Self-Regulated Learning: A Strategy for Fostering Intrapersonal Intelligence in Physical Education

With the development of the times, people put forward higher and higher requirements for teaching, as well as physical education “Multiple Intelligences Theory" is applied in teaching reform in many fields. Multiple intelligences theory also plays a key role in sports teaching reform and promotes the development of sports teaching reform. The application of Multiple Intelligences Theory in physical education makes up for many shortcomings in traditional physical education. The teaching of eight kinds of intelligent organization courses is not only consistent with the spirit of quality education, but also aims to build a new physical education model suitable for students' comprehensive development in view of the shortcomings of traditional physical education and the needs of the times. Combining the characteristics of physical education teaching and the actual situation of students, it discusses how to apply Multiple Intelligences Theory to cultivate students' comprehensive intelligence in school physical education, in order to provide theoretical reference for physical education teaching reform.

This study aims to determine the effect of the CIBMO (Circle Ball Movement) Method in Physical Education, Sports, and Health (PJOK) learning on learning motivation, cooperation, and gender equality of elementary school students. The study used a quantitative approach with a quasi-experimental design involving 32 fourth-grade students of Nagrak Public Elementary School, Cianjur. Data collection was carried out through questionnaires and observation sheets before and after the implementation of the CIBMO Method in one learning meeting. Data were analyzed using descriptive statistics and paired sample t-tests. The results showed an increase in the average value of students' learning motivation, cooperation, and gender equality, and the results of the hypothesis test showed a significance value <0.05, indicating a significant effect. The conclusion of this study shows that the CIBMO Method is effective as an alternative PJOK learning model that is able to increase learning motivation, strengthen cooperation, and encourage gender equality of elementary school students. Keywords: Cooperation, Gender Equality, CIBMO Method, Learning Motivation, Physical Education.

Traditional games are games that are passed down from generation to generation. Apart from training dexterity and balance, traditional games also have ancestral values that need to be preserved. This research aims to see the influence of the traditional game prepet jengkol on students' motivation in learning physical education. This research uses a quantitative research approach with the research design used is a pretest-posttest control group design. The population in this study were all class VIII students at SMPN 5 Tasikmalaya City. The samples were taken from two classes using class randomization and obtained from an experimental class of 32 students and a control class of 33 students. The instrument used is a learning motivation instrument which consists of 30 statements to be answered by students. Data analysis was carried out descriptively and inferentially using SPPS 28. The results of the data analysis showed that there was an influence of the traditional game prepet jengkol on increasing student motivation in learning physical education. These results show that the traditional game prepet jengkol can be an alternative in physical education learning.

Objectives: The results of the study in various countries show that students do not achieve the recommended level of physical activity during physical education class. The purpose of this study was to investigate the level of physical activity of elementary school students in a physical education class and the relation between the level of physical activity of elementary school students and fundamental movement skills (FMS). Methods: Correlational approach was used to analyze the results of this study. Third grade elementary school students (n=43; boys=23; girl=20) were enrolled in this study. The instrument used to measure the level of physical activity was the heart rate monitor chest strap (Polar H10) connected to IPAD Polar Team application Mini that was used during physical education class. To measure FMS, TGMD-2 was used consisting of locomotor and object control skills. Results: The results indicated that the distribution of physical activity levels in Physical Education learning at elementary school classes in Indonesia did not reach the recommended level of physical activity (31.20%) MVPA. Boys only reached 32,65% MVPA on average and only 10% of them managed to reach the recommended MVPA. Meanwhile, the girls reached 31,08% MVPA and only 16% of them reached the recommended MVPA. FMS was correlated with the level of physical activity of students during Physical Education learning at the low level (.203). Conclusions: Physical education class needs to pay attention to the intensity of children's physical activities to get benefit from physical activities besides learning through movement.

Introduction: Technological innovation in education, particularly Augmented Reality (AR), presents new opportunities to enhance motivation, cognitive abilities, and self-efficacy in physical education. Objective: This study aimed to examine the effects of AR-based learning on students’ learning motivation, cognitive intelligence, and self-efficacy in physical education. Methodology: A true experimental design (Randomized Pretest-Posttest Control Group Design) was used. The population comprised 864 students of SMP Negeri 1 Purwokerto, with 96 students (M = 13.5 years, SD = 1.0) selected via simple random sampling. Instruments included the Physical Education Learning Motivation Questionnaire (PE-LMQ, Validity = 0.871, Reliability = 0.912), the Digit Span Test from WAIS/WISC (Validity = 0.911, Reliability = 0.943), and the Academic Self-Efficacy Scale (ASES, Validity = 0.889, Reliability = 0.907). Data were analyzed using normality, homogeneity, paired t-tests, and independent t-tests. Discussion: Results showed that the data met assumptions for normality (sig = 0.421) and homogeneity (sig = 0.519). AR-based learning had a significant effect on all measured aspects (sig = 0.000), while the control group also showed effects (sig = 0.041). A significant difference between groups was found (sig = 0.001). Conclusion: AR-based learning significantly improves motivation, cognitive intelligence, and self-efficacy in physical education, and outperforms traditional direct teaching models.

This study was designed to compare the strength of achievement motivation for learning in physical education among 6,835 junior and high school pupils in Japan, 908 in the United States of America, 686 in Canada, and 698 in England. The Achievement Motivation in Physical Education Test developed by Nishida was administered to assess achievement motivation for learning in physical education. In comparison with the pupils of the other three countries, Japanese pupils showed lower scores on the positive aspects of achievement motivation for learning in physical education or tendency to achieve success, and they were higher on the negative aspects of achievement motivation or tendency to avoid failure. These results could be attributed to such cultural factors as orientation toward affiliation, enjoyment of taking part in some groups, and tendency to establish or maintain positive affective relations with other persons, which the Japanese pupils would traditionally express.

Traditional educational models and assessment tools have neglected the motivation and sustainability of students' emotional engagement in physical education classes. The impact of self-support on emotional engagement in physical education classes and its underlying mechanisms remain under-explored. The present study was a 6-month longitudinal study of 718 college students at two universities in a remote area of southern Shaanxi Province, China. The study aimed to examine the effects of autonomy support on affective engagement in physical education classes and to analyze the longitudinal mediating roles of self-acceptance and academic self-efficacy. The study found that physical education teacher support and parental autonomy support significantly promoted college students' emotional engagement in physical education classes. Chained longitudinal mediation analyses indicated that self-acceptance and academic self-efficacy played chained mediating roles in promoting college students' affective engagement in physical education classes in different supportive environments. This study transcends a static, cross-sectional research perspective, validates and extends self-determination theory, and promotes affective engagement in physical education learning through different autonomy supports that enhance the development of self-acceptance and academic self-efficacy in college students, providing a reference for enhancing physical education teaching and learning and improving the quality of teaching and learning.

Interpersonal Intelligence is an individual's ability and skill to create, build, and maintain social relationships. In the context of Islamic Religious Education (PAI) courses, students' interpersonal intelligence has not yet developed adequately. This is evidenced by instances where students exhibit a lack of mutual respect for others' opinions during the learning process, passive participation, hesitation to express their views in front of others, shyness, predominance of more capable students during the learning process, lack of cooperation among group members, and insufficient stimuli encouraging students to express their opinions. The Group Investigation type of cooperative learning model involves students throughout the learning process, which can significantly enhance their interpersonal intelligence. This study aims to describe: (1) the profile of students' interpersonal intelligence in Islamic Religious Education (PAI) learning, (2) the application of the Group Investigation cooperative learning model in PAI courses for the 11th-grade students at SMAS Asshiddiqiyah, and (3) the effect of the Group Investigation cooperative learning model on the interpersonal intelligence of students in PAI courses for the 11th-grade students at SMAS Asshiddiqiyah. This research employs a descriptive correlational quantitative method. Data collection techniques include observation, questionnaires distributed to 23 respondents, interviews, and documentation studies. Data processing was conducted through statistical data analysis. The findings indicate that the application of the Group Investigation cooperative learning model scored an average of 4.30, which falls within the 4.01-5.00 interval, categorized as very good. Additionally, the improvement in students' interpersonal intelligence in PAI courses scored an average of 4.14 and 4.30, both falling within the 4.01-5.00 interval, also categorized as very good. Statistical tests reveal that the implementation of the Group Investigation cooperative learning model accounts for 65.61% of the improvement in students' interpersonal intelligence, aligning with the functions and objectives of Islamic Religious Education, while 34.39% is influenced by other factors not included in this study. Keywords: Cooperative Learning Model, Group Investigation Type, Interpersonal Intelligence, Islamic Religious Education.

Success in learning Physical Education (PE) is a benchmark for students to apply health values throughout their lives. Therefore, this study aims to investigate and evaluate factors related to the achievement of PE learning outcomes, namely Body Mass Index (BMI), Physical Fitness (PF), and learning motivation. A total of 75 male students from Madrasah Tsanawiyah (junior high school) in the city of Padang, West Sumatra, Indonesia participated in this study. Characteristics of the participants were grade eight aged ± 14.4 years, body height ± 152.9 cm, and body weight ± 53.5 kg. Data collection procedures consisted of anthropometric measurements, Indonesian physical fitness tests, questionnaires for learning motivation, and student report card scores for PE learning outcomes. Then, data were analyzed using path analysis. The results showed that BMI, PF, and learning motivation are several important factors to consider in achieving PE learning outcomes (P<0.05). Total overall direct and indirect influence through learning motivation is 72.42%. Of these three factors, learning motivation is the dominant factor affecting PE learning outcomes (24.90%), without neglecting PF (8.47%) and BMI (4.62%). In conclusion, students who have a good BMI and PF, are not enough to obtain optimal learning results without high learning motivation. Future research is important to analyze other factors that affect the learning outcomes of PE.

The results of learning physical education of students at Kuta Baro MTsN are very lacking, this is of course there is a connection with kinesthetic intelligence, interpersonal and intrapersonal intelligence. The purpose of this study was to see the relationship between kinesthetic intelligence, interpersonal and intrapersonal with the results of physical education learning students of MTsN Kuta Baro Aceh Besar. This type of correlational research using 175 Baro students MTsN students, while the sample technique uses random sampling taken 15% from 25 people, and data analysis using multiple correlation formulas. The results of the study showed that there was a relationship between kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence with students learning outcomes at Kuta Baro MTsN.

In the current pandemic era, learning between teachers and students is less effective because teaching and learning activities take place at home. Community service activities in the form of Kuliah Kerja Nyata Tematik described in this paper aim to increase student interest in learning, as well as make it easier for teachers, students and parents even though the learning process takes place at home. The activities are in the form of learning physical education, sports and health, which are carried out online through the Zoom Meeting application, which emphasizes literacy. The method in this community service activity uses descriptive quantitative research with random sampling technique and uses a pretest-posttest design. The results of the activity showed that there was a good increase in students' knowledge in learning physical education of sports and health as well as students' enthusiasm for physical education of sports and health. This is indicated by the posttest average value of 92.51 %, which is greater than the pre-test average value of only 18.33 %. Thus, the emphasis on literacy aspects in elementary school students can be used in learning physical education, sports and health.

Although the demand for English academic writing talents is growing, the teaching of English academic writing in China faces challenges such as students’ lack of self-regulated learning, self-efficacy, and learning motivation. Therefore, this study aims to explore the impact of AI-assisted peer feedback with DeepSeek on Chinese EFL undergraduates’ self-regulated learning, self-efficacy, and learning motivation. The researchers conducted a 16-week experiment on 60 third undergraduates majoring in English at a university in northern China, who were divided into an experimental group (EG, N=30) receiving AI-assisted peer feedback with DeepSeek, and a control group (CG, N=30) receiving teacher feedback. Mixed-design ANOVA results showed that both EG and CG students showed an upward trend in self-regulated learning, self-efficacy, and learning motivation, but EG students made greater progress than CG students. In addition, paired sample t-test results showed that EG students had significant self-regulated learning, self-efficacy, and learning motivation before, during, and after the questionnaire, and the effect size was medium to high. However, a small number of CG students were significant and the overall effect size was small. The results of the semi-structured interviews further verified the quantitative research findings that AI-assisted peer feedback was considered to be more helpful than traditional teacher feedback in improving different levels students’ self-regulated learning, self-efficacy, and learning motivation. Implications and recommendations were proposed of this study.

This research is based on the school's fact that student learning outcomes are still low from the previous semester, student scores are still below average or below graduation standards. The purpose of this research is to see how big the contribution of nutritional status and economic status to students' physical education. The population in this study were students27 Ulak Karang Elementary School, Padang Citya total of 131 people. The sampling technique was purposive sampling, so the sample in this study was set at 30 people, namely class V and VI girls only. To obtain research data, NHCS was used, a questionnaire to reveal the economic status of parents and learning outcomes from report cards. The data obtained were analyzed by simple product moment correlation, and continued with multiple correlations to get the relationship between the three variables, for the contribution was carried out with the determinant coefficient. The results of the analysis show that, there is a significant relationship between nutritional status and physical education learning outcomes where rcount 0.385 &gt; rtable 0.361 at = 0.05. There is a significant relationship between Economic Status and Physical Education learning outcomes where rcount 0.488 &gt; rtable 0.361 at =0.05.There is a joint relationship between nutritional status and economic status on student physical education learning outcomes27 Ulak Karang Elementary School, Padang Citywhere Rcount 0.555 &gt; Rtable 0.361 at =0.05. Thus, it can be concluded that the economic status in learning, especially physical education for elementary school students in the city of Padang, plays an important role in supporting nutritional health and can provide benefits and education to educators and guardians of students in implementing nutritional and economic status for physical education. Keywords: Economic Status, Physical Education, Elementary School.

Background Problems: Motivation and academic learning time are the most important factors for students to achieve their learning goals. Research Objective: This study aims to determine the effect of the TGfU learning model on students' motivation and academic learning time (ALT). Methods: This type of research used the experimental method by using a control class and an experimental class, with research design using a randomised control group pre-test and post-test. The population of this study consisted of vocational high school students who took physical education subjects. The sample was randomly selected with a total of 68 students from 2 classes, with 34 students per class. The experimental (treatment) class used the TGfU learning model with student-centred approaches, strategies, and games. Meanwhile, the control class used the cooperative model, and the approach used was the student-centred approach. The research instruments were pre-test and post-test questionnaire instruments to measure students' learning motivation and systematic observation through duration recording techniques using observation sheets by paying attention to four categories of activities in physical education learning, namely management (M), learning activities (A), instructional (I), and waiting (W). The pre-test and post-test data analysis techniques were analysed using a homogeneity test, a normality test, and a Mann-Whitney test using SPSS version 25. Finding/Result: This study showed significant differences between the control and experimental classes in learning motivation, particularly in intrinsic motivation, identified regulation, and amotivation, with the TGfU approach exerting a significant effect. However, there was no significant difference between the Introjected Regulation and External Regulation categories. In addition, TGfU also improved academic learning time (ALT) and engagement in learning activities (A), but the control class was superior in waiting (W). Conclusion: These findings suggest that TGfU encourages students' active participation and extends overall learning time. Future research could investigate this by using in-depth interviews to elaborate on the factors underlying motivation and student participation through the implementation of TGfU models.

This study discusses the effectiveness of the implementation of digital storybooks based on local Sasak wisdom on the interpersonal intelligence and writing skills of Fourth-grade Elementary School students in Mataram City, Indonesia. The research involved 291 students and 25 teachers in 9 elementary schools. Sample selection used cluster random sampling technique. Data was collected through observation and test methods using questionnaires and action tests. Data were analyzed using multivariate analysis techniques (Manova) and transformed into effect sizes (ES). The research results show that: (1) The effectiveness of the implementation of digital storybooks based on Sasak local wisdom on students' interpersonal intelligence is relatively high because the ES is 0.987. (2) The effectiveness of the implementation of digital storybooks based on local Sasak wisdom on writing skills is also relatively high because the ES is 0.857. (3) The effectiveness of the simultaneous implementation of digital storybooks based on Sasak's local wisdom on interpersonal intelligence and writing skills is also relatively high because the ES is 0.899. Digital storybooks based on local Sasak wisdom have high effectiveness on interpersonal intelligence and writing skills because all ES is in the high category, namely &gt; 0.8. Referring to these results, this book is recommended for use in improving the interpersonal intelligence and writing skills of elementary school students.