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  • Task submission patterns in Edu-Tech-supported physical education among seventh-grade students

    Maulana Minerva, Astagina Arif Bima Sakti, Zihan Novita Sari Sukarno, Nurahmad Amiriyadi (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.11
    Published Online: 30 September 2026
    |
    0 views | 0 downloads | page 27-32
    Abstract

    Background:  The integration of educational technology into physical education offers opportunities to support instructional delivery and students’ learning activities. However, evidence regarding students’ participation patterns in completing assigned tasks within technology-enhanced physical education, particularly at the junior secondary school level, remains limited.
    Objective:  This study aimed to describe students’ task-submission patterns in Edu-Tech-supported Physical Education, Sports, and Health (PESH) learning and to compare submission proportions between two Grade VII classes.
    Methods:  A descriptive observational design was employed using administrative records of task submissions collected over a three-month period. A total of 65 students from Class VII B (n = 31) and Class VII F (n = 34) were included through total sampling. Task-submission participation was determined based on students’ submission status for kasti and pencak silat assignments and analyzed using frequencies and percentages.
    Results:  The results showed that task-submission rates for kasti were 48.39% in Class VII B and 76.47% in Class VII F, whereas the corresponding rates for pencak silat were 41.94% and 70.59%, respectively. Overall, the task-submission rates were 63.08% for kasti and 56.92% for pencak silat.
    Conclusion:  These findings indicate descriptive variation in task-submission participation between classes in Edu-Tech-supported physical education. However, because the study did not include a comparison group, baseline measurements, or validated instruments for assessing student engagement, the findings should not be interpreted as evidence of the effectiveness of Edu-Tech. Future research should employ experimental or longitudinal designs and incorporate validated measures of student engagement.

    APA Citation Style
    Minerva, M. , Sakti, A. A. B. , Sukarno, Z. N. S. , & Amiriyadi, N. (2026). Task submission patterns in Edu-Tech-supported physical education among seventh-grade students. Physical Education Learning, Teaching, and Assessment, 27-32. https://doi.org/10.68536/pelta.v1i1.11

  • Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study

    Frederich Moses Dawa, I Gst Ngr Agung Cahya Prananta, I Gede Agus Adi Saputra (Author)
    2026-09-30
    doi https://doi.org/10.68536/pelta.v1i1.13
    Published Online: 30 September 2026
    |
    0 views | 0 downloads | page 33-38
    Abstract

    Background: Low proficiency in volleyball forearm passing and limited active student participation are important challenges in physical education, particularly when opportu-nities for practice are constrained by limited equipment.
    Objective: This study aimed to improve students’ volleyball forearm-passing learning outcomes through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model.
    Methods: A classroom action research design was employed across two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 36 tenth-grade students, including 14 boys and 22 girls. Instruction was organized into nine heterogeneous groups, while data were collected through observation, a forearm-passing performance test, and documentation. The data were analyzed descriptively using the number and percentage of students who met the mastery criterion.
    Results:   During the pre-action stage, 11 students (30.56%) achieved mastery. This num-ber increased to 16 students (44.44%) after Cycle I. Following instructional improvements in Cycle II, including the addition of practice aids to increase opportunities for practice, 33 students (91.67%) achieved mastery, exceeding the predetermined classical mastery crite-rion of 75%.
    Conclusion: These findings indicate that the progressive implementation of STAD, ac-companied by reflection and instructional modification, was associated with improved volleyball forearm-passing performance. Future research should include comparison groups, larger samples, and measures of skill retention to provide stronger evidence re-garding the effectiveness of STAD.

    APA Citation Style
    Dawa, F. M. , Prananta, I. G. N. A. C. , & Saputra, I. G. A. A. (2026). Improving volleyball forearm-passing learning outcomes through the STAD cooperative learning model: A classroom action research study. Physical Education Learning, Teaching, and Assessment, 33-38. https://doi.org/10.68536/pelta.v1i1.13
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