Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

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dc.authoridEken, Özgür/0000-0002-5488-3158
dc.authorwosidEken, Özgür/ABE-8274-2020
dc.contributor.authorMartono
dc.contributor.authorSuherman, Wawan Sundawan
dc.contributor.authorNugroho, Sigit
dc.contributor.authorSetyawan, Hendra
dc.contributor.authorSulistiyono
dc.contributor.authorPambudi, Duwi Kurnianto
dc.contributor.authorPuri, Lintang Waskita
dc.date.accessioned2024-08-04T20:56:04Z
dc.date.available2024-08-04T20:56:04Z
dc.date.issued2024
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 < 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 < 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 < 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender.en_US
dc.identifier.endpage1052en_US
dc.identifier.issn1579-1726
dc.identifier.issn1988-2041
dc.identifier.issue55en_US
dc.identifier.scopus2-s2.0-85194721412en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage1045en_US
dc.identifier.urihttps://hdl.handle.net/11616/102020
dc.identifier.wosWOS:001235731500001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherFederacion Espanola Asoc Docentes Educacion Fisica-Feadefen_US
dc.relation.ispartofRetos-Nuevas Tendencias En Educacion Fisica Deporte Y Recreacionen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAchievementen_US
dc.subjectLearning Resultsen_US
dc.subjectPhysical Educationen_US
dc.subjectStudentsen_US
dc.subjectGenderen_US
dc.subjectLearning Motivationen_US
dc.titleAchievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesiaen_US
dc.typeArticleen_US

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