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

Vol. 3, No. 2, October - December 2025

DOI: https://doi.org/10.38035/sijse.v3i2
https://creativecommons.org/licenses/by/4.0/

The Relationship between Sport Education and Leadership in the
Formation of Student Character
Siska Aprelyani1
1

Universitas Bhayangkara Jakarta Raya, Jakarta, Indonesia, siskaaprelyani1@gmail.com

Corresponding Author: siskaaprelyani1@gmail.com1

Abstract: Literature Review of the role of Sport Education and Leadership in improving
Student Character Formation is a scientific article with the aim of analyzing whether Student
Character Formation plays a role in Sport Education and Leadership. The qualitative
approach method with the literature review method to explore and analyze the relationship
between sport education, leadership and character formation. The results of this article are: 1)
Sport Education plays a role in Character Formation, 2) Leadership plays a role in Character
Formation. Apart from these 2 exogenous variables that influence the endogenous variable of
Character Formation, there are still many other factors including the school environment,
technology, education.
Keywords: Sport Education, Leadership, Character Building.

INTRODUCTION
Modern education demands that schools focus not only on academic achievement but
also on character development for students. Strong character is a crucial foundation for
developing a generation with integrity, responsibility, and good morals. According to
(Suwiwa et al., 2022), character education can be effectively developed through sports
activities because physical activity involves social values such as discipline, responsibility,
cooperation, and self-confidence. Therefore, sports are not just physical activities but also a
means of learning life values that can be applied in everyday behavior.
One approach to sports learning that is considered effective in character development is
the Sport Education Model. According to (Sahrul Jahrir et al., 2024), Sport Education not
only teaches motor skills but also fosters important values such as leadership, sportsmanship,
and cooperation. Through roles such as player, referee, and coach, students learn to interact
actively and understand the meaning of responsibility within a team. This model makes sports
activities a tangible means of character development because it emphasizes contextual and
enjoyable learning experiences.
Furthermore, leadership aspects also play a significant role in shaping student character.
According to (Suherman et al., 2023), the integration of leadership values into sports
education-based learning has been shown to improve self-management, decision-making, and

60 | P a g e

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

Vol. 3, No. 2, October - December 2025

team motivation. Sports activities that place students in leadership roles, such as being a team
captain or coordinator, can foster social skills, communication, and empathy. This aligns with
research (Anwar et al., 2020), which states that the implementation of sports education
significantly develops students' sense of responsibility and leadership.
This article aims to identify and analyze the key factors influencing the implementation
of student character development within the context of sports education implementation and
leadership development in the school environment. A deeper understanding of these factors is
expected to provide a more comprehensive picture of how sports education-based learning
and the reinforcement of leadership values can effectively contribute to the development of
positive character in students.
This study aims to determine whether sports education and leadership contribute to
character development. Based on the previously described research questions, the literature
review questions are as follows:
1. Does sports education contribute to character development?
2. Does leadership contribute to character development?
METHODS
This research uses a descriptive qualitative approach with a literature review method.
This approach was chosen to gain a deeper understanding of the application of the Character
Building model in physical education to sports education and leadership.
RESULTS AND DISCUSSION
Results
The results of this article based on the background of the problem, objectives and
methods are as follows:
Student Character
Character education is defined as a systematic and ongoing effort undertaken by
schools to foster and shape students' personalities, including behavior, skills, and attitudes,
through academic and non-academic self-development activities at school (Baidowi, 2020).
Character enables humans to recognize and understand the following aspects of behavior,
attitudes, methods, and qualities that distinguish one person from another, or the specific
characteristics that can distinguish one person from another (Tenrere et al., 2020).
According to (Pertiwi, 2020), several models that can be applied to character education
include habituation and role modeling, discipline development, rewards and punishments,
contextual teaching and learning, role-playing, and participatory instruction.
According to (Kemendikbud, 2017:8-9), five main values are identified as character
indicators: 1) Religious; 2) Nationalist; 3) Independent; 4) Mutual Cooperation; and 5)
Integrity.
Student character has been widely studied by previous researchers, including: (Utami,
I., Khansa, A. M., & Devianti, E., 2020), (Wally, M., 2021), (Pratiwi, D., 2023), (Imamah, Y.
H., Pujianti, E., & Apriansyah, D., 2021).
Sport Education
Physical education is essentially an educational process that utilizes physical activity to
produce holistic changes in an individual's quality, including physical, mental, and emotional
changes. One of the subjects taught at all levels of education is Physical Education, Sports,
and Health (PJOK). According to (Setyawan., 2016), Physical Education is an educational
process that utilizes physical activity, systematically designed with the aim of improving

61 | P a g e

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

Vol. 3, No. 2, October - December 2025

various aspects of an individual, including organic, neuromuscular, perceptual, cognitive,
social, and emotional development.
Physical Education is an integral part of the overall education system, focusing on the
development of physical fitness, motor skills, critical thinking skills, emotional stability,
social skills, reasoning, and moral action through physical activity (Kiranida., 2019).
Within the educational context, Physical Education is considered crucial, providing
students with opportunities to directly engage in various learning experiences through
systematically organized physical activities. These learning experiences aim to foster and
shape a healthy and active lifestyle throughout life (Rosmi., 2016).
Sport Education has been widely studied by previous researchers, including:
(Aprelyani, S. (2025), (Silviah, R., 2025), (Masgumelar, N. K., & Mustafa, P. S., 2021),
(Musa, M. M., Musripah, M., & Annur, A. F, 2022).
Leadership
According to (George R. Terry., 2018), leadership is a relationship within an individual
or leader, the activity of influencing people to work together consciously in a task
relationship, striving to achieve group goals voluntarily. Leadership is the process of
directing and influencing the task-related activities of group members (Sutrisno., 2016).
Leadership is a science that comprehensively examines how to direct, influence, and
supervise others to carry out tasks according to planned instructions (Fahmi., 2017).
According to (Kartono, 2017), indicators that can be used as references for successful
leadership in an organization are as follows: 1) Analytical ability; 2) Communication skills;
3) Courage; 4) Listening skills; 5) Assertiveness.
Leadership has been extensively studied by previous researchers, including: (Aprelyani,
S., 2025), (Putri, B. A., & Ali, H., 2025), (Alhabsyi, F., Pettalongi, S. S., & Wandi, W.,
2022), (Sasmita, S. K., & Prastini, E., 2023).
Discussion
a) Sport Education on the Formation of Student Character
The Sports Education model provides a learning experience that focuses not only on
physical skills but also on character development. According to (Bisa., 2023), the
implementation of Sports Education in schools fosters values such as responsibility,
cooperation, and honesty through role-based learning, involving players, coaches, and
referees. Through these experiences, students not only learn to play sports but also to
appreciate the process, respect the rules, and prioritize sportsmanship. This aligns with the
concept of education through sport, which emphasizes character development through social
interaction in the sports environment.
Physical education using the Sports Education approach also plays a crucial role in
shaping students' moral and social values. According to (Rahman., 2025), structured physical
education using the Sports Education model can foster character values such as discipline,
responsibility, and social awareness. In sports activities, students are trained to work together
as a team, compete healthily, and appreciate both victory and defeat. These values play a
significant role in developing strong and ethical personalities in real life, especially in the
school environment. Research conducted by (Kuspratiwi., 2024) shows that student
involvement in sports education activities significantly improves positive character. Through
a pre-post experimental design in elementary schools, they found an increase in students'
abilities in honesty, discipline, and responsibility after participating in sports lessons that
implemented sports education principles. These findings reinforce the idea that physical
education can be an effective means of character development, provided it is designed with a
focus on social and affective values, rather than simply motor skills.

62 | P a g e

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

Vol. 3, No. 2, October - December 2025

Furthermore, research conducted by (Kim & Park., 2024) found that student
involvement in sports-based sports activities can develop leadership skills, teamwork, and
empathy, which are integral to character development. They emphasized that in the context of
modern education, sports serve as a social learning space capable of internalizing character
values through real-life practice. Therefore, it can be concluded that sports education has a
close and positive relationship with student character development, as it fosters social, moral,
and leadership values through active and collaborative learning experiences.
This research aligns with research conducted by: (Pradana, A. A., 2021), (Musa, M. M.,
Musripah, M., & Annur, A. F., 2022), (Syafruddin, M. A., Jahrir, A. S., & Yusuf, A., 2022),
(Yoon, S., Kim, M., Park, S., & Song, I., 2024).
b) Leadership in the Formation of Student Character
Leadership is a crucial aspect in developing student character, as it fosters the values of
responsibility, discipline, and communication skills. According to (Hidayat., 2021),
leadership in schools is not limited to formal positions such as class president or organization
leader, but also occurs in everyday social contexts, such as students' ability to influence,
direct, and set a positive example for their peers. These values align with the goals of
character education, namely to develop individuals capable of critical thinking, empathy, and
ethical behavior in various situations.
Furthermore, research by (Nugroho & Yuliana., 2022) shows that students with strong
leadership skills tend to exhibit better prosocial behavior than other students. This is because
leadership requires self-control, a sense of responsibility for the group, and the ability to work
collaboratively. Leadership activities at school, such as serving on the Student Council
(OSIS) or leading a sports team, provide opportunities for students to learn how to manage
conflict, make decisions, and accept the consequences of their actions. This process is an
effective way to develop honest, resilient, and disciplined character. Furthermore, research by
(Widodo., 2023) revealed that leadership development programs in schools have a significant
influence on the formation of students' moral character. Through activities such as leadership
training, student projects, and extracurricular activities, students can learn to apply values
such as honesty, integrity, and a sense of social responsibility. This proves that leadership is
not only the ability to lead others, but also a form of self-awareness in directing behavior to
align with prevailing moral values. Thus, targeted leadership activities can strengthen the
formation of positive character in students within the school environment.
Student leadership development is closely related to the development of social and
emotional character. Studies have shown that students who frequently engage in leadership
activities have better abilities in collaboration, empathy, and constructive problem-solving.
Leadership developed from school age provides a strong foundation for the development of
responsible and integrated personalities in the future. Therefore, leadership is not only a
cognitive or managerial aspect, but also a crucial instrument in developing overall character.
This research aligns with research conducted by: (Mujahidin, M., & Malusu, M. R.,
2024), (Zulwiddi, N., 2024), (Sitinjak, I. Y., Gultom, S., Saragih, K. W., & Ukur, J., 2024),
(Widodo, S., 2023).
Conceptual Framework
Based on the formulation of the problem, theoretical studies, relevant previous research
and discussion of the influence between variables, then obtained the framework of thinking
articles such as below.

63 | P a g e

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

Vol. 3, No. 2, October - December 2025

Leadership
(X2)

Sport Education (X1)

Student Character
(Y)
Picture 1. Conceptual Framework

And there are many other factors that influence student character (Y), including :
a) School environment : (Hikmawati, H., Yahya, M., Elpisah, E., & Fahreza, M., 2022),
(Umar, H., & Masnawati, E., 2024), (Nurfirdaus, N., & Sutisna, A., 2021), (Ardiyansyah,
H., Hermuttaqien, B. P. F., & Wadu, L. B., 2019).
b) Technology : (Sangapan, L. H., Carlos, G. J., Ali, H., & Manurung, A. H., 2025), (Zahran,
R., & Ali, H., 2020), (Firmansyah, P. D., & Ali, H., 2024), (Wulandari, S., Ali, H., &
Hendayana, Y., 2024).
c) Education : (Silviah, R., 2024), (Nurhayati, N., & Rosadi, K. I., 2022), (Salsabilah, A. S.,
Dewi, D. A., & Furnamasari, Y. F., 2021), (Jaya, H., Hambali, M., & Fakhrurrozi, F.,
2023).
CONCLUSION
This study aims to determine whether student character building plays a role in
improving sports education and leadership. Based on the article's questions, the following
conclusions can be drawn from this study: 1) Sports Education plays a role in student
character building; 2) Leadership plays a role in student character building.
REFERENCES
Alhabsyi, F., Pettalongi, S. S., & Wandi, W. (2022). Peran Kepemimpinan Kepala Sekolah
dalam Meningkatkan Kinerja Guru. Jurnal Integrasi Manajemen Pendidikan, 1(1),
11-19.
Aprelyani, S. (2025). Peran Sport Education dalam Mengembangkan Kedisiplinan,
Kepemimpinan dan Karakter Siswa. Jurnal Pendidikan Siber Nusantara, 3(2), 62-69.
Aprelyani, S. (2025). The Influence of Leadership and Communication on Student Teamwork
in Sports. Siber International Journal of Sport Education, 2(3), 119-124.
Imamah, Y. H., Pujianti, E., & Apriansyah, D. (2021). Kontribusi guru pendidikan agama
islam dalam pembentukan karakter siswa. Jurnal Mubtadiin, 7(02).
Masgumelar, N. K., & Mustafa, P. S. (2021). Pembelajaran pendidikan olahraga berbasis
blended learning untuk sekolah menengah atas. Jurnal Kejaora (Kesehatan Jasmani
Dan Olah Raga), 6(1), 133-144.
Mujahidin, M., & Malusu, M. R. (2024). Membangun karakter kepemimpinan melalui
organisasi siswa intra sekolah (OSIS). At Tadbir: Islamic Education Management
Journal, 2(1), 27-35.
Musa, M. M., Musripah, M., & Annur, A. F. (2022). Membentuk Karakter Peserta Didik
Sekolah Dasar Melalui Pendidikan Olahraga. Jurnal Riset Pendidikan Dasar
(JRPD), 3(2), 75.
Musa, M. M., Musripah, M., & Annur, A. F. (2022). Membentuk Karakter Peserta Didik
Sekolah Dasar Melalui Pendidikan Olahraga. Jurnal Riset Pendidikan Dasar
(JRPD), 3(2), 75.

64 | P a g e

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

Vol. 3, No. 2, October - December 2025

Pradana, A. A. (2021). Strategi Pembentukan Karakter Siswa Pada Jenjang Pendidikan Dasar
Melalui Mata Pelajaran Pendidikan Jasmani Olahraga Dan Kesehatan. PREMIERE:
Journal of Islamic Elementary Education, 3(1), 78-93.
Pratiwi, D. (2023). Integrasi pendidikan karakter dalam pembelajaran pendidikan
kewarganegaraan untuk mengembangkan karakter siswa sekolah dasar. Proceedings
Series of Educational Studies, 178-184.
Putri, B. A., & Ali, H. (2025). Pengaruh Inovasi, Kepemimpinan dan Keunggulan Kompetitif
terhadap Kinerja Perusahaan. Jurnal Komunikasi dan Ilmu Sosial, 3(1), 21-28.
Sasmita, S. K., & Prastini, E. (2023). Peran Kepemimpinan Kepala Sekolah Dalam
Meningkatkan Kinerja Guru. Jurnal Pendidikan Kewarganegaraan Dan Politik, 1(1),
11-17.
Silviah, R. (2025). Determination Young Athletes' in Improving Perfomance: Teamwork and
Training Consistency (Literature Review Sport Education). Siber International
Journal of Sport Education, 2(4), 145-150.
Sitinjak, I. Y., Gultom, S., Saragih, K. W., & Ukur, J. (2024). Kepemimpinan sekolah
penentu karakter peserta didik peran guru dalam membentuk karakter siswa melalui
pembelajaran PPKN di sekolah dasar untuk menghadapi tantangan Society 5.0. Jurnal
Pendidikan dan Pengajaran, 5(3).
Syafruddin, M. A., Jahrir, A. S., & Yusuf, A. (2022). Peran pendidikan jasmani dan olahraga
dalam pembentukan karakter bangsa. Jurnal Ilmiah STOK Bina Guna Medan, 10(2),
73-83.
Utami, I., Khansa, A. M., & Devianti, E. (2020). Analisis pembentukan karakter siswa di sdn
tangerang 15. Fondatia, 4(1), 158-179.
Wally, M. (2021). Peran Guru Dalam Pembentukan Karakter Siswa. Jurnal Studi
Islam, 10(1), 70-81.
Widodo, S. (2023). The Impact of Leadership Training on Students’ Character Development
in Schools. Journal of Educational Leadership and Practice.
Yoon, S., Kim, M., Park, S., & Song, I. (2024). The Role of Leadership in Team Sports:
Fostering Entrepreneurship and Commitment in Sports Education. Revista de
Psicología del Deporte (Journal of Sport Psychology), 33(3), 218-232.
Zulwiddi, N. (2024). Kepemimpinan guru PAI dalam pengembangan karakter siswa di SMP
Plus Baabussalam. An-Nahdlah: Jurnal Pendidikan Islam, 4(1), 11-23.

65 | P a g e