Development of a J-SPORTED-Based Physical Education Learning Model to Enhance Critical Thinking Skills of Junior High School Students
DOI:
https://doi.org/10.29407/dn11we64Keywords:
critical thinking, , J-Sported, , learning model,, physical education, , junior high school studentsAbstract
Physical Education, Sports, and Health learning is still commonly directed toward mastering movement techniques and following teachers’ instructions. Students have not been given enough opportunities to analyse game situations and determine suitable strategies. As a result, their critical thinking skills have not been developed optimally. This study was conducted to produce a J-Sported-based physical education learning model that was feasible, practical, and effective in improving junior high school students’ critical thinking skills. A Research and Development method was applied using the ADDIE stages consisting of analysis, design, development, implementation, and evaluation. Product validation was conducted by three experts. The limited trial involved 12 students while the field trial involved 64 students who were divided into experimental and control groups. Data were collected using expert validation sheets, learning implementation observation sheets, teacher and student response questionnaires, and a critical thinking test. The data were analysed through feasibility percentages, descriptive statistics, normality tests, homogeneity tests, an independent samples t-test, and N-Gain analysis. The developed model obtained a feasibility score of 91.67 percent and was classified as highly feasible. Learning implementation reached 92.18 percent while user responses were classified as highly practical. The experimental group obtained an average N-Gain score of 0.71 whereas the control group obtained 0.34. A significant difference was found between the improvement of both groups with a p-value below 0.001. These findings indicate that the J-Sported model was feasible and practical to implement. It was also considered effective in improving students’ interpretation, analysis, evaluation, inference, explanation, and self-regulation skills during physical education learning
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