical education is a learning process basically a pedagogical interaction between teacher, student, material, and the environment. In addi- tion to learning goals, the existence of physical educa- tion at school can support student learning. One study showed a positive relationship between insulin re- sistance, VO2max, and the forebrain in adolescents. Giving importance to brain health for learning and school performance, concludes that schools need to em- phasize physical fitness to maintain integrated brain structure and function and support academic achieve- ment (Ross, Yau, & Convit, 2015). The goal of the learning process is student learn- ing. Broadly speaking, this process can be divided into three management categories, namely routine manage- ment, core management of the learning process, and environmental management and learning materials. In relation to the teaching and learning process, we need a teacher who understands how to teach well, one of which is the selection of effective and efficient learning models as an effort to develop students' potential. The selection and use of appropriate learning models in the teaching and learning process of practice with the aim that learning outcomes can be mastered well, is an ef- fort that must be done by every teacher. The use of ap- propriate learning models can encourage the growth of students' enjoyment of the lesson, foster and increase motivation in doing assignments, making it easy for students to understand the lesson so as to enable stu- dents to achieve better learning outcomes (Aunurrahman, 2010). For this reason, it is necessary to develop a learning model that is more effective and ef- ficient, in accordance with the demands and characteris- tics of students who study. This means that students who have low levels of motivation will have many ob- stacles so that the achievement of learning outcomes is not optimal. Therefore, teachers must be able to antici- pate or overcome these problems, by not using careless learning models, meaning teachers must be able to plan, set and implement various efforts related to teaching and learning activities, of course the selection of learn- ing models is very effective for the creation of learning quality so that it has an impact on expected learning outcomes. More effective learning time in which there is a combination of high-quality teachers, as measured by general indicators such as experience, educational background, and main subjects. This influence has a big influence on students with lower socioeconomic condi- tions (Motegi, 2019). Motion learning in physical education not only provides a challenging motion experience but motivates children to move. However, several studies mention that motivation and intensity of learning motion is seen as a key factor in the quality of the physical education learning process (Cortés, Correa-Díaz, Benjumea-Arias, Valencia-Arias, & Bran-Piedrahita, 2017). Learning model as a way to facilitate students to learn effectively so that they are able to improve their capabilities (Joyce, Weil, dan Calhoun;Fawaid & Mirza, 2009). Motivation is a psychological phenomenon that is pro- duced as a result of a person's intentions, needs, inter- ests or desires (Cortés et al., 2017). In the practice of physical education and sports students can engage in motivational factors that encourage or break the spirit (Cortés et al., 2017). But there are no studies that as- sess objectively the intensity of movement in secondary school students included in the adolescent category. This study will analyze the differences in motivation and the achievement of student movement intensity in physical education learning through tactical and tech- nical learning models, using assistive devices Heart Rate Monitor Polar GPS (Owen, Curry, Kerner, New- son, & Fairclough, 2017). METHODS Research is a type of comparative research (Maksum, 2009). The research method that will be used in this research is experiment with design Posttest Con- trol Group Design (Johnson & Christensen, 2012; As- tuti, Prasetyo & Rahayu, 2012). The subjects were stu- dents of Laboratorium Percontohan UPI Bandung Jun- ior High School. The Sample are Students Grade VII. http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.19926 227 The sampling technique in this study uses the technique Cluster Random Sampling, so that as many as 2 classes were taken randomly from the total number of classes to be sampled, each class consisting of 24 students with an age range of 12-13 years. Due to the limited availa- bility of the Polar Global Position System (GPS) instru- ment as a tool for measuring pulse rate and distance traveled, the samples in each class were only taken as many as 8 students (4 male; 4 female) with an age range of 12-13 years. Motivation was measured using a physical education and sports learning motivation ques- tionnaire adopted from (Ginanjar, 2015). RESULT AND DISCUSSION Data that has been obtained from the results of research and measurements on research subjects are analyzed according to need. Descriptive statistics are the initial images to see the distribution of data in each group. Based on the descriptive statistical table above, the mean value obtained in the variable of the intensity of the uninterrupted Motion is between 169.00 to 202.25 and the standard savings ranges from 4.78 to 5.34. A mean value of 169.00 was obtained in the technical group, whereas in the tactical group a mean value of 202.25 was obtained. In addition to the motivational variables obtained mean values ranged between 16.62 to 20.25 and standard simulations ranged from 1.48 to 2.50. A mean value of 20.25 was obtained in the tacti- cal group, while in the technical group a mean value of 16.62 was obtained. Based on the Shapiro Wilk test table the variable motion intensity of the Tactical group obtained a signif- icance value of 0.229 (0.229> 0.05), while the Tech- nical group obtained a significance value of 0.714 (0.714> 0.05). Then in the motivation variable the Tac- tical group obtained a significance value of 0.428 (0.428> 0.05), while the Technical group obtained a significance value of 0.714 (0.404> 0.05). The decision making method for the normality test is if the signifi- cance value> 0.05 then the data is normally distributed and if the significance value <0.05 then the data is not normally distributed). Therefore, based on the signifi- cance value obtained in the variable of motion intensity and motivation in both the Tactical and Technical groups the significance value obtained above 0.05, in other words the data on the motion intensity and moti- vation variables are normally distributed. The significance value of the motion intensity var- iable was 0.597 while the motivation variable obtained a significance value of 0.139. Same is the case with the normality test. The decision making method for homo- geneity test is if the significance value> 0.05 then the data is homogeneous and if the significance value <0.05 then the data is not homogeneous. Therefore, based on the significance value obtained in the variable motion intensity and motivation obtained significance values above 0.05, in other words data on the motion intensity variable and homogeneous motivation. Based on the analysis results presented in the inde- pendent sample t test table, it is evident that there are significant differences between the tactical and tech- nical learning models of learning motivation, this is evidenced by the t value of 4.43 and significant at 0.00 (0.00 < 0.05). Then the mean defference obtained value of 33.25, meaning that there is a difference in the aver- age value between tactical and technical groups on learning motivation. The tactical learning model group http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.19926 Mesa Rahmi Stephani et.al / Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) Table 1. Descr iptif Statistic Group N Mean Std. Dev. Std. Error Mean Movement Intensity Tactical 8 202.25 15.11 5.343 Technique 8 169.00 13.54 4.789 Motivation Tactical 8 20.25 1.48 .526 Technique 8 16.62 2.50 .885 Table 1. Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t Df Sig. (2- tailed) Mean Difference Movement Intensity Equal vari- ances as- sumed 0.29 0.60 4.63 14.00 0.00 33.25 Equal vari- ances not assumed 4.63 13.84 0.00 33.25 Motivation Equal vari- ances as- sumed 2.47 0.14 3.52 14.00 0.00 3.63 Equal vari- ances not assumed 3.52 11.40 0.01 3.63 228 (M = 202.25) is higher than the technical group (M = 169.00) Similar to learning motivation variables, based on the results of the analysis presented in the independent sample t test test table, it is evident that there are signif- icant differences between the tactical and technical learning models of motion intensity, this is evidenced by the t value of 3.52 and significant at 0 .00 (0.00 <0.05). Then the mean defference obtained value of 3.63, meaning that there is a difference in the average value between tactical and technical groups to the inten- sity of motion in the tactical learning model group (M = 20.25) higher than the technical group (M = 16.62 ). Human behavior and motivation can be explained through self-determination theory. Cognitive evaluation theory distinguishes between intrinsic and extrinsic mo- tivation, and focuses on the determinants of intrinsic motivation. Intrinsic motivation is a very important fac- tor in physical activity throughout (Deci & Ryan, 1985; Costigan, Lubans, Lonsdale, Sanders, & del Pozo Cruz, 2019). Other studies show the potential benefits of physical activity in adolescent health. The time spent on moderate physical activity is related to better affective behavior. The importance of moderate physical activity in adolescents, as recommended as many as 3 days a week in accordance with physical activity guidelines (Costigan et al., 2019). Other findings support the ap- plication of the self-determination model in explaining the antecedents of moderate physical activity in adoles- cents that are measured objectively. To increase physi- cal activity of adolescents, it must focus on increasing their intrinsic motivation towards physical education and emphasizing the importance of students' intrinsic motivation and meeting their psychological needs in physical education learning (Kalajas-Tilga, Koka, Hein, Tilga, & Raudsepp, 2019). Reducing obesity and in- creasing physical activity to a moderate degree can pre- dict a short-term reduction in systolic blood pressure that is clinically meaningful for African-American ado- lescents suffering from obesity. The natural environ- ment can change physical activity in adolescents as well as at their own pace, compared to structured physical activity programs. The physical activity model created in this study suggests small changes in obesity reduc- tion and moderate physical activity increase. (Towner et al., 2019). Another study shows novelty in testing the enjoy- ment of physical activity as a mediator of the social and physical environment in the physical activity of early adolescents based on female gender. This study shows the contribution of the existing literature by identifying several social and physical environmental factors asso- ciated with pleasure in physical activity (Budd et al., 2018; Pfledderer, Burns, & Brusseau, 2019). Physical education in secondary schools provides valuable expe- rience and structured physical activity programs (McLennan & Thompson, 2015;Bechter, Dimmock, & Jackson, 2019). Teacher training programs in using teaching strate- gies can be useful to encourage student motivation as expected, and provide insights into the mechanisms of responsibility for positively influencing classes (Bechter et al., 2019). Sedentary behavior and physical activity are both important predictors of depression in adolescents (Farren, Zhang, Gu, & Thomas, 2018). There is a reciprocal relationship between motor com- petence, body fat, VO2peak during childhood through early adolescence (6-13 years). Interventions on motor competence, cardiorespiratory fitness, and body fat in children are recommended as interventions that might be improved because of the mutual relationship with each other on the three variables. (Lima, Bugge, Ers- bøll, Stodden, & Andersen, 2018). There is a lot of literature documenting student results that can be achieved through student-centered learning strategies and satisfaction of students' basic psychological needs. These two literatures, however, have developed largely in isolation from each other, and our aim in this investigation is not only to examine motivational results derived from student-centered learning interventions, but also to better understand whether there are desired outcomes from pedagogical the. the approach can be explained by satisfying the needs of students. Our analysis largely expresses sup- port for our statement, and shows that student-centered methods can satisfy students' needs for autonomy and interconnectedness, and promote (or at least, protect or maintain) their motivation and efforts in PE. We hope this investigation offers a basis for further work that provides strong insights into the psychological process- http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.19926 Mesa Rahmi Stephani et.al / Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) 229 es that underlie student-centered learning outcomes. (Bechter et al., 2019). CONCLUSION Students' motivation in the tactical learning model group spurs students to move more intensely, because the opportunity to move on the tactical learning model is more than that of the technical learning model group that is sufficient to simply repeat the movements in- structed by the teacher. 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