Pemetaan Model Pembelajaran Pendidikan Jasmani Pada Jenjang Primary dan Secondary School : A scoping review
DOI:
https://doi.org/10.31571/jpo.v15i1.10913Keywords:
Pendidikan Jasmani, primary school, Model Pembelajaran, secondary schoolAbstract
Penelitian ini bertujuan untuk memetakan model-model pembelajaran pendidikan jasmani yang diterapkan pada jenjang primary dan secondary school serta mengidentifikasi karakteristik penerapan, luaran pembelajaran, dan kesenjangan penelitian dalam literatur internasional. Metode yang digunakan adalah scoping review dengan mengacu pada pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR). Proses review meliputi perumusan pertanyaan penelitian, identifikasi studi relevan, seleksi studi, pemetaan data, serta pengelompokan dan sintesis temuan. Sebanyak 25 studi yang memenuhi kriteria inklusi dianalisis dalam penelitian ini. Hasil pemetaan menunjukkan bahwa beberapa model pembelajaran dominan dalam pendidikan jasmani, antara lain Cooperative Learning, Teaching Games for Understanding (TGfU), Sport Education Model (SEM), Teaching Personal and Social Responsibility (TPSR), Project-Based Learning (PjBL), serta pendekatan berbasis teknologi seperti blended learning dan flipped learning. Pada jenjang primary school, model berbasis permainan dan kolaborasi, khususnya TGfU dan Cooperative Learning, efektif meningkatkan keterampilan motorik fundamental, kebugaran jasmani, motivasi belajar, serta perkembangan sosial dan emosional peserta didik. Sementara itu, pada jenjang secondary school, SEM, TPSR, dan model berbasis teknologi lebih dominan dan berkontribusi pada peningkatan performa permainan, keterlibatan peserta didik, kemandirian belajar, regulasi diri, serta tanggung jawab personal dan sosial. Integrasi atau hibridisasi beberapa model menunjukkan dampak yang lebih seimbang pada domain psikomotor, kognitif, dan afektif. Efektivitas model pembelajaran pendidikan jasmani sangat bergantung pada kesesuaian dengan jenjang pendidikan, karakteristik peserta didik, serta konteks implementasi. Temuan ini mengindikasikan perlunya pengembangan dan penelitian lanjutan terkait model pembelajaran hibrid yang kontekstual serta kajian longitudinal untuk menilai dampak jangka panjang pembelajaran pendidikan jasmani terhadap kebiasaan hidup aktif peserta didik.
Downloads
References
Arufe-Giráldez, V., Sanmiguel-Rodr’iguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2023). News of the pedagogical models in physical education—a quick review. International Journal of Environmental Research and Public Health, 20(3), 2586. https://doi.org/10.1155/2019/4563484
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670
Baena-Extremera, A., Granero-Gallegos, A., Baños, R., & Ortiz-Camacho, M. D. M. (2018). Can physical education contribute to learning English? Structural model from self-determination theory. Sustainability, 10(10), 3613. https://doi.org/10.3390/su10103613
Bahadir, Z., Certel, Z., & Topuz, R. (2019). The role of 21st century learner skills of physical education and sports teachers and teacher candidates on teacher skills. Turkish Journal of Sport and Exercise, 21(2), 395–402. https://doi.org/10.15314/tsed.593785
Baumgartner, M. (2022). Professional competence (s) of physical education teachers: terms, traditions, modelling and perspectives. German Journal of Exercise and Sport Research, 52(4), 550–557. https://doi.org/10.1007/s12662-022-00840-z
Bodsworth, H., & Goodyear, V. A. (2017). Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education. Physical Education and Sport Pedagogy, 22(6), 563–579. https://doi.org/10.1080/17408989.2017.1294672
Breed, R., Lindsay, R., Kittel, A., & Spittle, M. (2025). Content and quality of comparative tactical game-centered approaches in physical education: A systematic review. Review of Educational Research, 95(2), 293–336. https://doi.org/10.3102/00346543241227236
Casey, A., & Kirk, D. (2024). Applying models-based practice in physical education. Routledge. https://doi.org/10.4324/9780429347078
Castle, N., & Howells, K. (2024). A Model for effective learning in competition: A pedagogical tool to enhance enjoyment and perceptions of competency in physical education lessons for young children. Children, 11(1), 111. https://doi.org/10.3390/children11010111
Chang, L. (2020). Innovation of the teaching mode for physical education of college students based on psychological analysis and constructivism. Revista Argentina de Clínica Psicológica, 29(2), 1312. https://doi.org/10.24205/03276716.2020.373
Ching, G. S., & Roberts, A. (2020). Evaluating the pedagogy of technology integrated teaching and learning: An overview. International Journal of Research, 9(6), 37–50. https://doi.org/10.5861/ijrse.2020.5800
Chróinín, D. N., Fletcher, T., Beni, S., Griffin, C., & Coulter, M. (2023). Children’s experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland. Education 3-13, 51(1), 41–54. https://doi.org/10.1080/03004279.2021.1948584
Cocca, A., Carbajal Baca, J. E., Hernandez Cruz, G., & Cocca, M. (2020). Does a multiple-sport intervention based on the TGfU pedagogical model for physical education increase physical fitness in primary school children? International Journal of Environmental Research and Public Health, 17(15), 5532. https://doi.org/10.3390/ijerph17155532
Dudley, D., Okely, A., Pearson, P., & Cotton, W. (2011). A systematic review of the effectiveness of physical education and school sport interventions targeting physical activity, movement skills and enjoyment of physical activity. European Physical Education Review, 17(3), 353–378. https://doi.org/10.1177/1356336X11416734
Dupri, D., Suherman, A., Budiana, D., & Juliantine, T. (2024). Critical thinking skills to physical education: the influence of learning models and gender. Federación Española de Asociaciones de Docentes de Educación Física, 59, 1065–1070.
Evangelio, C., Fernández-Rio, J., Peiró-Velert, C., & González-V’illora, S. (2021). Sport education, cooperative learning and health-based physical education: another step in pedagogical models’ hybridization. Journal of Physical Education, Recreation & Dance, 92(9), 24–32. https://doi.org/10.1080/07303084.2021.1977739
Evangelio, C., Sierra-D’iaz, J., González-V’illora, S., & Fernández-R’io, J. (2018). The sport education model in elementary and secondary education: A systematic review. Movimento, 24(3), 931–946. https://doi.org/10.22456/1982-8918.81689
Fizi, R. M., Winarni, S., Guntur, & Hartanto, A. (2023). A game model in physical education to improve motor skills, cooperation, and discipline of primary school learners. Pedagogy of Physical Culture and Sports, 27(6), 448–455. https://doi.org/10.15561/26649837.2023.0602
Gil-Arias, A., Harvey, S., Morante, Ó. M., Claver, F., & Fernández-R’io, J. (2022). Teacher and student’s perspectives on their experiences within hybrid sport education-cooperative learning pedagogical model units in elementary physical education. Journal of Teaching in Physical Education, 42(3), 452–460. https://doi.org/10.1123/jtpe.2021-0304
Gobbi, E., Amatori, S., Perroni, F., Sisti, D., Rocchi, M., & Neuber, N. (2024). Impact of a model-based paralympic sports project in physical education on primary school pupils’ attitudes, self-efficacy, and intentions toward inclusion of peers with physical disabilities. Physical Education and Sport Pedagogy, 1–15. https://doi.org/10.1080/17408989.2024.2367494
Golikova, E. M., Tissen, P. P., & Kalimullin, R. R. (2023). Application of Blended Learning Models in Teaching Physical Education in School As a Condition for Transformation of the Educational System. Humanities & Social Sciences, 16(2), 246–254.
Goodway, J. D., & Robinson, L. E. (2015). Developmental trajectories in early sport specialization: a case for early sampling from a physical growth and motor development perspective. Kinesiology Review, 4(3), 267–278. https://doi.org/10.1123/kr.2015-0028
Goodyear, V. A., Casey, A., & Kirk, D. (2014). Hiding behind the camera: Social learning within the cooperative learning model to engage girls in physical education. Sport, Education and Society, 19(6), 712–734. https://doi.org/10.1080/13573322.2012.707124
Gordon, B. (2010). An examination of the responsibility model in a New Zealand secondary school physical education program. Journal of Teaching in Physical Education, 29(1), 21–37. https://doi.org/10.1123/jtpe.29.1.21
Hernando-Garijo, A., Hortigüela-Alcalá, D., Sánchez-Miguel, P. A., & González-V’illora, S. (2021). Fundamental pedagogical aspects for the implementation of models-based practice in physical education. International Journal of Environmental Research and Public Health, 18(13), 7152. https://doi.org/10.3390/ijerph18137152
Hollis, J. L., Sutherland, R., Williams, A. J., Campbell, E., Nathan, N., Wolfenden, L., Morgan, P. J., Lubans, D. R., Gillham, K., & Wiggers, J. (2017). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 52. https://doi.org/10.1186/s12966-017-0504-0
Jiang, M., Yu, H., He, J., Qian, G., & Bialas, M. (2023). Effectiveness of cooperative learning instructional models in training in-service physical education teachers in Southwest China. Sustainability, 15(13), 9993. https://doi.org/10.3390/su15139993
Juliantine, T., Nugraha, R., Yudiana, Y., & Zaeri Sya’rani, A. (2022). Development of Students’ Creativity through Learning Models in Physical Education during the Covid-19 Pandemic. Annals of Applied Sport Science, 10(1), 0. https://doi.org/10.52547/aassjournal.1121
Kirch, A., Schnitzius, M., Spengler, S., Blaschke, S., & Mess, F. (2021). Knowing students’ characteristics: Opportunities to adapt physical education teaching. Frontiers in Psychology, 12, 619944. https://doi.org/10.3389/fpsyg.2021.619944
Kleppan Flaat, L. K., Hordvik, M., & Fon, K. P. (2025). A multi-model approach to models-based practice: students’ learning experiences throughout lower-secondary school physical education. Physical Education and Sport Pedagogy, 1–18. https://doi.org/10.1080/17408989.2025.2525550
León, B., Fernandez-Rio, J., Rivera-Pérez, S., & Iglesias, D. (2023). Cooperative learning, emotions, and academic performance in physical education: a serial multiple mediation model. Psicología Educativa, 29(1), 75–82. https://doi.org/10.5093/psed2023a2
Li, C., & Zhang, C. (2024). Transformative Perspectives in Physical Education Evaluation: Empowering Diverse Stakeholders for Holistic Learning Experiences in the Era of Big Data. Journal of the Knowledge Economy, 15(3), 13334–13360. https://doi.org/10.1007/s13132-023-01637-7
Lin, K.-C., Hung, H.-C., & Chen, N.-S. (2023). The effect of wearable technology on badminton learning performance: a multiple feedback WISER model in physical education. Smart Learning Environments, 10(1), 28. https://doi.org/10.1186/s40561-023-00247-9
Lindgren, R., & Barker, D. (2019). Implementing the Movement-Oriented Practising Model (MPM) in physical education: empirical findings focusing on student learning. Physical Education and Sport Pedagogy, 24(5), 534–547. https://doi.org/10.1080/17408989.2019.1635106
Metzler, M. (2017). Instructional Models in Physical Education. Routledge. https://doi.org/10.4324/9781315213521
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & Group, P.-P. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
Muhtar, T., Supriyadi, T., & Lengkana, A. S. (2020). Character development-based physical education learning model in primary school. International Journal of Human Movement and Sports Sciences, 8(6), 337–354. https://doi.org/10.13189/saj.2020.080605
Ortega-Zayas, M. A., Cardona-Linares, A. J., Lecina, M., Ochiana, N., Garc’ia-Giménez, A., & Pradas, F. (2025). Table tennis as a tool for physical education and health promotion in primary schools: A systematic review. Sports, 13(8), 251. https://doi.org/10.3390/sports13080251
Østerlie, O., Sargent, J., Killian, C., Garcia-Jaen, M., Garc’ia-Mart’inez, S., & Ferriz-Valero, A. (2023). Flipped learning in physical education: A scoping review. European Physical Education Review, 29(1), 125–144. https://doi.org/10.1177/1356336X221120939
Pan, Y.-H., Huang, C.-H., Lee, I.-S., & Hsu, W.-T. (2019). Comparison of learning effects of merging TPSR respectively with sport education and traditional teaching model in high school physical education classes. Sustainability, 11(7), 2057. https://doi.org/10.3390/su11072057
Petrusic, T., & Stemberger, V. (2021). Effective physical education distance learning models during the COVID-19 epidemic. CEPS Journal, 11(Special Issue), 291–308. https://doi.org/10.25656/01:23662
Powell, E., Woodfield, L. A., & Nevill, A. M. (2016). Increasing physical activity levels in primary school physical education: The SHARP Principles Model. Preventive Medicine Reports, 3, 7–13. https://doi.org/10.1016/j.pmedr.2015.11.007
Pozo, P., Grao-Cruces, A., & Pérez-Ordás, R. (2018). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56–75. https://doi.org/10.1177/1356336X16664749
Priyohutomo, A., & Sridadi, K. (2025). The Perspective of Physical Education Teachers: Challenges within the Project-Based Learning Model. Physical Education Theory and Methodology, 25(3), 511–517. https://doi.org/10.17309/tmfv.2025.3.05
Rivera-Pérez, S., León-del-Barco, B., Fernandez-Rio, J., González-Bernal, J. J., & Iglesias Gallego, D. (2020). Linking cooperative learning and emotional intelligence in physical education: Transition across school stages. International Journal of Environmental Research and Public Health, 17(14), 5090. https://doi.org/10.3390/ijerph17145090
Roberts, W. M., Newcombe, D. J., & Davids, K. (2019). Application of a constraints-led approach to pedagogy in schools: Embarking on a journey to nurture physical literacy in primary physical education. Physical Education and Sport Pedagogy, 24(2), 162–175. https://doi.org/10.1080/17408989.2018.1552675
Saldaña, J. (2021). The coding manual for qualitative researchers. SAGE publications Ltd.
Santoso, N., Pambudi, A. F., Prayadi, H. Y., Utami, N. S., Yudhistira, D., & Virama, L. O. A. (2024). How do the Learning Models of Teaching Game for Understanding and Problem-Based Learning Influence Fundamental Football Skills in Physical Education? Conducting an Analysis in the Elementary School Context. Physical Education Theory and Methodology, 24(5), 793–798. https://doi.org/10.17309/tmfv.2024.5.15
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., & Weeks, L. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Uhlenbrock, C., & Meier, H. E. (2021). Public-private partnerships in physical education: the catalyst for UNESCO’s Quality Physical Education (QPE) Guidelines. Sport, Education and Society, 26(5), 527–540. https://doi.org/10.1080/13573322.2020.1754780
Valle-Muñoz, V. M., Mendoza-Muñoz, M., & Villa-González, E. (2025). Physical Literacy as a Pedagogical Model in Physical Education. Children, 12(8), 1008. https://doi.org/10.3390/children12081008
Williams, P. G., Lerner, M. A., on Early Childhood, C., on School Health, C., Sells, J., Alderman, S. L., Hashikawa, A., Mendelsohn, A., McFadden, T., Navsaria, D., & others. (2019). School Readiness. Pediatrics, 144(2), e20191766. https://doi.org/10.1542/peds.2019-1766
Xu, Z., Lin, J., & Xia, S. (2021). Improving quality physical education: Conceptual and practical framework, and barriers to its global implementation. Beijing International Review of Education, 3(2), 296–320.
Yang, C., Chen, R., Chen, X., & Lu, K.-H. (2021). The efficiency of cooperative learning in physical education on the learning of action skills and learning motivation. Frontiers in Psychology, 12, 717528. https://doi.org/10.3389/fpsyg.2021.717528
Zajda, J. (2021). Constructivist learning theory and creating effective learning environments. In Globalisation and education reforms: Creating effective learning environments (pp. 35–50). Springer. https://doi.org/10.1007/978-3-030-71575-5_3
Zhang, T., Wang, Y., Yli-Piipari, S., & Chen, A. (2021). Power of the curriculum: Content, context, and learning in physical education. Research Quarterly for Exercise and Sport, 92(4), 689–700. https://doi.org/10.1080/02701367.2020.1768202
Zhou, Y., & Wang, L. (2019). Correlates of physical activity of students in secondary school physical education: a systematic review of literature. BioMed Research International, 2019(1), 4563484. https://doi.org/10.1155/2019/4563484
Downloads
View: 75
Download: 14
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Zahir Abdul Wahid, Yudi Hendrayana, Burhan Hambali
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors should sign the copyright transfer agreement when they have approved the final proofs sent by JPO prior to the publication.
Similar Articles
- Syam Rafi, Ruslan Abdul Gani, Rahmat Iqbal, PENGEMBANGAN MODEL PEMBELAJARAN KEBUGARAN JASMANI BERBASIS MULTIMEDIA INTERAKTIF SEKOLAH MENEGAH ATAS KABUPATEN INDRAMAYU DIMASA PANDEMI COVID-19 , Jurnal Pendidikan Olah Raga: Vol. 11 No. 1 (2022): June: Jurnal Pendidikan Olah Raga
- Robertus Lili Bile, Yohanes Bayo Ola Tapo, Yohanes Fromantius Bali, PENGEMBANGAN MODEL LATIHAN KONDISI FISIK BAGI WASIT SEPAK BOLA PEMULA DI STKIP CITRA BAKTI , Jurnal Pendidikan Olah Raga: Vol. 13 No. 2 (2024): December: Jurnal Pendidikan Olah Raga
- Sumbara Hambali, MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DALAM PEMBELAJARAN BOLAVOLI , Jurnal Pendidikan Olah Raga: Vol. 7 No. 2 (2018): Jurnal Pendidikan Olah Raga
- Nadia, Oman, Abdul Sukur, Saharuddin Ita, Ipa Sari Kardi, PENGEMBANGAN MODEL BELAJAR RENANG GAYA KUPU-KUPU BERBASIS MOBILE LEARNING PADA MAHASISWA , Jurnal Pendidikan Olah Raga: Vol. 13 No. 2 (2024): December: Jurnal Pendidikan Olah Raga
- Stephani Yane, Awang Roni Effendi, PENGUKURAN KEBUGARAN JASMANI SISWA SMP DI KABUPATEN KAPUAS HULU , Jurnal Pendidikan Olah Raga: Vol. 13 No. 2 (2024): December: Jurnal Pendidikan Olah Raga
- Dwi Hartanto, Utami Dewi, Anang Qosim, PENERAPAN COOPERATIVE LEARNING TIPE TGT DALAM PEMBELAJARAN BULUTANGKIS TERHADAP SIKAP EMPATI DAN KEMAMPUAN PUKULAN FORHAND SMASH MAHASISWA UNIVERSITAS PGRI PONTIANAK , Jurnal Pendidikan Olah Raga: Vol. 14 No. 1 (2025): June: Jurnal Pendidikan Olah Raga
- Dena Widyawan, Mira Fuzita, Pengembangan Sistem Pembelajaran Penjas Adaptif Berbasis Website dan Android untuk Meningkatkan Aktivitas Fisik, Kebugaran dan Interaksi Sosial pada Individu dengan Hambatan Fisik , Jurnal Pendidikan Olah Raga: Vol. 15 No. 1 (2026): June: Jurnal Pendidikan Olah Raga
- Dian Budiana, Eva Sri Gumilang, PENERAPAN PENDEKATAN STEM BERBASIS SRL TERHADAP PENGEMBANGAN LIFE SKILLS DAN GERAK DASAR PENJAS DI SEKOLAH DASAR , Jurnal Pendidikan Olah Raga: Vol. 12 No. 1 (2023): June: Jurnal Pendidikan Olahraga
- Raihan Nanda Dwitama, Naufal Hiruchi, M. Fauzan Kamil, PENERAPAN MODEL EDUKATIF BERBASIS PENDIDIKAN JASMANI UNTUK ANAK USIA 8-12TAHUN , Jurnal Pendidikan Olah Raga: Vol. 8 No. 2 (2019): Jurnal Pendidikan Olah Raga (December)
- Hendri Maksum, EFEKTIVITAS PENGELOLAAN PEMBELAJARAN MATA PELAJARAN SEPAK BOLA DI SEKOLAH , Jurnal Pendidikan Olah Raga: Vol. 2 No. 2 (2013): Jurnal Pendidikan Olah Raga
<< < 1 2 3 4 5 6 7 8 9 10 > >>
You may also start an advanced similarity search for this article.
