Profil Motivasi Belajar Pendidikan Jasmani Siswa Sekolah Dasar Berdasarkan Gender: Studi di SDN 4 Praya
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Penelitian ini bertujuan mendeskripsikan profil motivasi belajar pendidikan jasmani siswa kelas VI SDN 4 Praya berdasarkan gender. Penelitian menggunakan desain deskriptif kuantitatif dengan metode survei. Sampel berjumlah 51 siswa, terdiri atas 29 laki-laki dan 22 perempuan, yang dipilih melalui stratified random sampling. Instrumen berupa angket Likert; dari 40 butir awal, 27 butir dinyatakan valid. Data dianalisis menggunakan frekuensi, persentase, dan interpretasi kategori motivasi. Hasil menunjukkan bahwa motivasi siswa secara umum positif, tetapi polanya berbeda. Siswa laki-laki lebih menonjol pada keaktifan lapangan dan orientasi prestasi olahraga, sedangkan siswa perempuan lebih kuat pada perhatian, kesungguhan, pencarian bantuan guru, dan perencanaan belajar. Penelitian ini menyimpulkan bahwa motivasi pendidikan jasmani tidak dapat digeneralisasi secara sederhana berdasarkan gender. Guru disarankan menerapkan strategi pembelajaran yang inklusif, memberi kesempatan praktik setara, dan memperkuat dukungan motivasional bagi seluruh siswa.
Gender-Based Profiles of Elementary Students’ Motivation in Physical Education: A Study at SDN 4 Praya
Abstract
This study aimed to describe Grade VI students’ motivation profiles in physical education by gender at SDN 4 Praya. A quantitative descriptive survey design was employed. The sample consisted of 51 students, including 29 boys and 22 girls, selected through stratified random sampling. Data were collected using a Likert-scale questionnaire; of 40 initial items, 27 were declared valid. The data were analyzed using frequencies, percentages, and motivational category interpretation. The findings showed that students’ motivation was generally positive, but the patterns differed by gender. Boys were more prominent in field activeness and sport achievement orientation, whereas girls showed stronger attention, seriousness, teacher-help seeking, and learning planning. The study concludes that physical education motivation should not be generalized simplistically by gender. Teachers are recommended to implement inclusive teaching strategies, provide equal practice opportunities, and strengthen motivational support for all students.
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