Fundamental motor skills are essential for children's physical, cognitive, social, and emotional development. Balanced motor development and concentration support optimal growth and learning. This study examined the effectiveness of outdoor physical activity-based learning in improving gross motor skills and concentration among kindergarten children at the Development School of Padang State University. This quasi-experimental study employed a two-group pretest-posttest design involving 40 kindergarten children selected through purposive sampling and divided into a control group (n = 20) and an experimental group (n = 20). The experimental group participated in 16 outdoor physical activity sessions over about five weeks, while the control group followed the standard school curriculum, including routine gymnastics and regular physical activity. Gross motor skills were assessed using the Test of Gross Motor Development-2 (TGMD-2), and concentration was measured using the Sequential Number Search Test (SNST). Data were analyzed using a two-way mixed analysis of variance (mixed ANOVA). The analysis showed a significant Time × Group interaction for gross motor skills, F(1, 38) = 28.605, p < .001, and concentration, F(1, 38) = 5.490, p = .024, indicating that improvements from pretest to posttest differed significantly between the control and experimental groups. These findings indicate that structured outdoor physical activity-based learning can effectively support the development of gross motor skills and concentration among kindergarten children.
This study addresses the limited empirical evidence evaluating the implementation of the Long-Term Athlete Development (LTAD) model at the club level, particularly in team sports such as volleyball, where gaps between theoretical principles and coaching practice frequently persist. Using an evaluative case study design with a mixed-methods convergent parallel approach, this research examined the alignment of program structure and developmental stages, the quality of the talent development environment, and the implications for athlete well-being and participation sustainability within the volleyball development program at TVRI Medan Volleyball Club. Quantitative data were collected from 200 respondents using the Talent Development Environment Questionnaire (TDEQ) and the Athlete Burnout Questionnaire (ABQ), along with training attendance and athlete retention indicators. Qualitative data were collected through document analysis of 15 coaching documents, semi-structured interviews with 8 participants (coaches and managers), and structured observations of 12 training sessions across 3 age-group teams. The findings indicate that LTAD has been adopted within the club's development framework; however, its implementation remains partial and adaptive, largely influenced by short-term competitive demands. The talent development environment was rated as good (M = 3.70), with psychosocial support emerging as the strongest dimension, although the balance between challenge and support requires further improvement. Athlete burnout was found to be at a moderate level (M = 2.58), particularly in physical and emotional exhaustion, while training attendance was high and athlete retention remained stable at 80% across three consecutive periods. These results contribute theoretically by reinforcing context-sensitive evaluations of LTAD at the club level and practically by providing evidence-based insights for designing more sustainable, athlete-centered, and long-term-oriented volleyball development programs.
The purpose of this study is to develop an e-commerce-based entrepreneurship training model to empower the community. The study uses a mixed-method research approach combining quantitative and qualitative Research and Development (R&D). The study population consists of 675 participants in e-commerce-based entrepreneurship training at 23 Community Learning Centers (CLCs) in Karawang Regency, West Java Province, Indonesia, all of whom were included in the study sample. The research steps were carried out as follows: preliminary study, planning, initial product development, expert validation and revision, initial product revision, large-scale product testing, final product development, model effectiveness testing, and implementation and dissemination of the e-commerce-based entrepreneurship training model for community empowerment. The results show that conventional entrepreneurship training has not significantly improved participants' skills and knowledge, leaving the community's entrepreneurial knowledge, attitudes, and skills relatively low. Therefore, an e-commerce-based training model was developed and implemented through planning, implementation, and evaluation stages. The use of the e-commerce-based training model resulted in excellent improvements among participants, particularly in their skills in utilizing e-commerce technology to start and manage online businesses, thereby supporting the research objective of improving the community's skills and knowledge in digital entrepreneurship.
Character education has become increasingly critical amid growing concerns over moral decline among youth in Indonesia and globally. Islamic boarding schools (pesantren) have long served as traditional institutions that cultivate character in a holistic, immersive environment. However, a comprehensive synthesis of how pesantren implement character education remains limited. Therefore, this study employs a Systematic Literature Review (SLR) methodology, drawing on 50 peer-reviewed articles retrieved from Scopus, Web of Science, and Google Scholar (2015–2025). The findings reveal four key character education models in pesantren: role modeling (uswah hasanah), habituation, curriculum and institutional integration, and pesantren culture as a hidden curriculum. Core character values developed include religious commitment, social responsibility, nationalism, discipline, and independence. Key challenges involve inconsistent curriculum integration, dependence on the kyai as a central role model, diversity of student backgrounds, and external pressures from globalization and digitalization. Theoretically, this study extends the Learning Ecosystems framework (Spencer-Keyse et al., 2020) by introducing pesantren culture as a latent regenerative mechanism that proposed the concept of the Pesantren Latent Regenerative Extension of Learning Ecosystems. These findings offer practical guidance for pesantren in sustaining character education without compromising their distinctive identity.
The study aims to determine the relationship among gamification, learning styles, and English Reading comprehension within gender-differentiated educational settings, with the goal of understanding how these variables influence reading performance. A quantitative, non-experimental correlational design was applied. The sample consisted of 122 secondary students, equally divided by gender. Surveys and a written test were used to gather data related to the study variables, enabling objective statistical analysis of the relationships among them. The results show no statistically significant differences in English reading comprehension based on gender (p > 0.05). This suggests that gender does not significantly impact reading performance in this population. Instead, the findings suggest that factors such as gamification and learning styles may play a more influential role in improving reading regardless of gender. The study concludes that incorporating gamification strategies and adapting instruction to diverse learning styles can positively motivate students and enhance English comprehension. To achieve greater effectiveness, these strategies should be adjusted to the individual characteristics of learners in gender-differentiated contexts, contributing to more inclusive and efficient educational practices.
