Physical Education Learning Motivation: A Gender Analysis

Lutfi Nur, Adang Suherman, Herman Subarjah, Dian Budiana


The purpose of this study was to find out the motivation of learning physical education based on gender. This study used a descriptive comparative method. The subjects in this study were 50 students in VII grade consisting of 30 male students and 22 female students. The instrument used by researchers was a physical education learning motivation questionnaire for junior high school students developed by Nur, Suherman, and Subarjah that contains 29 approved items with a validity value 0.518 and reliability value 0.906. The data analysis used an independent sample t test to analyze the motivation differences between male students and female students. The results of the study showed that the male students' physical education learning motivation was higher than female students in junior high school level. This finding is expected to be an assessment of the relevant parties in order to foster motivation to improve student learning outcomes.



Tujuan penelitian ini adalah untuk melihat motivasi belajar pendidikan jasmani berdasarkan jenis kelamin. Penelitian ini menggunakan metode deskriptif komparatif. Subyek dalam penelitian ini adalah siswa SMP kelas VII dengan jumlah 52 orang siswa, terdiri dari 30 siswa laki-laki dan 22 siswa perempuan. Instrumen yang digunakan oleh peneliti adalah angket motivasi belajar pendidikan jasmani untuk siswa SMP yang terdiri dari 29 item pernyataan dengan nilai validitas 0,518 dan reliabilitas 0,906. Analisis data yang digunakan adalah independent sample t test untuk menguji perbandingan motivasi siswa laki-laki dengan siswa perempuan. Hasil penelitian menunjukkan bahwa motivasi belajar pendidikan jasmani siswa laki-laki lebih tinggi dibandingkan siswa perempuan di jenjang SMP. Adanya temuan ini diharapkan menjadi evaluasi bagi pihak-pihak terkait dalam rangka menumbuhkan motivasi guna peningkatan hasil belajar siswa.



Gender, Motivation, Physical Education

Full Text:



Baena-Extremera, A, B., Gómez-López, M., Granero-Gallegos, A., dan Abraldes, J, A. (2014). Motivation, motivational climate and importance of Physical Education. Procedia-Social and Behavioral Sciences 132 (2014) 37 – 42.

Bice, M, R., Ball, J, W., dan McClaran , S. (2015). Technology and physical activity motivation. Routledge: International Journal of Sport and Exercise Psychology. DOI:10.1080/1612197X.2015.1025811.

Chen, A. (2013). Top 10 Research Questions Related to Children Physical Activity Motivation. Routledge: Research Quarterly for Exercise and Sport. 84:4, 441-447, DOI: 10.1080/02701367.2013.844030.

Chen, S. et al. (2014). Relationship Between Motivation and Learning inPhysical Education and After-School Physical Activity. Taylor & Francis Group: SHAPE America, Research Quarterly for Exercise and Sport, 85, 468–477, 2014.

Cortés, S,A. et al. (2017). Motivational faktors and effects associated with physical-sport practice in undergraduate students. Elsevier, ScienceDirect: Procedia – Social and Behavioral Sciences 237 (2017) 811 – 815.

Cox, A, E., Smith, A, L., dan Williams, L. (2008). Change in Physical Education Motivation and Physical Activity Behavior during Middle School Author links open overlay panel. Journal of Adolescent Health Volume 43, Issue 5, November 2008, Pages 506-513

Cuevas, R., Contreras, O., dan García-Calvo, T. (2012). Effects of an experimental program to improve the motivation in physical education of Spanish students. Procedia - Social and Behavioral Sciences 47 (2012) 734 – 738.

Davies, B., et al. (2015) Intrinsic Motivation in Physical Education. Routledge: Journal of Physical Education, Recreation & Dance, 86:8, 8-13, DOI: 10.1080/07303084.2015.1075922.

Granero-Gallegos, A. et al (2014). Importance of Physical Education: motivation and motivational Climate. Elsevier, ScienceDirect: Procedia – Social and Behavioral Sciences 132 (2014) 364-370

Gu, X., Chen, Y., Jacson, A, W., dan Zhang, T. (2017). Impact of a pedometer-based goal-setting intervention on children’s motivation, motor competence, and physical activity in physical education. Routledge: Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2017.1341475.

Jaakkola, T., Yli-Piipari, S,. Barkoukis, C,. dan Liukkonena, J. (2015). Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students. Routledge: International Journal of Sport and Exercise Psychology. DOI: 10.1080/1612197X.2015.1100209.

Kretschmann, R. (2014). Student Motivation In Physical Education - The Evidence In A Nutshell. Acta Kinesiologica 8 (2014) 1: 27-32.

Nazir, M. (2005). Metode Penelitian. Jakarta: Penerbit Ghalia Indonesia.

Nur, L., Suherman, A., dan Subarjah, H. (2018). Validitas dan Reliabilitas Angket Motivasi Belajar Pendidikan Jasmani. Laporan Penelitian. Bandung.

Thompson, C., & Wankel, L. (1980). The effects of perceived activity choice upon frequency of exercise behavior. Journal of Applied Social Psychology, 10, 436–443.

Vallerand, J, R. (2004). Intrinsic and Extrinsic Motivation in Sport. Encylopedia of Applied Psychology. Volume 2. Elsevier Inc. All Rights Reserved 2004.

Weinberg, R., & Jackson, A. (1979). Competition and extrinsic rewards: Effect on intrinsic motivation and attribution. Research Quarterly, 50, 494-502.



  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View My Stats