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Journal
Journal of Education and Teaching Learning
ISSN
e-ISSN 2986-3015 · p-ISSN 2986-3791
Issue
Vol.4 No.1 July (2026)
Section
Articles
Pages
643-651
Article ID
320
Submitted
02-07-2026
Published
21-07-2026
Language
English
License
CC BY-NC-SA 4.0
DOI
10.59211/mjpjetl.v4i1.320

The Effectiveness of the PAPEDA Warm-Up in Increasing PSTE Students' Motivation in Physical Education Lectures

Authors

  • Syahrir
    • Conceptualization
    • Methodology
    • Writing – Original Draft Preparation
  • Nur Laely
    • Conceptualization
    • Resources
  • Muh. Mawardi
    • Data Curation
    • Funding Acquisition
  • Emayanti Anggraeni
    • Methodology
    • Project Administration
  • Mukharrar Fajdri
    • Validation
    • Methodology

DOI:

https://doi.org/10.59211/mjpjetl.v4i1.320

Keywords:

PAPEDA warm-up; student motivation; PGSD students; physical education; ARCS model.

Abstract

This study aimed to examine the effectiveness of the PAPEDA warm-up model in increasing the motivation of PGSD students in Physical Education lectures. The background of this study was the low motivation of students during conventional warm-up activities, which were considered monotonous and less engaging. This research used a quasi-experimental method with a pretest-posttest non-equivalent control group design. The participants were 59 third-semester PGSD students at Universitas Werisar, consisting of 29 students in the experimental group and 30 students in the control group. The experimental group received the PAPEDA warm-up model, while the control group received conventional warm-up activities. Student motivation was measured using an ARCS-based questionnaire covering Attention, Relevance, Confidence, and Satisfaction, with a Cronbach’s alpha reliability value of 0.89. Data were analyzed using an independent sample t-test. The results showed that the experimental group’s motivation increased by 50.3%, from 58.12 to 87.34, while the control group increased by only 11.5%, from 57.89 to 64.56. The difference was statistically significant with p<0.001. The highest increases occurred in Attention and Satisfaction. Therefore, the PAPEDA warm-up model was effective in increasing PGSD students’ motivation in Physical Education lectures.

 

Authors and contributors

5

  • Indonesia

    Author

    • Conceptualization
    • Methodology
    • Writing – original draft

  • Indonesia

    Author

    • Conceptualization
    • Resources

  • Indonesia

    Author

    • Data curation
    • Funding acquisition

  • Indonesia

    Author

    • Methodology
    • Project administration

  • Indonesia

    Author

    • Validation
    • Methodology

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References

[1] A. Maksum, Metodologi Penelitian Dalam Pendidikan Jasmani. University Press, 2021.

[2] C. A. Coker, Motor Learning and Control for Practitioners, 4th ed. Routledge, 2020.

[3] Y. N. Hanief and G. Nurrohman, “Pengaruh model pemanasan berbasis permainan terhadap motivasi belajar PJOK pada mahasiswa PGSD,” Jurnal Pendidikan Jasmani Indonesia, vol. 18, no. 1, pp. 45–54, 2022.

[4] J. J. Hoffmann, J. P. Reed, K. Leiting, C. Y. Chiang, and M. H. Stone, “Repeated sprints, high-intensity interval training, and small-sided games: Theory and application to field sports,” International Journal of Sports Physiology and Performance, vol. 9, no. 2, pp. 352–357, 2021.

[5] G. De Araujo, F. M. Gobatto, M. Papoti, B. Camargo, and C. Gobatto, “Anaerobic and aerobic performances in elite basketball players after different warm-up protocols,” Journal of Human Kinetics, vol. 42, no. 1, pp. 137–147, 2020.

[6] C. Gobatto, G. Araujo, M. Papoti, and F. M. Gobatto, “Warm-up strategies in team sports: A systematic review of physiological and psychological effects,” International Journal of Sports Physiology and Performance, vol. 16, no. 3, pp. 352–360, 2021.

[7] M. Nurkholis, “Permainan edukatif dalam pembelajaran gerak dasar di sekolah dasar,” Jurnal Pendidikan Dasar, vol. 14, no. 1, pp. 55–63, 2022.

[8] B. Prasetyo and S. Lestari, “Active warm-up dan pengaruhnya terhadap motivasi belajar mahasiswa olahraga,” Jurnal Olahraga Prestasi, vol. 19, no. 2, pp. 112–120, 2023.

[9] J. M. Keller, “The ARCS model of motivational design: Recent developments and applications,” Educational Technology Research and Development, vol. 68, no. 3, pp. 1123–1145, 2020.

[10] N. K. Dewi and I. M. Putra, “Penerapan model ARCS untuk meningkatkan motivasi belajar mahasiswa dalam pembelajaran PJOK,” Jurnal Ilmu Pendidikan, vol. 12, no. 3, pp. 145–154, 2023.

[11] D. P. Puspitasari and A. Kusuma, “Motivasi belajar mahasiswa daerah tertinggal dalam perkuliahan pendidikan jasmani,” Jurnal Pendidikan Perbatasan, vol. 5, no. 1, pp. 11–20, 2023.

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Published

21-07-2026

Issue

Vol.4 No.1 July (2026)

Section

Articles

URN

https://nbn-resolving.de/urn:nbn:de:0000-mjpjetl.v4i1.3201

License

Copyright (c) 2026 Syahrir

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References

11
  1. A. Maksum, Metodologi Penelitian Dalam Pendidikan Jasmani. University Press, 2021. Google Scholar
  2. C. A. Coker, Motor Learning and Control for Practitioners, 4th ed. Routledge, 2020. Google Scholar
  3. Y. N. Hanief and G. Nurrohman, “Pengaruh model pemanasan berbasis permainan terhadap motivasi belajar PJOK pada mahasiswa PGSD,” Jurnal Pendidikan Jasmani Indonesia, vol. 18, no. 1, pp. 45–54, 2022. Google Scholar
  4. J. J. Hoffmann, J. P. Reed, K. Leiting, C. Y. Chiang, and M. H. Stone, “Repeated sprints, high-intensity interval training, and small-sided games: Theory and application to field sports,” International Journal of Sports Physiology and Performance, vol. 9, no. 2, pp. 352–357, 2021. Google Scholar
  5. G. De Araujo, F. M. Gobatto, M. Papoti, B. Camargo, and C. Gobatto, “Anaerobic and aerobic performances in elite basketball players after different warm-up protocols,” Journal of Human Kinetics, vol. 42, no. 1, pp. 137–147, 2020. Google Scholar
  6. C. Gobatto, G. Araujo, M. Papoti, and F. M. Gobatto, “Warm-up strategies in team sports: A systematic review of physiological and psychological effects,” International Journal of Sports Physiology and Performance, vol. 16, no. 3, pp. 352–360, 2021. Google Scholar
  7. M. Nurkholis, “Permainan edukatif dalam pembelajaran gerak dasar di sekolah dasar,” Jurnal Pendidikan Dasar, vol. 14, no. 1, pp. 55–63, 2022. Google Scholar
  8. B. Prasetyo and S. Lestari, “Active warm-up dan pengaruhnya terhadap motivasi belajar mahasiswa olahraga,” Jurnal Olahraga Prestasi, vol. 19, no. 2, pp. 112–120, 2023. Google Scholar
  9. J. M. Keller, “The ARCS model of motivational design: Recent developments and applications,” Educational Technology Research and Development, vol. 68, no. 3, pp. 1123–1145, 2020. Google Scholar
  10. N. K. Dewi and I. M. Putra, “Penerapan model ARCS untuk meningkatkan motivasi belajar mahasiswa dalam pembelajaran PJOK,” Jurnal Ilmu Pendidikan, vol. 12, no. 3, pp. 145–154, 2023. Google Scholar
  11. D. P. Puspitasari and A. Kusuma, “Motivasi belajar mahasiswa daerah tertinggal dalam perkuliahan pendidikan jasmani,” Jurnal Pendidikan Perbatasan, vol. 5, no. 1, pp. 11–20, 2023. Google Scholar

Cite this article

Syahrir, Nur Laely, Muh. Mawardi, Emayanti Anggraeni, & Mukharrar Fajdri (2026). The Effectiveness of the PAPEDA Warm-Up in Increasing PSTE Students' Motivation in Physical Education Lectures. Journal of Education and Teaching Learning, 4(1), 643–651. https://doi.org/10.59211/mjpjetl.v4i1.320

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