Mixing a science, technology and local wisdom model for Physical Education: effects on motivation, interest, and cultural awareness
Article Sidebar
Main Article Content
DOI:
https://doi.org/10.17979/sportis.2026.12.2.12326Abstract
This study is grounded in the need to integrate interdisciplinary and contextual approaches into physical education instruction. The objective was to develop and evaluate instructional materials that incorporate science, technology, and local cultural wisdom to enhance students’ learning outcomes, motivation, interest, and cultural awareness. A research and development design was employed, involving expert validation, small-scale trials, and full-scale implementation with 345 university students assigned to experimental and control groups. Validated questionnaires and both descriptive and inferential analyses were used. Results indicated that the experimental group achieved significantly higher learning outcomes than the control group (t = 11.82, p < .001, Cohen’s d = 1.14). Students in the experimental group also showed substantial pre–post improvement (ΔM = 11,06). Motivation, interest, and cultural awareness were significantly correlated with learning outcomes (r = .68–.77) and jointly predicted 54.4% of the variance in academic performance (R² = .544, p < .001). These findings demonstrate that integrating science, technology, and local culture into physical education enhances learning quality and strengthens contextual relevance. This model is recommended for broader institutional adoption, with longitudinal research suggested for future validation.
Keywords:
Article Details
References
Adam, U. A., Ayanwale, M. A., Lameed, S. N., Owolabi, T., Onowugbeda, F. U., Oladejo, A. I., Okebukola, P. A., Ogolo, K. G., & Adebowale, M. A. (2025). Bridging culture and science: Culturo-Techno-Contextual Approach in culturally relevant biology pedagogy. The Journal of Educational Research, 118(2), 100–115. https://doi.org/10.1080/00220671.2024.2446898
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Alsadoon, E., Alkhawajah, A., & Suhaim, A. Bin. (2022). Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 8(8). https://doi.org/10.1016/j.heliyon.2022.e10249
Atai, M. R., Babaii, E., & Taghipour Bazargani, D. (2017). Developing a questionnaire for assessing Iranian EFL teachers’ critical cultural awareness (CCA). Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 36(2), 1–38. https://doi.org/10.22099/jtls.2017.24678.2214
Bai, D., Hashim, A. H. M., & Li, Y. (2024). Mediating role of body mass index on the relationship between physical activity and physical fitness among junior high school students in Shanghai. Preventive Medicine Reports, 41, 102718. https://doi.org/10.1016/j.pmedr.2024.102718
Chang, C.-M., Hsieh, H.-H., Chou, Y.-H., & Huang, H.-C. (2021). The relationship between physical education teachers’ perceptions of principals’ transformational leadership and creative teaching behavior at junior and senior high schools: A cross-level moderating effect on innovative school climates. Sustainability, 13(15), 8184. https://doi.org/10.3390/su13158184
Chang, W.-C., & Viesca, K. M. (2022). Preparing teachers for culturally responsive/relevant pedagogy (CRP): A critical review of research. Teachers College Record, 124(2), 197–224. https://doi.org/10.1177/01614681221086676
Conner, J., Mitra, D. L., Holquist, S. E., Rosado, E., Wilson, C., & Wright, N. L. (2024). The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms. Teaching and Teacher Education, 142, 104540. https://doi.org/10.1016/j.tate.2024.104540
D’Oliveira, A., De Souza, L. C., Langiano, E., Falese, L., Diotaiuti, P., Vilarino, G. T., & Andrade, A. (2022). Home physical exercise protocol for older adults, applied remotely during the COVID-19 pandemic: protocol for randomized and controlled trial. Frontiers in Psychology, 13, 828495. https://doi.org/10.3389/fpsyg.2022.828495
de Andrade, M. X., Leonardi, T. J., dos Santos Cunha, G., Barros, G. D. C., dos Santos Ramos, S., Goellner, S. V., & Voser, R. D. C. (2024). Searching for memories: narratives about the initiation process of former athletes of the Brazilian futsal national team. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 52, 558–564. https://doi.org/10.47197/retos.v52.99586
Drake, S., & Burns, R. (2004). Meeting standards through integrated curriculum. ASCD.
Dudley, D., Mackenzie, E., Van Bergen, P., Cairney, J., & Barnett, L. (2022). What Drives Quality Physical Education? A Systematic Review and Meta-Analysis of Learning and Development Effects From Physical Education-Based Interventions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.799330
Esmaeil, A. A. A. H., Kiflee, D. N. B. A., Maakip, I., Halik, M., & Marshall, S. (2024). Psychosocial Barriers to Promoting Self-Directed and Autonomous Learning: The Perception of Students and Lecturers in Malaysia. Journal of Education and E-Learning Research, 11(3), 464–472. https://doi.org/10.20448/jeelr.v11i3.5828
Espinosa, A. A., Koperová, D., Kuhnová, M., & Rusek, M. (2024). Preservice Chemistry Teachers’ Conceptual Understanding and Confidence Judgment: Insights from a Three-Tier Chemistry Concept Inventory. Journal of Chemical Education, 102(1), 53–65. https://doi.org/10.1021/acs.jchemed.4c01146
Estevan, I., García-Massó, X., Menescardi, C., Ortega-Benavent, N., Montalt-García, S., Romero-Martínez, J., Castillo, I., Álvarez, O., Queralt, A., & Molina-García, J. (2023). A classroom-based intervention to promote physical literacy in children: ALPHYL study protocol. Behavioral Sciences, 13(7), 609. https://doi.org/10.3390/bs13070609
Faella, P., Digennaro, S., & Iannaccone, A. (2025). Educational practices in motion: a scoping review of embodied learning approaches in school. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1568744
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Grannäs, J., Frelin, A., & Östlin, T. (2025). Unpacking flexibility in innovative learning environments-teachers’ experiences in practice. Educational Studies, 1–17. https://doi.org/10.1080/03055698.2024.2448781
Haegele, J. A., & Maher, A. J. (2022). Male autistic youth experiences of belonging in integrated physical education. Autism, 26(1), 51–61. https://doi.org/10.1177/13623613211018637
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Han, H., & Graham, M. (2024). Considerations for effective use of moral exemplars in education: Based on the self-determination theory and data syntheses. Theory and Research in Education, 22(1), 89–107. https://doi.org/10.1177/14778785241233541
Haryani, E., Coben, W. W., Pleasants, B. A. S., & Fetters, M. K. (2021). Analysis of teachers’ resources for integrating the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication in science classrooms. Jurnal Pendidikan IPA Indonesia, 10(1), 92–102. https://doi.org/10.15294/jpii.v10i1.27084
Hasan, M. F., Monita, D., & Sukiman. (2024). Revitalisation of Rejang tribal local wisdom: integration of cultural values in the operational curriculum innovation of elementary schools in Rejang Lebong, Indonesia. Education 3-13, 1–18. https://doi.org/10.1080/03004279.2024.2318246
Jia, X. (2021). Research on the role of big data technology in the reform of English teaching in universities. Wireless Communications and Mobile Computing, 2021(1), 9510216. https://doi.org/10.1155/2021/9510216
Kolovelonis, A., Samara, E., Digelidis, N., & Goudas, M. (2022). Elementary students’ perceptions of cognitively challenging physical activity games in physical education. Children, 9(11), 1738. https://doi.org/10.3390/children9111738
Kong, D., Zou, M., & Chen, J. (2022). English as a foreign language teacher engagement with culturally responsive teaching in rural schools: Insights from China. Frontiers in Psychology, 13, 990363. https://doi.org/10.3389/fpsyg.2022.990363
Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12, 771272. https://doi.org/10.3389/fpsyg.2021.771272
Kraft, M. A. (2020). Interpreting Effect Sizes of Education Interventions. Educational Researcher, 49(4), 241–253. https://doi.org/10.3102/0013189X20912798
Kreijkes, P., & Greatorex, J. (2024). Differential effects of subject‐based and integrated curriculum approaches on students’ learning outcomes: A review of reviews. Review of Education, 12(1), e3465. https://doi.org/10.1002/rev3.3465
Kulaksız, T., Steinbacher, J., & Kalz, M. (2023). Technology-enhanced learning in the education of Oncology Medical professionals: a systematic literature review. Journal of Cancer Education, 38(5), 1743–1751. https://doi.org/10.1007/s13187-023-02329-1
Kurniawan, H. D., & Kuswanto, H. (2021). Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the CAKA Media Based on Local Wisdom. International Journal of Interactive Mobile Technologies, 15(2). https://doi.org/10.3991/ijim.v15i02.11355
Kusuma, I., Asmawi, M., Hernawan, H., Dlis, F., Widiastuti, W., & Kanca, I. N. (2021). A Study of Learning Physical Fitness Activities Based on Traditional Balinese Sports Games for Students’ Physical Fitness. International Journal of Human Movement and Sports Sciences, 9(5), 1029–1039. https://doi.org/10.13189/saj.2021.090525
Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8), 4786. https://doi.org/10.3390/su14084786
Lestari, N., & Suyanto, S. (2024). A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), em2394. https://doi.org/10.29333/ejmste/14152
Li, H. (2023). Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment. Frontiers in Psychology, 14, 1177223. https://doi.org/10.3389/fpsyg.2023.1177223
Liu, M. (2022). Effects of learner variables on Chinese bilingual undergraduates’ intercultural sensitivity and effectiveness. Education Sciences, 12(12), 873. https://doi.org/10.3390/educsci12120873
Liu, S., Luo, Q., Feng, M., Zhou, L., Qiu, Y., Li, C., Song, D., Tan, Q., & Yang, F. (2023). Enhanced nitrate contribution to light extinction during haze pollution in Chengdu: Insights based on an improved multiple linear regression model. Environmental Pollution, 323, 121309. https://doi.org/10.1016/j.envpol.2023.121309
Lonsdale, C., Sabiston, C. M., Taylor, I. M., & Ntoumanis, N. (2011). Measuring student motivation for physical education: Examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale. Psychology of Sport and Exercise, 12(3), 284–292. https://doi.org/10.1016/j.psychsport.2010.11.003
Lyublinskaya, I., Okita, S., Walker, E., & Yan, X. (2024). Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students. London Review of Education, 22(1), 1–14. https://doi.org/10.14324/LRE.22.1.11
Ma, K. (2021). Research on basketball teaching network course resource recommendation method based on deep learning algorithm. Mobile Information Systems, 2021(1), 3256135. https://doi.org/10.1155/2021/3256135
Mahadew, A., & Hlalele, D. J. (2022). Understanding inclusion in early childhood care and education: A participatory action learning and action research study. South African Journal of Childhood Education, 12(1), 1073. https://doi.org/10.4102/sajce.v12i1.1073
Munoto, M., Sumbawati, M. S., & Sari, S. F. M. (2021). The use of mobile technology in learning with online and offline systems. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 54–67. https://doi.org/10.4018/IJICTE.2021040104
Mustakim, W., Effendi, H., Giatman, M., & Wulandari, D. P. (2024). Development of Internet of Things Trainer Kit as a Learning Media for Digital Circuit Subjects in Higher Education. International Journal of Online & Biomedical Engineering, 20(9). https://doi.org/10.3991/ijoe.v20i09.48349
Ozturk‐Akar, E. (2023). State‐based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculum. The Curriculum Journal, 34(2), 298–314. https://doi.org/10.1002/curj.192
Pamungkas, J., & Manaf, A. (2023). A systematic review and meta-analysis group contrasts: Learning model based on local cultural wisdom and student learning outcomes. International Journal of Instruction, 16(2), 53–70. https://doi.org/10.29333/iji.2023.1624a
Panjeh, S., Nordahl-Hansen, A., & Cogo-Moreira, H. (2023). Moving Forward to a World Beyond 0.2, 0.5, and 0.8 Effects Sizes: New Cutoffs for School-Based Anti-Bullying Interventions. Journal of Interpersonal Violence, 38(11–12), 7843–7851. https://doi.org/10.1177/08862605221147065
Park, S., & Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(3), 1361. https://doi.org/10.3390/su14031361
Parsak, B., Bilir, F. P., Dinç, Z., & Saraç, L. (2024). The Relationship between Philosophical Tendencies and Teaching Style Preferences of Physical Education Teacher Candidates. Spor Bilimleri Dergisi, 35(1), 19–35. https://doi.org/10.17644/sbd.1374112
Prestes, P. A. N., Silva, T. E. V., & Barroso, G. C. (2021). Correlation analysis using teaching and learning analytics. Heliyon, 7(11), e08435. https://doi.org/10.1016/j.heliyon.2021.e08435
Quinlan, K. M., Thomas, D. S. P., Hayton, A., Astley, J., Blackwood, L., Daramy, F. K., Duffin, M., Haider, M. A., Husbands, D., & Joiner, R. (2024). Promoting students’ interest through culturally sensitive curricula in higher education. Higher Education, 88(4), 1331–1351. https://doi.org/10.1007/s10734-023-01172-z
Ravn, S. (2022). Embodied learning in physical activity: Developing skills and attunement to interaction. Frontiers in Sports and Active Living, 4, 795733. https://doi.org/10.3389/fspor.2022.795733
Roure, C., Lentillon‐Kaestner, V., & Pasco, D. (2021). Students’ individual interest in physical education: Development and validation of a questionnaire. Scandinavian Journal of Psychology, 62(1), 64–73. https://doi.org/10.1111/sjop.12669
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. https://doi.org/10.1037/0003-066X.55.1.68
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10). https://doi.org/10.1016/j.heliyon.2024.e31370
Sayili, U., & Gunver, M. G. (2025). A novel modification approach for the one sample Kolmogorov-Smirnov test in large sample size. Scandinavian Journal of Clinical and Laboratory Investigation, 85(4), 287–298. https://doi.org/10.1080/00365513.2025.2512384
Schlegel, P., & Křehký, A. (2024). Comparative analysis of muscular fitness tests and their correlation with anthropometric data in children aged 9-12. Journal of Human Sport and Exercise, 19(3), 737–747. https://doi.org/10.55860/zrme6w41
Suprapto, N., Prahani, B. K., & Cheng, T. H. (2021). Indonesian curriculum reform in policy and local wisdom: Perspectives from science education. Jurnal Pendidikan IPA Indonesia, 10(1), 69–80. https://doi.org/10.15294/jpii.v10i1.28438
Usman, R., Bukhori, H. A., & Kharis, M. (2022). A Systematic Review of Students’ Digital Literacy Ability Towards German Cross-Cultural Understanding. Journal of Higher Education Theory & Practice, 22(10). https://doi.org/10.33423/jhetp.v22i10.5430
Ventura‐León, J., Lluncor‐Vasquez, A., & Chuquillanqui‐Silva, M. (2025). A computer tool for Aiken’s coefficients calculation: Applications in clinical and research settings. Journal of Evaluation in Clinical Practice, 31(2), e14134. https://doi.org/10.1111/jep.14134
Wahyuni, L., Sarwanto, S., & Atmojo, I. R. W. (2024). Measurement of Science Literacy Skills of Elementary School Teacher Education Students: Development and Validity Testing of Assessment Instruments. International Journal of Current Science Research and Review, 7(11). https://doi.org/10.47191/ijcsrr/V7-i11-27
Walker, A. (2023). Transformative Potential of Culturally Responsive Teaching: Examining Preservice Teachers’ Collaboration Practices Centering Refugee Youth. Education Sciences, 13(6), 621. https://doi.org/10.3390/educsci13060621
Wang, F., Chookhampaeng, C., & Chano, J. (2024). Developing professional development for vocational teachers based on the OBE framework and its effect on trainees’ learning motivation and training satisfaction. International Journal of Learning, Teaching and Educational Research, 23(4), 409–431. https://doi.org/10.26803/ijlter.23.4.22
Webster, C. A., D’Agostino, E., Urtel, M., McMullen, J., Culp, B., Loiacono, C. A. E., & Killian, C. (2021). Physical education in the COVID era: Considerations for online program delivery using the comprehensive school physical activity program framework. Journal of Teaching in Physical Education, 40(2), 327–336. https://doi.org/10.1123/jtpe.2020-0182
Yu, Z., Guindani, M., Grieco, S. F., Chen, L., Holmes, T. C., & Xu, X. (2022). Beyond t test and ANOVA: applications of mixed-effects models for more rigorous statistical analysis in neuroscience research. Neuron, 110(1), 21–35. https://doi.org/10.1016/j.neuron.2021.10.030
Zhang, T., & Fu, C. (2022). Application of improved VMD‐LSTM model in sports artificial intelligence. Computational Intelligence and Neuroscience, 2022(1), 3410153. https://doi.org/10.1155/2022/3410153
Zhang, X., & Ma, C. (2024). Intelligent Development of College Physical Education Teaching Mode Based on “Internet+.” International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 19(1), 1–13. https://doi.org/10.4018/IJWLTT.340724