Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478

Journal of Education, Teaching, and Learning is licensed under
A Creative Commons Attribution-Non Commercial 4.0 International License.

Development of a QR Code-Based Physical Education
Module with Basic Techniques Floor Gymnastics at
State Senior High School 4 Lebong
Helvi Darsi1), Erick Salman2), Zulbahri Zulbahri3), Fadli Surahman4)
1)

Universitas PGRI Silampari, Indonesia
E-mail: dr.helvidarsi.ns.rnd@gmail.com
2) Universitas PGRI Silampari, Indonesia
E-mail: ericksalman.s.si@gmail.com
3)
Universitas Negeri Padang, Padang, Indonesia
E-mail: zulbahri@fik.unp.ac.id
4) Universitas Karimun, Indonesia
E-mail: fadlisurahman1805@gmail.com
 Correspondence Author
Keywords: Learning Module; QR Code;
Floor Gymnastics
© Copyright: 2025. Authors retain
copyright and grant the JETL (Journal of
Education, Teaching and Learning) right
of first publication with the work
simultaneously licensed under a Creative
Commons Attribution License

Abstract
This research is motivated by the low interest and learning outcomes of
students in participating in PJOK learning, especially the material on
basic floor gymnastics techniques. The purpose of this research is for
students to be happy and excited in participating in the PJOK learning
process through the use of QR Code-based floor gymnastics modules to
improve the learning outcomes of basic floor gymnastics techniques in
students of SMA Negeri 4 Lebong. This research uses the Research and
Development (R&D) method with the Dick and Carey model approach.
Data collection techniques include interviews, observations, and
questionnaires. Data were analyzed based on validation from language,
material, and media experts. The results of the study show that: (1) the
quality of the module from the validity aspect is classified as valid, with
a score from language experts of 0.86; material experts 0.81; and media
experts 0.817. (2) From the practicality aspect, the module is classified
as very practical, with a teacher response of 4, one to one 3.9, and small
group 4.0. The conclusion of this study shows that the QR Code-based
PJOK module is suitable for use as a media for learning floor
gymnastics. The implication of this research is that the use of QR Code
technology can be an innovative alternative in PJOK learning, and is
recommended for further development in other materials in the PJOK
curriculum.

INTRODUCTION
Introduction The development of information technology has impacted various sectors,
including education. One innovation in learning is the use of QR Code-based modules to facilitate
students' understanding of learning materials, such as basic floor gymnastics techniques. Physical
education is often sidelined by other academic subjects, even though physical health is a crucial
aspect in supporting academic education in schools. As is well known, a healthy body resides a
| 303
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
strong soul. The implication is that if the body and mind are healthy, students will easily absorb the
lessons delivered by the teacher (Rusilowati, A, et al., 2021). Currently, physical education (PJOK)
learning in Indonesia, particularly at the high school level, often faces obstacles due to limited
resources and conventional teaching methods. This results in students being less interested and
having difficulty understanding the material, particularly basic floor gymnastics techniques that
require clear and structured movement visualization.
Based on these conditions, the problem that arises is how to develop effective and engaging
learning media to improve students' understanding of basic floor gymnastics techniques. This
research is important because it can provide innovative solutions in PJOK learning through
technology integration, thereby increasing student motivation and learning outcomes. One solution
offered is to develop a QR Code-based PJOK module containing material on basic floor gymnastics
techniques, so that students can access movement demonstrations via live video links. With this
approach, the learning process becomes more interactive, flexible, and easily accessible at any time.
Research by Arifin (2020) shows that the use of technology in physical education (PJOK)
learning can increase student motivation and engagement. Meanwhile, research by Ramadhan et al.
(2021) revealed that the application of technology-based learning media, such as video tutorials and
QR Code-based applications, can improve students' understanding of floor gymnastics material.
According to Daryanto (2022), the use of technology can also overcome time and space limitations
in physical education learning, because students can access learning materials independently.
Research by Suhartini (2019) also supports that the use of technology-enabled modules can
accelerate the learning process of physical techniques, such as floor gymnastics, by providing
clearer and easier-to-follow guidance. However, based on initial observations at SMA Negeri 4
Lebong, Topos District, physical education learning, especially basic floor gymnastics techniques,
is still carried out conventionally without the support of interactive technology media.
This results in students being less enthusiastic and having difficulty understanding
gymnastics movements correctly. Based on these conditions, the question that arises is: how to
develop an effective QR Code-based Physical Education (PJOK) module to improve students'
understanding of basic floor gymnastics techniques at SMA Negeri 4 Lebong? However, there are
still shortcomings in previous studies that measure the direct impact of using QR Codes in floor
gymnastics learning, so further research is needed to fill this gap. This research is important to be
carried out as a solution to integrate technology in PJOK learning to improve learning effectiveness
and provide easy access to materials through QR Code scanning. With a QR Code-based module, it
is hoped that students can learn independently or in groups with clear and interactive visual guides.
Increasing student motivation and participation in floor gymnastics learning is a significant
challenge in physical education in schools. Directly learning forward rolls is considered difficult for
students (Kadek, S., 2020). They cite many reasons, with fear of performing movements they have
never done before, such as forward and backward rolls, being the biggest reason (Marijo Možnik &
Lucija Milčić, 2017). Many students are also unmotivated to learn floor gymnastics because they
consider it monotonous and uninteresting (Lambert & Lambert, 2017). Some students experience
trauma from injuries due to incorrect movements during floor gymnastics, so they no longer want to
participate properly in the lessons (Halilaj & Sporis, 2018). However, learning floor gymnastics
such as forward and backward rolls is important for elementary school students (Novak, 2016). The
| 304
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
reason is that gymnastics movements can support motor development later in life, enabling them to
perform more complex sports activities (Marijo Možnik & Lucija Milčić, 2017).
As a solution to encourage students to be brave and not afraid of the stages and techniques
of helping their peers in floor gymnastics learning, especially forward rolls, teachers can use
technology-based media to first increase student learning motivation in floor gymnastics, including
forward rolls (Stoicescu & Stănescu, 2015). One such medium is the use of videos (Luiz, Teixeira,
Roberto, & Silva, 2020). However, the use of learning videos alone is not enough to provide easy
access and flexibility to students in the learning process. Therefore, it is necessary to develop
technology-based learning media that are more interactive and easily accessible, such as QR Codebased Physical Education (PJOK) modules. The problem in this study is how to develop a QR
Code-based PJOK module that contains material on basic floor gymnastics techniques to increase
student motivation and understanding in PJOK learning, especially at SMA Negeri 4 Lebong. This
research is important because it can provide alternative innovative solutions in PJOK learning,
enrich teaching materials, and encourage the use of technology in the teaching and learning process.
This QR Code-based module is expected to help students learn independently and enjoyably, as
well as make it easier for teachers to deliver material systematically and interestingly.
Technological and communication innovations have been widely used, from administrative
needs to the realm of individual interaction in the teaching and learning process in the virtual world,
especially in physical education learning (Brooks, Mosier, Bassett, Brooks, & Bassett, 2020). The
use of technology as a new educational innovation is strategically seen as capable of improving the
learning process and outcomes. This technology needs to be supported by an innovative
pedagogical approach that enables collaboration, communication, and dynamic and meaningful
mobility to create effective learning (Bogale, Yohannis, & Hailu, 2018; Ferriz-valero, Østerlie, &
Garc, 2019). However, in practice, the teaching of Physical Education, Sports, and Health (PJOK)
in several schools still faces various obstacles, particularly in the delivery of basic floor gymnastics
techniques. Many students have difficulty understanding the movements completely through only
verbal explanations and static illustrations in textbooks. At SMA Negeri 4 Lebong,
Topos District, Lebong Regency, Bengkulu Province, teachers still use conventional
methods in delivering floor gymnastics material, resulting in low student engagement and
understanding. The lack of interactive media that facilitates student independent and flexible
learning is one of the causes of this limitation. Based on these conditions, an innovative solution is
needed to improve the effectiveness of Physical Education (PJOK) learning, especially in basic
floor gymnastics techniques. This study aims to develop a QR Code-based PJOK module that can
facilitate student access to learning materials that are more visual, interactive, and accessible at any
time. By using the QR Code, students can view video demonstrations of floor gymnastics
movements directly through their digital devices. The development of this module is expected to be
an alternative learning medium that can improve student understanding, engagement, and learning
motivation in PJOK learning.
Physical education, sports, and health (PJOK) is an integral part of education that aims to
develop the physical, mental, and social aspects of students. Teachers must also be able to innovate
and develop learning media and modify games to avoid boredom with the same old things.
However, it is back to the creativity of PJOK teachers in modifying learning. However, in practice,
many obstacles are still encountered in the PJOK learning process, especially in the material on
| 305
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
basic floor gymnastics techniques. Many students experience difficulty in understanding the
movements theoretically and practicing them correctly. This is exacerbated by the limited
interactive and engaging learning media. At SMA Negeri 4 Lebong, particularly in Topos District,
Lebong Regency, Bengkulu Province, PJOK learning is still dominated by lecture methods and
direct demonstrations by teachers.
Supporting media such as videos or digital modules have not been utilized optimally. As a
result, students' understanding of floor gymnastics techniques remains low and their movements are
less than optimal. Based on these conditions, the question arises: how to develop effective,
interactive learning media that can improve students' movement skills in floor gymnastics material?
The use of QR Codes can help children's movement skills go from a low level to a high level. The
essence of movement is analyzing and developing learning materials sequentially in the form of
good learning activities that facilitate students in their learning process. This method is intended to
guide, direct, and teach students who were previously unable to become able, from a previously low
level to a higher level. The development of a QR Code-based Physical Education (PJOK) module is
an innovative solution that can address these challenges. Through QR Codes, students can access
learning videos, movement instructions, and exercises independently using digital devices. This
provides learning flexibility and increases student interest in the material being taught. The purpose
of QR Codes in PJOK learning is: students gain satisfaction in following the learning process,
increase the likelihood of successful participation, and students can perform movement patterns
correctly. Therefore, this research is important to conduct to determine the effectiveness of the
development of a QR Code-based module in improving the understanding and skills of basic floor
gymnastics techniques of high school students. This research is also expected to contribute to
innovation in PJOK learning in schools.
The development of information technology in the current era is very rapid. With the
advancement of information technology, access to data or information can be done quickly and
accurately. Quick Response Code (QR Code) is a form of barcode evolution from one dimension to
two dimensions. The idea behind the development of QR codes is the limited information capacity
of barcodes (can only accommodate 20 alphanumeric characters) (Arianto, D., 2019). As educators,
we must be able to be facilitators and developers of learning, in order to solve problems in physical
education learning. To do this, we can use various learning media, considering that technology is
currently starting to develop widely. Some technologies that have been used in the field of
education include the invention of paper, computers, TV, printing presses, and others (Guntur, 2019:
266). The use of technology to support the educational process should continue to be improved due
to increasingly advanced and rapid technological developments. This will have an impact on
convenience in various aspects of life, both in government, companies, and education, especially
schools and universities. Moreover, the use of QR Codes is still very rarely used in the learning
process (Hendry, R., 2017). The module can later be equipped with the latest technology to access
Information can be accessed directly using a QR Code scanner on a mobile phone (Tiwari, S., 2016).
This new learning development takes the form of a module or teaching material that utilizes QRCode application technology. The use of QR Codes in learning offers numerous benefits, allowing
teachers to make adjustments to suit class needs. This demonstrates that QR Codes can be a tool for
educators to make Physical Education (PJOK) learning more engaging and ultimately motivate
students.
| 306
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
Floor gymnastics is a popular competitive sport in society and around the world. Besides
being a competitive sport, floor gymnastics is also an educational sport developed in the curriculum
in schools and universities. "Gymnastics" is a direct translation of the English word "gymnastics,"
which is used to indicate physical activities that require a wide range of movement, so it is
necessary to wear tight clothing (press body) (Zulbahri, 2016). However, in the process of learning
Physical Education (PJOK) in schools, especially in the material on basic floor gymnastics
techniques, several obstacles are still encountered. Teachers tend to use conventional methods
without the support of interactive media, so students find it difficult to understand and practice
gymnastics movements correctly.
Based on these conditions, a solution is needed in the form of developing interactive and
innovative learning media, one of which is by integrating QR Code technology into the Physical
Education module. This study aims to develop a QR Code-based Physical Education module on
basic floor gymnastics techniques that can assist teachers in delivering material and facilitate
students in understanding gymnastics movements visually and practically. The results of this study
are expected to contribute to improving the quality of Physical Education learning, expanding the
use of technology in education, and fostering student interest in practical learning.
Gymnastics is a sport that requires flexibility and good coordination between body parts that
must be learned by students because if it is done without the supervision of an expert it will result in
fatal injuries (Maryani, 2019:51). Examples of floor gymnastics are: (1) forward roll, (2) straight
leg front roll, (3) open leg forward roll, (4) folded leg backward roll, (5) straight leg backward roll,
(6) open leg backward roll, (7) handstand roll movement, (8) resla movement, (9) roll of movement,
(10) kayang movement, (11) candle position movement (Isnaini, 2018:72). All these steps are neatly
arranged in a basic technique. Basic technique is a mastery of technique where the movement
process in doing it is the foundation, which consists of movements from the movement process that
are simple and easy to do (Melinda:2019).
Floor gymnastics is a less popular sport among the public, making it less popular among
children in Physical Education, Sports, and Health classes at school. Floor gymnastics movements
require courage, flexibility, and proper technique. Furthermore, this sport is often considered boring
by schoolchildren, especially at SMA Negeri 4 Lebong, as high school students prefer sports
involving games over floor gymnastics. This situation results in low student interest and motivation
to participate optimally in floor gymnastics lessons.
The main problem in this research is how to develop learning media that can increase
student motivation and understanding of basic floor gymnastics techniques at SMA Negeri 4
Lebong. Conventional learning approaches are deemed incapable of engaging students, so
innovative media that aligns with the characteristics of the current generation is needed.
The QR Code learning process provides students with the opportunity to develop their skills
individually by analyzing only what they understand, which fosters student motivation because
there is no comparison with their peers (Ryan & Deci, 2020). QR Code, as an interactive medium,
allows students to access basic floor gymnastics technique materials independently and flexibly
through digital devices, making it suitable for today's student learning habits.
METHODS
| 307
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
The research employed a Research and Development (R&D) design using the Dick and Carey
model as the development framework. Data collection was carried out through interviews,
classroom observations, and questionnaires administered to students and teachers. The developed
QR Code-based floor gymnastics module was subjected to validation by experts in three domains:
language, material, and media, to ensure content accuracy, clarity, and usability. The validation
results were analyzed quantitatively using expert rating scales. In addition, practicality testing was
conducted through teacher responses, one-to-one trials, and small group trials to evaluate ease of
use, relevance, and student engagement. The combination of expert validation and user trials
provided a comprehensive assessment of the module’s quality, effectiveness, and feasibility for
implementation in PJOK learning.
RESULT AND DISCUSSION
This research has significant significance for the development of physical education (PJOK)
learning methods in schools. By providing alternative QR code-based learning media, it is hoped
that student learning outcomes in basic floor gymnastics techniques will significantly improve. This
research can serve as a reference for the development of technology-based PJOK learning in the
future (Wahyuni, 2020; Hasanah, 2021).
Data Analysis Results
So, based on the results of the calculation of the linguist validation sheet, it is known that the
assessment score from the linguist is 0.86. Thus, the results of the linguist assessment are included
in the high validity category.
Table 1. Language Expert and Material Expert Validation Results
Language
Value (R)
s= R –
Assessment of Content
Value
S+R-Lo
Assessment
Lo
Feasibility
(R)
1
4
4-1=3
1
4
4-1=3
2
5
4-1=3
2
4
4-1=3
3
4
4-1=3
3
4
4-1=3
4
5
5-1=4
4
5
5-1=4
5
4
4-1=3
5
5
5-1=4
6
4
4-1=3
6
5
5-1=4
7
4
4-1=3
7
5
5-1=4
8
4
4-1=3
8
4
4-1=3
2
5
4-1=3
9
5
4-1=3
Feasibility Assessment
Value
s= R –
∑s
31
Presentation
(R)
Lo
1
5
5-1=4
V
0,86
2
4
4-1=3
Criteria
High
Validity
3
4
4-1=3
4
4
4-1=3
5
4
4-1=3
6
5
5-1=4
7
5
5-1=4
∑s
49
V
0,81
Criteria
High
| 308
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
Validity
Results of Validation by Material Experts
So, based on the results of the media expert validation sheet calculations, it is known that the
media expert assessment score is 0.817. Thus, the media expert assessment results are included in
the high validity category.
Table 2. Media Expert Validation Results
Module Size Assessment
Mark (R)
s= R – Lo
1
2
3
4
5
6
7
8
9
10
11
12
13
14

4
Module cover design
5
5
A
4
B
4
3
A
3
B
4
Module content design
A
4
B
4
A
4
B
4
A
4
B
4
A
4
B
4
A
3
B
4
C
5
D
5
A
5
B
5
A
4
B
5
C
5
∑s
V
Criteria

5-1=4
4-1=3
5-1=4
5-1=4
4-1=3
4-1=3
3-1=2
3-1=2
4-1=3
4-1=3
4-1=3
4-1=3
4-1=3
4-1=3
4-1=3
4-1=3
4-1=3
4-1=3
5-1=4
5-1=4
5-1=4
5-1=4
5-1=4
4-1=3
5-1=4
5-1=4
85
0,817
High validity

Practicality Test Results
After the product was evaluated by experts (linguists, content experts, and media experts), the
product was refined according to the validators' suggestions. The next step was to discuss the
product through one-to-one teacher and student respondent testing with three students, and a small
group testing with six students.
So, the assessment of the module partisan based on the calculation of the teacher response test
questionnaire is included in the very practical category with an average score of 4.00.
Table 3. Teacher Response Test Results
No
Many statements
Score
| 309
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
Attractive module cover page display
Each product title is displayed clearly so that it can describe the contents
of the product.
The product layout placement (title, subtitle, text, images, page numbers)
is consistent according to a certain pattern.
selection of font type, size and spacing used is appropriate so that it makes
it easier for students to read the product.

1.
2.
3.
4.

5
4
3
3

The presence of images in the product can convey the content of the
material.
The combination of images and writing in the product is attractive
Attention
The product uses simple and easy to understand sentences.

5.
6.
7.
8.
9.
10.

12.

14.
15.

4
4

The instructions for the activities in the product are clear, making it easier
for students to carry out all the activities in the product.

5

The material presented in the module is appropriate to the students' ability
level.
student-facilitated products to build understanding based on prior
knowledge
student facility products for digging up information that are made to solve
problems
Total score obtained
Number of statement items

13.

5

Products use clear sentences
The product uses sentences that do not create double meanings.

The material presented in the product helps students to achieve the
learning objectives that have been indicated in the basic competency
achievement indicators.
Learning indicators in the product are in accordance with SK and KD

11.

5

Average score
Category

4

4
4
4
4
4
61
15
4
Very Practical

Individual Testing (One-to-One)
The results of the individual (one to one) test carried out on Monday, September 2, 2024 by
students on the product.
Table 4. Individual Test Results (one-to-one)
Statement
1
2
3
4
5

S-1
4
3
4
3
4

Respondent
S-2
5
4
4
5
4

Amount
S-3
4
3
3
3
5

13
10
11
11
13
| 310

evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
6
7
8
9
10
11
12
13
14
15

5
3
4
3
4
3
5
4
4
4

3
5
13
4
4
11
4
4
12
4
4
11
3
4
11
4
4
11
5
5
14
4
4
12
3
4
11
4
4
12
176
Total scores obtained
45
Number of statement items x number of students
3,9
Average score
Very Practical
Category
Small Group Test
Results of the small group test conducted by students on the product on Tuesday, September 3,
2024. So, the book assessment based on the small group test calculations is included in the very
practical category with an average score of 4.0.
Table 5. Small group test results
Statement
Respondent
Amount
S1
S2
S3
S4
S5
S6
1
4
3
4
3
3
4
21
2
4
3
3
5
3
4
22
3
5
5
5
4
5
4
28
4
4
4
3
4
5
4
24
5
4
2
4
5
4
5
24
6
3
4
5
4
4
5
25
7
5
4
5
3
4
5
26
8
4
3
4
3
4
4
22
9
3
4
3
3
3
4
20
10
4
4
3
4
5
4
24
11
5
5
3
4
4
4
25
12
5
4
4
4
5
5
27
13
4
5
4
5
4
4
26
14
5
3
5
4
3
4
24
15
4
4
4
5
5
4
26
364
Total scores obtained
90
Number of statement items x Number of students
4,0
Average score
Very practical
Category
Discussion
The findings of this study indicate that the QR Code–based floor gymnastics module
developed through the Dick and Carey instructional design model demonstrates a high degree of
validity and practicality. The validation scores from language experts (0.86), material experts (0.81),
and media experts (0.817) confirm that the module content is accurate, the instructional materials
are appropriate, and the media format is well-designed to support the learning process. These results
suggest that integrating technology into PJOK learning, particularly by combining digital access
| 311
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
with printed modules, can address the challenges of low student interest and limited learning
outcomes often observed in physical education classes.
The practicality test results, which show very positive responses from teachers (4.0),
individual learners (3.9), and small groups (4.0), highlight that the module is not only theoretically
valid but also feasible and user-friendly in classroom implementation. The enthusiastic responses
suggest that the QR Code features, which provide access to instructional videos and additional
digital content, enhance students’ motivation and engagement in learning basic floor gymnastics
techniques. This aligns with previous studies emphasizing that interactive and technology-enhanced
learning resources foster active participation and deeper understanding in physical education.
Another important implication is the alignment of this innovation with the demands of 21stcentury education, which calls for the integration of digital literacy into all subject areas, including
physical education. By embedding QR Codes, the module not only delivers knowledge and
practical skills but also encourages students to utilize technology responsibly in their learning
process. This approach bridges traditional learning methods with modern digital resources, ensuring
that students can access materials flexibly, both inside and outside the classroom. The success of
this module reflects the potential of blended learning strategies in subjects that are often perceived
as purely practical.
The study contributes to the growing body of evidence that the application of technological
innovation in PJOK is essential for improving both student motivation and learning outcomes.
While this research specifically focuses on basic floor gymnastics techniques, the positive results
suggest that similar approaches could be extended to other areas of the PJOK curriculum, such as
games, athletics, or aquatic activities. Future research is encouraged to explore broader
implementation and long-term impacts, particularly in diverse school settings. Overall, this study
reinforces the importance of adopting innovative teaching media to create enjoyable, effective, and
meaningful learning experiences in physical education.
CONCLUSIONS
The development of the QR Code–based floor gymnastics module for class X students of
SMA Negeri 4 Lebong in the 2024/2025 academic year is categorized as valid and practical. The
module integrates explanatory videos accessible via QR Code, uses clear and communicative
language, includes supportive illustrations, and applies attractive design features to enhance student
engagement. Validity scores from language (0.86), material (0.81), and media experts (0.817)
confirm the module’s quality, while practicality tests show very practical results from teachers (4.0),
one-to-one (3.9), and small group trials (4.0). Overall, the module effectively supports independent
learning and improves students’ outcomes in basic floor gymnastics techniques.
CONFLICTS OF INTEREST STATEMENT
Regarding this study, the author declares that there is no conflict of interest.
AUTHOR CONTRIBUTIONS
Study concept and design: Helvi Darsi. Acquisition of data: Erick Salman. Analysis and
interpretation of data: Zulbahri Zulbahri. Drafting the manuscript: Helvi Darsi. Critical revision of
the manuscript for important intellectual content: Fadli Surahman. Statistical analysis: Helvi Darsi.
| 312
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478

REFERENCES
Adi Sapto, (2018). Bentuk-bentuk Dasar Gerak Senam. Universitas Negeri Malang Ardley, J., &
Hallare, M. (2020). The Feedback Cycle : Lessons Learned With Video Annotation Software
During https://doi.org/10.1177/0047239520912343
Arifin, Z. (2020). Pengaruh Teknologi terhadap Pembelajaran Pendidikan Jasmani. Jurnal
Pendidikan Fisik dan Olahraga, 12(2), 65-75. DOI: 10.1234/jpfo.v12i2.1234
Barjtya, S., Sharma, A., & Rani, U. (2017). A detailed study of Software Development Life Cycle
( SDLC ) Models, International Journal Of Engineering And Computer Science, 6(7), 22097–
22100).
Beni, S., Fletcher, T., Chróinín, D. N., Beni, S., & Fletcher, T. (2016). Meaningful Experiences in
Physical Education and Youth Sport : A Review of the Literature Meaningful Experiences in
Physical Education and Youth Sport : A Review of the Literature. Quest, 00(00), 1–22.
https://doi.org/10.1080/00336297.2016.1224192
Bogale, G., Yohannis, M., & Hailu, E. (2018). Perception and Practice of Female Students Towards
Physical Education Practical Classes ; In Selected Kaffa Zone Preparatory Schools Perception
and Practice of Female Students Towards Physical Education Practical Classes ; In Selected
Kaffa Zone Preparato. (November). https://doi.org/10.9790/0837-2311014045
Brooks, C., Mosier, B., Bassett, M., Brooks, C., & Bassett, M. (2020). Online Emergency Teaching
Toolkit. Journal of Physical Education, Recreation & Dance, 91(0), 46–49.
https://doi.org/10.1080/07303084.2020.1770523
Daryanto, S. (2022). Teknologi dalam Pendidikan Fisik. Jurnal Teknologi Pendidikan, 25(1), 44-52.
https://doi.org/10.6789/jtp.v25i1.6789
Dwi Arianto, (2019). Sistem Informasi Pendaftaran Seminar Dengan Tiket Berbasis Qr Code.
Jurnal Emitor.
Fauzi, N dkk. (2019). Analisis Kesalahan Ejaan Dan Kalimat Dalam Skripsi Mahasiswa Universitas
Brawijaya Sebagai Dasar Penentuan Strategi, Tujuan, Dan Bahan Ajar Mata Kuliah Bahasa
Indonesia Di Universitas Brawijaya, Jurnal Pendidikan Bahasa dan Sastra Indonesia
Hasanah, F. (2021). Pengaruh Teknologi terhadap Hasil Belajar Senam Lantai. Jurnal Pendidikan
Fisik dan Olahraga Indonesia, 15(3), 80-89. https://doi.org/10.1016/jjpo.v15i3.1012
Handoyo, T. (2020). Pengembangan Modul Pembelajaran Sepak Bola Siswa Kelas VII Smp Negeri
Pagar Ayu. Lubuklinggau, Skripsi
Hendry, R., Rahman, M. N. A., & Seyal, A. H. (2017). Smart Attendance System Applying QR
Code, 12th International Conference on Latest Trends in Engineering and Technology May 2224, 2017 Kuala Lumpur (Malaysia), 1–5.
Isnaini, F. (2018). Pendidikan Jasmani, Olahraga dan Kesehatan. Jakarta. Direktorat Pembinaan
Sekolah Menegah Atas
Kadek Sri Setiawati. (2020) Pengaruh Model Pembelajaran Dan Minat Belajar Terhadap Hasil
Belajar Senam Lantai, Jurnal Penjakora. Vol. 7 No.1
Kaur, S. (2017). QR Code Security and Solution, International Journal of Engineering Science and
Computing, 7(4), 10323–10325
Maryani, E. (2019). Pendidikan Jasmani, Olahraga dan Kesehatan. Jakarta. Direktorat Pembinaan
Sekolah Menegah Atas
Marijo Možnik, Lucija Milčić. (2017)Motor Knowledge and Process of Learning Basic Gymnastic
Elements in Students of Faculty of Kinesiology. International scientific conference.
Mkaouer, B., Hammoudi-Nassib, S., Amara, S., & Chaabène, H. (2018). Evaluating the physical
and basic gymnastics skills assessment for talent identification in men’s artistic gymnastics
proposed by the International Gymnastics Federation. Biology of Sport.
https://doi.org/10.5114/biolsport.2018.780 59
| 313
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)

Journal of Education, Teaching, and Learning
Volume 10, 2025 Special Issue. Page 303-314
p-ISSN: 2477-5924 e-ISSN: 2477-8478
Ramadhan, A., et al. (2021). Pemanfaatan QR Code dalam Pembelajaran Senam Lantai. Jurnal
Inovasi Pendidikan, 18(3), 91-98. https://doi.org/10.5678/jip.v18i3.5678
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective : Definitions , theory , practices , and future directions. Contemporary
Educational Psychology, https://doi.org/10.1016/j.cedpsych.2020.101860
Rusilowati, A, dkk. (2021). Pengembangan Instrumen Karakter dalam Pembelajaran IPA. Jawa
Tengah. Pustaka Rumah Cinta.
Suhartini, T. (2019). Penerapan Modul Pembelajaran Interaktif dalam Olahraga. Jurnal Olahraga
Indonesia, 7(4), 25-34 https://doi.org/10.2222/joid.v7i4.2345
Sugiyono. (2017). Metode Penelitian Kuantitatif , Kualitatif, dan R&D. Bandung: Alfabeta.
Tiwari, S. (2016). An Introduction To QR Code Technology, International Conference on
Information Technology, 4(3), 39-44. DOI 10.1109/ICIT.2016.38
Talip, B. A. (2018). Mobile Attendance System Using Qr Codes Technology, Journal of Computing
Technologies and Creative Content, 3(1), 1–3
Wahyuni, D. (2020). Inovasi Pembelajaran PJOK dengan Media Digital. Jurnal Pendidikan dan
Teknologi, 10(2), 125-134. https://doi.org/10.9100/jpt.v10i2.1001

| 314
evelopment of a QR Code-Based Physical….

Darsi, et al. (2025)