Efforts to Increase Student Learning Motivation Through Small Games in Physical Education Learning

Abstract

This study aims to investigate whether the use of small games can effectively enhance students' learning motivation in physical education. The research employed a Classroom Action Research (CAR) methodology, utilizing the John Elliott model as the design framework. The participants in this study consisted of 30 members of a Futsal Club, representing active learners engaged in physical activity programs. Data were collected through a combination of motivation questionnaires, observation sheets, and field notes, ensuring a comprehensive capture of both quantitative and qualitative aspects of student motivation. The collected data were analyzed using descriptive statistical techniques via the SPSS program, including a Normality Test based on the Kolmogorov-Smirnov Test and an Improvement Test employing the Paired Sample Test approach. The findings demonstrate a significant increase in student motivation across each cycle and intervention phase, as indicated by the statistical outcomes of the paired comparisons. Based on these results, it can be concluded that the implementation of small games prior to formal physical education lessons effectively boosts students' learning motivation. The study highlights the potential of integrating playful, engaging activities into physical education curricula to stimulate enthusiasm, enhance participation, and foster a positive learning environment. These findings offer important implications for physical education teachers seeking innovative strategies to improve student engagement and learning outcomes.