Background: Traditional basketball instruction often emphasises isolated technical drills with limited game-based participation, which may reduce student engagement and hinder skill development. Despite growing interest in game-based learning (GBL), there is limited evidence on structured GBL models in higher education contexts, particularly in Indonesia. Objectives: This study aimed to develop and evaluate a game-based learning model to improve basketball skills and student engagement in physical education. Methods: A research and development (R&D) approach, adapted from Borg and Gall’s model, was employed, encompassing needs analysis, model design, expert validation, and field trials. The model’s effectiveness was assessed using a one-group pretest–posttest design with purposively sampled physical education students. Data were collected through standardised basketball skill tests (dribbling, passing, shooting), questionnaires, and interviews. Quantitative data were analysed using paired-sample t-tests (p < .05), while qualitative data were examined using thematic analysis. Results: In the small-scale trial (n = 30), students’ performance improved by 23.9% from pretest to posttest, with statistically significant differences and large effect sizes. The large-scale trial (n = 60) further confirmed the model’s effectiveness, showing significant improvements in basketball skills (t = 12.44, p < .001). Students also reported highly positive perceptions (M = 4.68, SD = 0.41), indicating strong engagement and acceptance of the GBL approach. Conclusion: The developed GBL model effectively enhances basketball skills, engagement, and learning experiences among physical education students. These findings support the integration of game-based approaches in sports instruction and highlight their potential for broader application in physical education contexts. Future research should examine long-term effects and applicability across different sports settings.
The purpose of this study is to categorize and identify the challenges that students at different educational levels have when learning mathematics. By examining papers that were indexed in the Scopus database, this study used a systematic literature review methodology, guided by the PRISMA protocol and the PICO framework. 37 chosen publications that were published in English and made available through open access were the outcome of the four-stage review process, which included identification, screening, eligibility, and inclusion. According to the results, from elementary school through secondary school, pupils typically struggle to comprehend mathematical ideas and procedures, especially arithmetic. . The main causes of these difficulties include inadequate knowledge of foundational ideas, poor abstract reasoning abilities, and inefficient teaching strategies. The findings highlight how crucial it is to identify mathematics learning challenges early on, particularly in primary school, in order to lay a strong basis for understanding increasingly complex mathematical ideas. In an attempt to reduce students’ learning challenges, this study suggests improving teaching methods and reinforcing fundamental math ideas.
This study addresses the low reading comprehension ability of Grade III elementary school students, particularly in the reorganization indicator, which recorded an average diagnostic score of only 43 out of 100 at SDN Majalengka Wetan III. This study aims to develop, test the feasibility, measure the practicality, and examine the effectiveness of a PBL-based interactive storybook entitled "Misteri Bola Kertas" in improving students' reading comprehension ability as measured by Barrett's Taxonomy. Employing a Research and Development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate) and a mixed-methods design, data were collected from 26 Grade III students using reading comprehension tests, expert validation questionnaires, and user response questionnaires, and analyzed through descriptive statistics, N-Gain scores, and Paired Sample T-test. The results reveal a significant improvement in students' mean score from 67.81 to 83.65 (N-Gain = 0.56, moderate category; Sig. < 0.001), supported by expert validation of 81.53% (feasible), student responses of 93.75%, and teacher responses of 88.5% (both very practical). These findings contribute to the existing literature by demonstrating that structural integration of PBL phases into physical interactive print media constitutes an effective pedagogical mechanism, and offer practical implications for developing technology-independent instructional media suited to Indonesian elementary school contexts.
This study investigates the relationships between the dimensions of cognitive load—namely, intrinsic, extraneous, and germane—and learned helplessness among students. The study is grounded in the premise that students’ learning difficulties may not arise solely from the inherent complexity of learning tasks but also from suboptimal instructional conditions that impose unnecessary cognitive demands, thereby contributing to learned helplessness. A quantitative correlational design was employed involving 150 students as research participants. Data were collected using a 40-item Likert-scale questionnaire ranging from 1 to 4. Instrument validity was established through Pearson product–moment analysis, with correlation coefficients ranging from 0.373 to 0.835 (r > 0.160), while reliability indices demonstrated satisfactory internal consistency, as indicated by Cronbach’s alpha coefficients ranging from 0.797 to 0.919. Data normality was confirmed using the Kolmogorov–Smirnov test (p > 0.05). Pearson correlation analysis revealed that extraneous cognitive load exhibited a moderate positive association with learned helplessness (r = 0.543, p < 0.001), suggesting that externally induced cognitive burdens may substantially increase students’ susceptibility to helpless cognitive and behavioral patterns. Intrinsic cognitive load demonstrated a weak positive relationship (r = 0.247, p = 0.002). In contrast, germane cognitive load showed a weak negative association (r = −0.228, p = 0.005), suggesting a potentially protective role in facilitating adaptive learning processes. These findings underscore the critical role of instructional design in regulating learners’ cognitive demands and suggest that reducing unnecessary cognitive burden while fostering meaningful cognitive engagement may be an important strategy for mitigating learned helplessness in educational settings.
This study aims to develop and evaluate the feasibility of the Trigonometric Wheel manipulative as an interactive learning medium to improve students’ mathematical problem-solving ability in trigonometry topics. This research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), carried out through the Implementation stage. The research subjects consisted of 30 eleventh-grade students at a public senior high school in Majalengka Regency during the 2024/2025 academic year. The instruments used included expert validation sheets, teacher and student response questionnaires, and a mathematical problem-solving ability test based on Polya’s indicators. The results of media expert validation showed an average score of 76.5% (Valid), while material expert validation reached 85.97% (Highly Valid). Teacher and student responses also indicated highly practical categories, with percentages of 90.54% and 88.61%, respectively. As part of the implementation phase, an embedded pre-test and post-test assessment was conducted, revealing an improvement in students' mathematical problem-solving ability with an average N-Gain score of 0.79 (high category). These findings indicate that the Trigonometric Wheel is valid, practical, and shows strong potential as an innovative learning medium that helps students understand trigonometric concepts visually and interactively while enhancing their problem-solving ability.
