Innovating martial arts pedagogy: the effect of problem-based learning on cognitive, motivational, and skill development in Pencak Silat
DOI:
https://doi.org/10.47197/retos.v75.117397Keywords:
Pencak Silat, instructional model, cognitive achievement, learning motivation, skill performance, higher educationAbstract
Introduction: Mastering kicking techniques in Pencak Silat requires integration of cognitive understanding, psychomotor execution, and high motivation. Conventional teaching often inadequately addresses all three domains simultaneously.
Objective: This study examined the effectiveness of a Problem-Based Learning (PBL) model in enhancing cognitive achievement, learning motivation, and skill performance in Pencak Silat.
Methodology: A quasi-experimental pretest–posttest control group design was employed. Ninety-nine undergraduates participated: 48 in the experimental group received PBL instruction, and 51 in the control group underwent conventional teaching. Instruments were validated (Aiken’s V = 0.82–0.95) and reliable (α = 0.79–0.91). Paired-sample and independent t-tests were used to analyze within- and between-group differences, with Cohen’s d assessing effect sizes.
Results: The experimental group showed significant post-test improvements in cognitive achievement (t(97) = 3.416, p = 0.001, d = 0.689), learning motivation (t(97) = 12.069, p < 0.001, d = 2.461), and skill performance (t(97) = 9.262, p < 0.001, d = 1.851). Paired-sample tests confirmed robust within-group gains, while the control group exhibited minimal cognitive change (p = 0.211).
Discussion: PBL fostered active engagement, reflective thinking, and skill mastery, consistent with constructivist and Self-Determination Theory principles. Motivation and psychomotor improvements highlight the model’s holistic effect on martial arts learning.
Conclusions: PBL significantly enhances cognitive, motivational, and psychomotor outcomes, providing an effective alternative to conventional teaching. Limitations include single-site implementation, short intervention duration, and partial reliance on subjective measures; future studies should examine long-term effects and multi-institutional replication.
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