Effectiveness of a game-based learning model in improving physical fitness and collaboration skills among junior high school students
DOI:
https://doi.org/10.47197/retos.v75.117800Keywords:
Game-Based Learning, Physical Fitness, Collaboration, Junior High School, Physical EducationAbstract
Introduction: Physical Education (PE) is essential for promoting holistic development in junior high school students, including physical fitness and social-emotional skills such as collaboration. Traditional teacher-centered approaches often limit student engagement, emphasizing the need for innovative pedagogical strategies.
Objective: This study aimed to develop and evaluate the effectiveness of a game-based learning model in improving physical fitness and collaborative behaviors among junior high school students.
Methodology: A Research and Development design following the ADDIE model was implemented and validated by five experts in PE and educational media. Effectiveness testing employed a quasi-experimental pretest–posttest control group design involving 73 students in the experimental group and 79 in the control group. Physical fitness was assessed with the Indonesian Student Fitness Test (TKSI), while collaboration was measured using a Likert-scale instrument.
Results: The experimental group showed significant improvements in physical fitness (Mpost = 19.42, SD = 2.37) and collaboration (Mpost = 41.05, SD = 3.08) compared to the control group (Mpost = 14.16, SD = 0.78; 34.23, SD = 3.38). Independent samples t-tests confirmed statistically significant differences: physical fitness t(150) = 18.650, p < 0.001; collaboration t(150) = 12.983, p < 0.001.
Conclusions: Game-based learning effectively enhances physical fitness and strengthens collaborative behaviors, offering an innovative and contextually relevant strategy for PE that promotes engagement, teamwork, and positive social interaction among junior high school students.
References
Alotaibi, M. S. (2024). Game-Based Learning in Early Childhood Education: A Systematic Review and Meta-Analysis. Frontiers in Psychology, 15(April). https://doi.org/10.3389/fpsyg.2024.1307881
Alzghoul, B. (2024). The Effectiveness of Gamification in Changing Health-Related Behaviors: A Systematic Review and Meta-Analysis. The Open Public Health Journal, 17(1). https://doi.org/10.2174/0118749445234806240206094335
Astuti, Y., Rosmawati, Erianti, Warda, O. U., Haryanto, B., & Almauli, R. (2025). Transforming Physical Education: Online Learning Trough Sport Modification and Mini-Games. Retos, 63, 1003–1011. https://doi.org/10.47197/retos.v64.111193
Boke, H., Aygun, Y., Tufekci, S., Yagin, F. H., Canpolat, B., Norman, G., … Ardigò, L. P. (2025). Effects of Cooperative Learning on Students’ Learning Outcomes in Physical Education: A Meta-Analysis. Frontiers in Psychology, 16(May), 1–23. https://doi.org/10.3389/fpsyg.2025.1508808
Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-Based Learning and Gamification in Physical Education: A Systematic Review. Education Sciences, 13(2). https://doi.org/10.3390/educsci13020183
El-Tanahi, N., Soliman, M., Abdel Hady, H., Alfrehat, R., Faid, R., Abdelmoneim, M., … Hamoudah, N. (2023). The Effectiveness of Gamification in Physical Education: A Systematic Review. International Journal of Education in Mathematics, Science and Technology, 12(2), 406–417. https://doi.org/10.46328/ijemst.4005
Etkin, J. (2024). Embracing Holistic Physical Education: A Pedagogical Shift from Traditional Approaches. BU Journal of Graduate Studies in Education, 16(1), 5–15. https://eric.ed.gov/?id=EJ1440648
Ferraz, R., Ribeiro, D., Alves, A. R., Teixeira, J. E., Forte, P., & Branquinho, L. (2024). Using Gamification in Teaching Physical Education: A Survey Review. Montenegrin Journal of Sports Science and Medicine, 20(1), 31–44. https://doi.org/10.26773/mjssm.240304
Guío Gutiérrez, F. (2022). El Juego Motor Para La Enseñanza Y Aprendizaje De Las Competencias De La Educación Física. Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación, 45. https://doi.org/10.47197/retos.v45i0.90023
Jaswal, P., & Behera, B. (2024). Measuring Peer Collaboration Among Secondary School Students: Instrument Development And Validation. MIER Journal of Educational Studies Trends and Practices, 14(1), 132–150. https://doi.org/10.52634/mier/2024/v14/i1/2620
Kementerian Pendidikan Riset, dan Teknologi Republik Indonesia, K. (2023). Fase D: Instrumen Tes Kebugaran Siswa Indonesia (TKSI). https://tksi.kemdikbud.go.id/home/fase/4
Koekoek, J., Dokman, I., & Walinga, W. (2022). Game-Based Pedagogy in Physical Education and Sports: Designing Rich Learning Environments. Routledge. https://doi.org/10.4324/9781003155782
Li, Z., Jusoh, N. B., Niu, X., Liu, Y., & Zhou, J. (2024). Research on the Relationship Between Physical Education and Physical Health in Primary and Secondary Schools in Malaysia: Current Situation Analysis and Future Development Direction. Artseduca, 2024(39), 221–234. https://doi.org/10.58262/ArtsEduca.3916
Mahardhika, D. B., Pelana, R., Sulaiman, I., Samsudin, S., Asmawi, M., Tannoubi, A., … Setiawan, E. (2024). Effect of Game-based Instructional on Learning Engagement and Game Performance of Students in Physical Education. Studia Sportiva, 18(1), 161–172. https://doi.org/10.5817/StS2024-1-14
Maliki, O., Sundawan Suherman, W., Prasetyo, Y., Dwi Pradipta, G., Ode Adhi Virama, L., Yudhistira, D., & Dina Dameria, F. (2025). Developing a Traditional Game-Based Physical Education Learning Model to Improve Students’ Physical Fitness: Content Validity. Retos, 62(2009), 2025. https://doi.org/10.47197/retos.v62.110401
Manninen, M., Magrum, E., Campbell, S., & Belton, S. (2025). The Effect of Game-Based Approaches on decision-Making, Knowledge, and Motor Skill: A Systematic Review and A Multilevel Meta-Analysis. European Physical Education Review, 31(1), 18–32. https://doi.org/10.1177/1356336X241245305
Noroozi, O., Dehghanzadeh, H., & Talaee, E. (2020). A Systematic Review on the Impacts of Game-Based Learning on Argumentation Skills. Entertainment Computing, 35, 100369. https://doi.org/10.1016/j.entcom.2020.100369
Omarov, N., Omarov, B., Azhibekova, Z., & Omarov, B. (2024). Applying an Augmented Reality Game-Based Learning Environment in Physical Education Classes to Enhance Sports Motivation. Retos, 60, 269–278. https://doi.org/10.47197/retos.v60.109170
Priante, A., & Tsekouras, D. (2025). Integrating Technology in Physical Classrooms: The Impact of Game-Based Response Systems on Student Learning Experience. Information and Management, 62(3), 104105. https://doi.org/10.1016/j.im.2025.104105
Prieto-Saborit, J. A., Méndez-Alonso, D., Ordóñez-Fernández, F., & Bahamonde, J. R. (2022). Validation of a Cooperative Learning Measurement Questionnaire From a Teaching Perspective. Psicothema, 34(1), 160–167. https://doi.org/10.7334/psicothema2021.126
Prieto, J. L., & Aguilar, G. F. (2022). Aprendizaje Basado En Juegos Para La Evaluación Inicial En Educación Física En Adolescentes Españoles Game-Based Learnig For Initial Evaluation In Physical Education in Spanish Adolescents. Retos, 46, 683–693. https://doi.org/10.47197/retos.v46.94561
Purwanto, D., Rejeki, H. S., & Mentara, H. (2024). Game-Based Physical Learning Model to Enhance Gross Motor Skills in Young Students. Jurnal SPORTIF : Jurnal Penelitian Pembelajaran, 10(3), 503–520. https://doi.org/10.29407/js_unpgri.v10i3.23982
Rismanto, Rihatno, T., Samsudin, Samodra, Y. T. J., Suryadi, D., & Suganda, M. A. (2024). Implementation of Physical Fitness Learning Model Through Play Approach: How Does it Impact On Islamic School Students of Madrasah Tsanawiyah? Retos, 58(90), 1087–1096. https://doi.org/10.47197/retos.v58.108143
Sal-de-Rellán, A., Hernández-Suárez, Á., & Hernaiz-Sánchez, A. (2025). Gamification and motivation in adolescents. Systematic review from Physical Education. Frontiers in Psychology, 16(March). https://doi.org/10.3389/fpsyg.2025.1575104
Wang, Y., Wang, H., Wang, S., Wind, S. A., & Gill, C. (2024). A Systematic Review and Meta-Analysis of Self-Determination-Theory-Based Interventions in the Education Context. Learning and Motivation, 87(March), 102015. https://doi.org/10.1016/j.lmot.2024.102015
Wu, J., Yang, Y., Yu, H., Li, L., Chen, Y., & Sun, Y. (2023). Comparative effectiveness of school-based exercise interventions on physical fitness in children and adolescents: a systematic review and network meta-analysis. Frontiers in Public Health, 11(June), 1–14. https://doi.org/10.3389/fpubh.2023.1194779
Xu, F., & Correia, A. P. (2024). Measuring Mutual Engagement in the Context of Middle-School Pair Programming: Development and Validation of A Self-Reported Questionnaire. Computers in Human Behavior Reports, 14(July), 100415. https://doi.org/10.1016/j.chbr.2024.100415
Zhao, M., Lu, X., Zhang, Q., Zhao, R., Wu, B., Huang, S., & Li, S. (2024). Effects of Exergames on Student Physical Education Learning in the Context of the Artificial Intelligence Era: A Meta-Analysis. Scientific Reports, 14(1), 1–10. https://doi.org/10.1038/s41598-024-57357-8
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ricky Wahyu Sugiarto, Sugeng Purwanto, Nur Rohmah Muktiani
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
