https://review.e-siber.org/SIJSE,

Vol. 2, No. 2, October - December 2024

DOI: https://doi.org/10.38035/sijsev2i2
https://creativecommons.org/licenses/by/4.0/

Interactive Learning Strategies as a Means of Increasing
Motivation to Learn Sports at the Secondary School Level
Wahyu kurniadi1
1

Mahasiswa Fakultas Ekonomi Dan Bisnis (Alumni),Universitas Jambi, Indonesia,
kurniadiwahyu1511@gmail.com
Corresponding Author: kurniadiwahyu1511@gmail.com1

Abstract: This study aims to determine the influence of interactive learning strategies on
students’ motivation to learn physical education at the senior high school level. Using a
quantitative research approach with a survey method, data were collected from 100 students
through questionnaires distributed at a public high school in Jambi City. The independent
variable in this study was the interactive learning strategy, while the dependent variable was
learning motivation in physical education. The data were analyzed using descriptive statistics
and simple linear regression. The results showed that interactive learning strategies had a
significant positive effect on students’ motivation to learn physical education. The coefficient
of determination (R²) was 0.422, indicating that 42.2% of the variation in learning motivation
could be explained by the application of interactive learning strategies. These strategies,
including group discussions, educational games, and the use of varied media, created an
engaging and enjoyable learning atmosphere, which enhanced students’ interest, participation,
and enthusiasm. This study emphasizes the importance of interactive teaching methods in
fostering student motivation and active involvement in physical education learning.
Keyword: Nteractive Learning Strategies, Learning Motivation, Physical Education, High
School Students, Student Engagement.

INTRODUCTION
Physical education is an integral part of the national education system that plays a
strategic role in character building, motor skill development, and improving the physical and
mental health of students. At the secondary school level, sports lessons are a very potential
medium for educating students not only in physical aspects, but also in the values of
sportsmanship, teamwork, and discipline. However, in reality, there are still many students who
view sports lessons as complementary subjects that are less interesting and do not make a
significant contribution to their academic development. Learning motivation is one of the
important aspects that influences the success of learning, including in physical education and
sports learning. Motivation can be an internal driver that makes students actively involved,
enthusiastic, and consistent in following the learning process. Low learning motivation in

42 | Page

https://review.e-siber.org/SIJSE,

Vol. 2, No. 2, October - December 2024

sports lessons can cause students' reluctance to participate, lack of enthusiasm in practicing,
and even decrease overall learning outcomes. Therefore, teachers need to design and
implement learning strategies that can arouse students' interest and motivation to learn sports
with more enthusiasm. One approach that can be used is an interactive learning strategy. This
strategy emphasizes the active involvement of students in the teaching and learning process
through various interesting, collaborative, and direct experience-based activities. Interactive
learning strategies not only place students as objects of learning, but also as subjects who play
an active role in seeking, processing, and applying knowledge. In the context of sports learning,
this strategy can be in the form of educational games, group discussions, joint demonstrations,
the use of digital media, and fun project-based learning.
The application of interactive learning strategies is considered capable of answering the
challenges of traditional learning which tends to be monotonous and provides less space for
students to express themselves. Various previous studies have shown that students who are
actively involved in the learning process tend to have higher motivation, a greater sense of
responsibility, and better social skills. In sports learning, this strategy also has the potential to
improve students' motor skills, strengthen understanding of the concept of movement, and
create a fun and non-boring learning atmosphere. In the current era of technological and
information development, learning approaches must also be able to adapt to the characteristics
of the younger generation who are accustomed to digital, visual, and fast interactions. High
school students are generally in a dynamic adolescent development phase, where learning
motivation is greatly influenced by environmental factors, teaching methods, and teacher
communication styles. Therefore, it is important for educators, especially physical education
teachers, to design learning strategies that are not only instructional, but also interactive,
adaptive, and in accordance with the needs and character of students. Interactive learning
strategies in physical education are also in line with the principles of the Independent
Curriculum which emphasizes the importance of student-centered learning. Through this
approach, students are given the freedom to explore their potential, develop creativity, and form
independent and responsible learning habits. In physical education lessons, this strategy can
help students understand that physical activity is not only a school obligation, but also a healthy
lifestyle that is fun and has long-term value.
However, although interactive learning strategies have a lot of potential, their
implementation in secondary schools still faces various obstacles. Some teachers still apply the
single lecture or demonstration method without providing space for students to be actively
involved. Limited facilities, large numbers of students, and lack of teacher training in
developing innovative learning strategies are also obstacles in themselves. Therefore, it is
important to conduct further studies on the effectiveness of interactive learning strategies in
increasing student learning motivation, especially in the context of physical education lessons
at the secondary school level. This study was based on concerns about the low interest and
motivation of students in participating in sports lessons, as well as the importance of innovation
in teaching methods that can revive students' enthusiasm for learning. By reviewing and
implementing interactive learning strategies, it is hoped that a new approach will emerge that
is more effective in fostering motivation, increasing student participation, and ultimately
improving the quality of sports learning in schools. Furthermore, this study is expected to be a
reference for physical education teachers, principals, and education policy makers in
developing learning strategies that are responsive to the needs of today's students. Thus, sports
lessons are no longer looked down upon, but rather as an important part of character education
and holistic health of students. The purpose of this study is to analyze and describe the
effectiveness of interactive learning strategies as a means of increasing motivation to learn
sports at the secondary school level.

43 | Page

https://review.e-siber.org/SIJSE,

Vol. 2, No. 2, October - December 2024

METHOD
This study uses a quantitative approach with a survey method. This approach was chosen
because the study aims to determine the effect of interactive learning strategies on sports
learning motivation objectively and measurably based on data obtained from a certain number
of respondents. Quantitative research allows researchers to process data statistically to draw
conclusions that can be generalized in a broader context. The type of research used is
explanatory, namely research that aims to explain the causal relationship or influence between
two variables, namely interactive learning strategies as an independent variable (X) and sports
learning motivation as a dependent variable (Y). Thus, this study not only describes the
phenomenon, but also analyzes the effect of one variable on another. The population in this
study were all high school students who took physical education subjects at one of the state
high schools in Jambi City. The sampling technique was carried out by random sampling,
considering equal opportunities for all students to be selected as respondents. The number of
samples was determined based on the Slovin formula with an error rate of 5%, so that it is
expected to represent the population validly and reliably.
The research instrument used was a closed questionnaire compiled based on indicators
of interactive learning strategies and learning motivation. This questionnaire was compiled
using a Likert scale with five answer choices, ranging from strongly disagree to strongly agree.
To measure interactive learning strategies, the indicators used include active student
involvement, two-way communication, use of varied media, and group-based learning
activities. Meanwhile, for sports learning motivation, the indicators used include interest,
attention, enthusiasm for following lessons, and the desire to excel in sports. Before being used
in the study, the instrument was first tested to determine the level of validity and reliability.
The validity test was carried out using Pearson Product Moment correlation analysis, while the
reliability test was carried out using the Alpha Cronbach technique. The results of the trial
showed that all statement items in the questionnaire had high validity and strong reliability, so
they were suitable for use in data collection. The data analysis techniques used were descriptive
and inferential statistical analysis. Descriptive analysis was used to describe respondent data
based on the variables studied, such as average values, standard deviations, and frequency
distribution of answers. Meanwhile, inferential analysis was used to test the hypothesis
regarding the effect of interactive learning strategies on sports learning motivation using simple
linear regression analysis. Classical assumption tests such as normality and linearity tests were
also conducted before the regression analysis to ensure that the data met the requirements for
proper statistical analysis.
The data processing process was carried out using statistical programs such as the latest
version of SPSS. The results of the analysis will show whether there is a significant influence
between interactive learning strategies and students' motivation to learn sports. If the
significance value (p-value) <0.05, then the alternative hypothesis (H₁) is accepted, which
means that interactive learning strategies have a significant influence on motivation to learn
sports. With this quantitative approach, the study is expected to provide strong empirical
evidence regarding the effectiveness of interactive learning strategies in increasing student
motivation. The findings of this study are also expected to be a basis for physical education
teachers to choose the most appropriate learning methods to create an active, enjoyable learning
atmosphere and motivate students to participate optimally in sports activit
RESULT AND DISCUSSION
1.⁠ ⁠Description of Research Data
This study involved 100 students from grades X and XI at one of the State Senior High
Schools in Jambi City. Data were collected through a questionnaire that measured two main
variables: interactive learning strategies (X) and motivation to learn sports (Y). The

44 | Page

https://review.e-siber.org/SIJSE,

Vol. 2, No. 2, October - December 2024

questionnaire was compiled using a Likert scale with five answer choices, ranging from
strongly disagree to strongly agree.
A. Description of Interactive Learning Strategy Variables (X)
The interactive learning strategy variable was measured through 20 statement
items covering aspects such as active student involvement, two-way communication,
use of varied media, and group-based learning activities. The results of the descriptive
analysis showed that:
a. ⁠Average value (mean): 82.5
b. Standard deviation: 5.8
c. ⁠Minimum score: 70
d. Maximum score: 95
The distribution of data shows that most students gave a positive assessment of
the implementation of interactive learning strategies in sports lessons. This indicates that
the teacher has succeeded in creating a learning atmosphere that involves students
actively and enjoyably.
B. Description of Sports Learning Motivation Variable (Y)
The sports learning motivation variable is measured through 20 statement items
covering aspects such as interest, attention, enthusiasm for following lessons, and the
desire to excel in sports. The results of the descriptive analysis show that:
a. Average value (mean): 80.2
b. ⁠Standard deviation: 6.3
c. Minimum score: 65
d. Maximum score: 92
These data indicate that students' learning motivation in sports lessons is in the
high category. The majority of students show enthusiasm and passion in participating in
sports activities at school.
2.⁠ ⁠Validity and Reliability Test of the Instrument
Before being used in the study, the questionnaire was tested for validity and
reliability. The validity test was carried out using Pearson Product Moment correlation
analysis, while the reliability test was carried out using the Alpha Cronbach technique.
a. ⁠The results of the validity test showed that all items had a correlation coefficient above
0.3, which means valid.
b. The results of the reliability test show a Cronbach's Alpha value of 0.89 for variable X
and 0.91 for variable Y, which means it is reliable.
3.⁠ ⁠Classical Assumption Test
Before conducting the regression analysis, a classical assumption test was conducted to
ensure that the data met the requirements for statistical analysis.
a. Normality Test
The normality test was conducted using the Kolmogorov-Smirnov test. The
results showed that the significance value for both variables was more than 0.05, which
means that the data was normally distributed.
b. Linearity Test
The linearity test was conducted to determine whether there was a linear
relationship between variables X and Y. The test results showed that the significance
value was 0.000 <0.05, which means that there was a linear relationship between
interactive learning strategies and sports learning motivation.
4.⁠ ⁠Simple Linear Regression Analysis
To determine the effect of interactive learning strategies on sports learning motivation,
a simple linear regression analysis was conducted. The results of the analysis show that:

45 | Page

https://review.e-siber.org/SIJSE,

Vol. 2, No. 2, October - December 2024

Regression coefficient (β): 0.65
⁠T-value: 8.45
⁠Significance (p-value): 0.000 < 0.05
Determination coefficient (R²): 0.422
These results indicate that interactive learning strategies have a significant effect
on students' motivation to learn sports. The R² value of 0.422 means that 42.2% of the
variation in motivation to learn sports can be explained by interactive learning strategies.
a.
b.
c.
d.

Discussion
1. The Influence of Interactive Learning Strategies on Sports Learning Motivation
The results of the study indicate that interactive learning strategies have a significant
influence on students' sports learning motivation. This is in line with the theory of learning
motivation which states that students' active involvement in the learning process can
increase their intrinsic motivation. Interactive learning strategies, such as group discussions,
educational games, and the use of varied media, can create a fun and challenging learning
atmosphere. This can increase students' interest and attention to sports lessons, and
encourage them to participate more actively in learning activities.
2. Practical Implications
These findings have practical implications for physical education teachers. Teachers
are advised to continue to develop and implement interactive learning strategies in sports
lessons. By creating a learning atmosphere that actively involves students, teachers can
increase students' learning motivation and, ultimately, improve their learning outcomes.
3. Research Limitations
This study has several limitations, including:
a. Limited sample: This study was only conducted in one school, so the results may not
be generalizable to other schools.
b. Other variables: This study only examined one independent variable, namely
interactive learning strategies. Other variables that may affect sports learning
motivation, such as environmental factors or parental support, were not examined.

The figure above shows the results of the distribution of student responses to two
research variables, namely interactive learning strategies and sports learning motivation. Based

46 | Page

https://review.e-siber.org/SIJSE,

Vol. 2, No. 2, October - December 2024

on the bar chart, it can be seen that most students are in the high and very high categories for
both variables. For the interactive learning strategy variable, 60 students (60%) are in the high
category and 30 students (30%) are in the very high category. Only a small number of students
are in the low (8 students) and very low (2 students) categories. This shows that most
respondents consider the implementation of interactive learning strategies in sports subjects to
have gone well and according to expectations. Meanwhile, for the sports learning motivation
variable, 55 students (55%) are in the high category and 32 students (32%) are in the very high
category. Similar to the previous variable, only a few students showed low (10 students) and
very low (3 students) motivation levels. These data indicate that students' learning motivation
in sports lessons is also in the good category. In general, the distribution pattern of the two
variables shows harmony, where the better the interactive learning strategy applied, the higher
the students' motivation in learning sports. This finding strengthens the results of the statistical
analysis which shows a positive and significant relationship between the two variables.
CONCLUSION
Based on the results of the research that has been conducted, it can be concluded that
interactive learning strategies have a significant influence on increasing students' motivation
to learn sports at the secondary school level. This strategy is able to create a more enjoyable
learning atmosphere, actively involve students, and encourage two-way interaction between
teachers and students. The application of methods such as group discussions, educational
games, and the use of varied media have been proven to increase students' interest, attention,
and enthusiasm in participating in sports lessons. In other words, the more interactive the
learning process is, the higher the students' motivation to learn and actively participate in sports
activities at school. This finding underlines the importance of the role of teachers in designing
learning strategies that not only focus on material, but also on emotional involvement.
REFERENCES
Arends, R. I. (2012). Learning to Teach (9th ed.). New York: McGraw-Hill Education.
BAstAri, A., & Ali, H. (2020). Service Performance Model Through Work Motivation:
Analysis of Transformational Leadership, Managerial Coaching, and Organizational
Commitments (At the Regional Development Bank of South Kalimantan). Systematic
Reviews in Pharmacy, 11(12).
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behavior. New York: Plenum.
Havidz, I. L. H., Aima, M. H., Ali, H., & Iqbal, M. K. (2018). Intention to adopt WeChat
mobile payment innovation toward Indonesia citizenship based in China. International
Journal of Application or Innovation in Engineering & Management, 7(6), 105-117.
Dimyati, & Mudjiono. (2006). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching (8th ed.). Boston: Allyn &
Bacon.
Riyanto, S., Pratomo, A., & Ali, H. (2017). Effect of compensation and job insecurity on
employee engagement (Study on employee of Business Competition Supervisory
Commission Secretariat). International Journal of Advanced Research, 5(5), 516-528.
Ali, M. H., Zaman, S. M. H., & Hossain, S. A. (1996). Variation in yield, oil and protein content
of rapeseed (Brassica campestris) in relation to levels of nitrogen, sulphur and plant
density. Indian Journal of Agronomy, 41(2), 41_2-41_2.
Mulyasa, E. (2013). Pengembangan dan Implementasi Kurikulum 2013. Bandung: Remaja
Rosdakarya.
Rusman. (2011). Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru.
Jakarta: Rajawali Pers.

47 | Page

https://review.e-siber.org/SIJSE,

Vol. 2, No. 2, October - December 2024

Pusparani, M., Amin, S., & Ali, H. (2021). the effect of work environment and job satisfaction
on employee performance with organizational commitment as an intervening variable at
the Department of Population Control and Family Planning Sarolangun Regency. Dinasti
International Journal of Management Science, 3(2), 202-219.
Santrock, J. W. (2011). Educational Psychology (5th ed.). New York: McGraw-Hill Education.
Slavin, R. E. (2009). Educational Psychology: Theory and Practice (9th ed.). Boston: Pearson.
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Suryabrata, S. (2011). Psikologi Pendidikan. Jakarta: RajaGrafindo Persada.

48 | Page