Research Article
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The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta

Year 2025, Volume: 8 Issue: 2, 130 - 142
https://doi.org/10.33438/ijdshs.1504557

Abstract

This research aims to determine the impact of training Pencak Silat using Cooperative Model Type Jigsaw towards Self-Regulation at Universitas Negeri Jakarta. This research was conducted at Negeri Jakarta, used an experiment with non-equivalent design. The population of this study is Universitas Negeri Jakarta college students, because there were only two classes with 33 students each, the author used a total sampling technique. Sample is 33 college, consisting of 17 men and 16 women at each class A and B. The instrument used is the self-regulated questionnaire. The result show that experimental class obtained a Statistical value of -14.682, Sig. 0,000. It can be concluded that there is an increase in Self-Regulation at the experimental class. The control class obtained a Statistical value of -0.713, Sig 0.412. It can be concluded that there is no increase in the Self-Regulation at the control class. Meanwhile for the Independent t Test, obtained a Statistical value of 13.039, Sig. 0,000. It can be concluded that students in the experimental class who practiced with the Cooperative Model Type Jigsaw gave better results when compared to students in the control class who practiced with the conventional model. For further research in Pencak Silat material, it is necessary to carry out further experimental research on Jurus Golok and Jurus Toya use of other cooperative methods such as STAD and TGT. In order to see their effects and the research should be conducted in a larger sample because the move more complex.

Ethical Statement

This research followed ethical standards and received approval from the Politeknik Kesehatan Kementerian Kesehatan Bandung, Indonesia with reference number (NO.11/KEPK/EC/VI/2024 and date of approval June 6, 2024).

Supporting Institution

Universitas Negeri Jakarta

Project Number

NO.11/KEPK/EC/VI/2024 and date of approval June 6, 2024

Thanks

The author would like to thank all parties who supported this research, especially from Universitas Negeri Jakarta which has supported this research.

References

  • Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. [CrossRef]
  • Alvi, E., & Gillies, R. M. (2023). Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels. Educational Review, 75(4), 680–702. [CrossRef]
  • Artanayasa, I. W., Suwiwa, I. G., & Mashuri, H. (2023). Jigsaw Cooperative Model: Solution for Active Soccer Practice Learning. Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 521–525. [CrossRef]
  • Boroughani, T., Xodabande, I., & Karimpour, S. (2023). Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development. Discover Education, 2(1). [CrossRef]
  • Boshoff-Knoetze, A., Duminy, L., & Du Toit, Y. (2023). Examining the effect of self-regulation failure on academic achievement in emergency remote teaching and learning versus face-to-face. Journal of Applied Research in Higher Education, 15(2), 342–354. [CrossRef]
  • Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek, & T. L. Jackson (Eds.), Innovations in clinical practice: A sourcebook, vol. 17 ( pp. 281 – 292). Sarasota, FL: Professional Resource Press / Professional Resource Exchange.
  • Cereda, F. (2023). Methods and models in the context of physical activity and physical education: strenght, weakness and gaps. Journal of Physical Education and Sport, 23(5), 1064–1075. [CrossRef]
  • Chu, S. T., Hwang, G. J., Chien, S. Y., & Chang, S. C. (2023). Incorporating teacher intelligence into digital games: An expert system-guided self-regulated learning approach to promoting EFL students’ performance in digital gaming contexts. British Journal of Educational Technology, 54(2), 534–553. [CrossRef]
  • Cochon Drouet, O., Lentillon-Kaestner, V., & Margas, N. (2023). Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses. Front. Psychol, 14:1216437. [CrossRef]
  • Cohen, R., Katz, I., Aelterman, N., & Vansteenkiste, M. (2022). Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences. European Journal of Psychology of Education, 38:963–988. [CrossRef]
  • Creswell, W. J. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (4th ed., Vol. 4). SAGE Publication, Inc.
  • Cupeiro, R., Rojo-Tirado, M. A., Cadenas-Sanchez, C., Artero, E. G., Peinado, A. B., Labayen, I., Dorado, C., Arias-Palencia, N. M., Moliner-Urdiales, D., Vidal-Conti, J., Conde-Caveda, J., Mora-Gonzalez, J., Vicente-Rodríguez, G., & Benito, P. J. (2020). The relative age effect on physical fitness in preschool children. Journal of Sports Sciences, 38(13), 1506–1515. [CrossRef]
  • Dincă, M., Luştrea, A., Craşovan, M., Oniţiu, A., & Berge, T. (2023). Students’ Perspectives on Team Dynamics in Project-Based Virtual Learning. SAGE Open, 13(1). [CrossRef]
  • Dorofieieva, O., Yarymbash, K., Skrypchenko, I., Pavlović, R., & Badicu, G. (2019). The effect of recreational swimming on the health of students with poor somatic health in physical education classes at university. Journal of Functional Morphology and Kinesiology, 4(3). [CrossRef]
  • Méndez, A., Valero, A., & Casey, A. (2010). What are we being told about how to teach games? A three-dimensional analysis of comparative research into different instructional studies in Physical Education and School Sports. Revista Internacional de Ciencias del Deporte, 18(6), 37-56. [CrossRef]
  • Ginanjar, S., & Tarigan, B. (2018). Project-Based Learning in Physical Education - Can Improve Creativity Students and Which One Better Than Conventional Approach? Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 128-132. [CrossRef]
  • Ginanjar, S., Widyawan, D., & Faruqi, H. (2023). Systematic Literature Review: Sports in Early Childhood in Indonesia. International Journal of Human Movement and Sports Sciences, 11(5). [CrossRef]
  • Hardika, H., Soraya, D. U., Iriyanto, T., & Aisyah, E. N. (2023). Student Learning Creativity Based on Social Life. In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) (pp. 934–943). Atlantis Press SARL. [CrossRef]
  • Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2023). Supporting self-regulated learning with learning analytics interventions – a systematic literature review. Education and Information Technologies, 28(3), 3059–3088. [CrossRef]
  • Jiang, M., Yu, H., He, J., Qian, G., & Bialas, M. (2023). Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China. Sustainability, 15(13). [CrossRef]
  • Lan, P. S., Liu, M. C., & Baranwal, D. (2020). Applying contracts and online communities to promote student self-regulation in English learning at the primary-school level. Interactive Learning Environments, 1–12. [CrossRef]
  • Lanos, M. E. C., Ihsan, N., Okilanda, A., Handayani, W., Manullang, J. G., & Lestari, H. (2023). Effectiveness of Interactive Multimedia Supported Physical Education Using Jurus Tunggal Tangan Kosong in the New Normal Era. International Journal of Human Movement and Sports Sciences, 11(2), 261–267. [CrossRef]
  • Lavoie, C. É., Vallerand, R. J., & Verner-Filion, J. (2021). Passion and emotions: The mediating role of cognitive appraisals. Psychology of Sport and Exercise, 54. [CrossRef]
  • Legrain, P., Lesellier, J., Sanchez-Larrea, S., & Escalie, G. (2023). Does a cooperative training design influence pre-service teachers’ perceived quality of life? Frontiers in Education, 7. [CrossRef]
  • Leppänen, M., Parkkari, J., Vasankari, T., Äyrämö, S., Kulmala, J. P., Krosshaug, T., Kannus, P., & Pasanen, K. (2021). Change of Direction Biomechanics in a 180-Degree Pivot Turn and the Risk for Noncontact Knee Injuries in Youth Basketball and Floorball Players. American Journal of Sports Medicine, 49(10), 2651–2658. [CrossRef]
  • Lubis, J., Fitrianto, E. J., Sukiri, Haqiyah, A., Setiakarnawijaya, Y., Robianto, A., Sukriadi, S., Nurulfa, R., Irawan, A. A., & Sumartiningsih, S. (2021). Does aerobic interval training induce a decrease in body weight in pencak silat elite athletes? Journal of Physical Education and Sport, 21, 2372–2380. [CrossRef]
  • Lubis, J., Haqiyah, A., Kusumawati, M., Irawan, A. A., Hanief, Y. N., & Riyadi, D. N. (2022). Do problem-based learning and flipped classroom models integrated with Android applications based on biomechanical analysis enhance the learning outcomes of Pencak Silat? Journal of Physical Education and Sport, 22(12), 3016–3022. [CrossRef]
  • Lubis, J., Sukur, A., Fitrianto, J., Suliyanthini, D., Ayu Irawan, A., Robianto, A., Haqiyah, A., & Dwi Oktafiranda, N. (2021). Wearıng a fıbrous proteın (cv-f) coolıng vest to reduce fatıgue among ındonesıan pencak sılat athletes: ıs ıt effectıve? In Journal of Engineering Science and Technology, 16(2), 1402-1415.
  • Park, E., Ifenthaler, D., & Clariana, R. B. (2023). Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners’ self-regulated learning in an adaptive learning analytics dashboard. British Journal of Educational Technology, 54(1), 98–125. [CrossRef]
  • Pavlović, R. (2018). Physical activity of pupils: Engagement of pupils younger school age in extracurricular sports activities. International Journal of Physical Education, Fitness and Sports, 7(2), 1–9. [CrossRef]
  • Pavlović, R., Solaković, S., Simeonov, A., Milićević, L., & Radulović, N. (2022). Physıcal actıvıty and health: the benefıts of physıcal actıvıty ın the preventıon of dıabetes mellıtus and cardıovascular dısorders. European Journal of Physical Education and Sport Science, 9(1). [CrossRef]
  • Poitras, E. G., Doleck, T., Huang, L., Dias, L., & Lajoie, S. P. (2023). Time-driven modeling of student self-regulated learning in network-based tutors. Interactive Learning Environments, 31(4), 2490–2511. [CrossRef]
  • Puente-Maxera, F., Méndez-Giménez, A., & de Ojeda, D. M. (2021). Physical activity levels during a Sport Education season of games from around the world. European Physical Education Review, 27(2), 240–257. [CrossRef]
  • Reyes, A., Chaves, R., Vasconcelos, O., Pereira, S., Tani, G., Stodden, D., Hedeker, D., Maia, J., & Baxter-Jones, A. (2023). Modeling the Dynamics of Children’s Musculoskeletal Fitness. International Journal of Environmental Research and Public Health, 20(4). [CrossRef]
  • Rossi, M. K., Pasanen, K., Heinonen, A., Äyrämö, S., Leppänen, M., Myklebust, G., Vasankari, T., Kannus, P., & Parkkari, J. (2021). The standing knee lift test is not a useful screening tool for time loss from low back pain in youth basketball and floorball players. Physical Therapy in Sport, 49, 141–148. [CrossRef]
  • Rueda, M. R., Moyano, S., & Rico-Picó, J. (2023). Attention: The grounds of self-regulated cognition. Wiley Interdisciplinary Reviews. WIREs Cognitive Science, 14(1), e1582 [CrossRef]
  • Segundo-Marcos, R., Carrillo, A. M., Fernández, V. L., & Daza González, M. T. (2023). Age-related changes in creative thinking during late childhood: The contribution of cooperative learning. Thinking Skills and Creativity, 49. [CrossRef]
  • Setyaningsih, A. (2023). The Effect of the Application of the Jigsaw Type Cooperative Learning Model on the Motivation to Learn Applied Physics Courses at the Merchant Marine Polytechnic of Makassar Cadets. International Journal of Social Service and Research, 3(5), 1173–1180. [CrossRef]
  • Slavin, R. E. (1995). Cooperative learning. USA.
  • Swann, C., Crust, L., Jackman, P., Vella, S. A., Allen, M. S., & Keegan, R. (2017). Performing under pressure: Exploring the psychological state underlying clutch performance in sport. Journal of Sports Sciences, 35(23), 2272–2280. [CrossRef]
  • Toma, M. (2017). Missed Shots at the Free-Throw Line: Analyzing the Determinants of Choking Under Pressure. Journal of Sports Economics, 18(6), 539–559. [CrossRef]
  • Turan, S., Zehir, T., Ilgin, O., & Soyer, F. (2023). The effects of cooperative learning model on attitudes towards physical education and self-efficacy. Journal of ROL Sport Sciences, 4(1), 176–194. [CrossRef]
  • Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. Internet and Higher Education, 56. [CrossRef]
  • Whittle, R. J., Telford, A., & Benson, A. C. (2018). Teacher’s perceptions of how they influence student academic performance in VCE physical education. Australian Journal of Teacher Education, 43(2), 1–25. [CrossRef]
  • Wibawa, I. M. C. (2023). Improvıng student scıence learnıng outcomes through cooperatıve learnıng: early chıldhood students through small groups. Indonesian Journal of Educational Development, 4(1), 118–125. [CrossRef]
  • Wu, W. L., Hsu, Y., Yang, Q. F., Chen, J. J., & Jong, M. S. Y. (2023). Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments, 31(4), 2244–2267. [CrossRef]
  • Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. In Educational Research Review, (Vol. 39). Elsevier Ltd. [CrossRef]
  • Yang, Y., Wen, Y., & Song, Y. (2023). A Systematic Review of Technology-Enhanced Self-Regulated Language Learning. Technology & Society, 26(1), 31–44. [CrossRef]
  • Zimmerman, B. P. (2000). Attaınıng self-regulatıon a socıal cognıtıve. In Handbook of Self-Regulation (pp. 13–38).
Year 2025, Volume: 8 Issue: 2, 130 - 142
https://doi.org/10.33438/ijdshs.1504557

Abstract

Project Number

NO.11/KEPK/EC/VI/2024 and date of approval June 6, 2024

References

  • Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. [CrossRef]
  • Alvi, E., & Gillies, R. M. (2023). Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels. Educational Review, 75(4), 680–702. [CrossRef]
  • Artanayasa, I. W., Suwiwa, I. G., & Mashuri, H. (2023). Jigsaw Cooperative Model: Solution for Active Soccer Practice Learning. Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 521–525. [CrossRef]
  • Boroughani, T., Xodabande, I., & Karimpour, S. (2023). Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development. Discover Education, 2(1). [CrossRef]
  • Boshoff-Knoetze, A., Duminy, L., & Du Toit, Y. (2023). Examining the effect of self-regulation failure on academic achievement in emergency remote teaching and learning versus face-to-face. Journal of Applied Research in Higher Education, 15(2), 342–354. [CrossRef]
  • Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek, & T. L. Jackson (Eds.), Innovations in clinical practice: A sourcebook, vol. 17 ( pp. 281 – 292). Sarasota, FL: Professional Resource Press / Professional Resource Exchange.
  • Cereda, F. (2023). Methods and models in the context of physical activity and physical education: strenght, weakness and gaps. Journal of Physical Education and Sport, 23(5), 1064–1075. [CrossRef]
  • Chu, S. T., Hwang, G. J., Chien, S. Y., & Chang, S. C. (2023). Incorporating teacher intelligence into digital games: An expert system-guided self-regulated learning approach to promoting EFL students’ performance in digital gaming contexts. British Journal of Educational Technology, 54(2), 534–553. [CrossRef]
  • Cochon Drouet, O., Lentillon-Kaestner, V., & Margas, N. (2023). Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses. Front. Psychol, 14:1216437. [CrossRef]
  • Cohen, R., Katz, I., Aelterman, N., & Vansteenkiste, M. (2022). Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences. European Journal of Psychology of Education, 38:963–988. [CrossRef]
  • Creswell, W. J. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (4th ed., Vol. 4). SAGE Publication, Inc.
  • Cupeiro, R., Rojo-Tirado, M. A., Cadenas-Sanchez, C., Artero, E. G., Peinado, A. B., Labayen, I., Dorado, C., Arias-Palencia, N. M., Moliner-Urdiales, D., Vidal-Conti, J., Conde-Caveda, J., Mora-Gonzalez, J., Vicente-Rodríguez, G., & Benito, P. J. (2020). The relative age effect on physical fitness in preschool children. Journal of Sports Sciences, 38(13), 1506–1515. [CrossRef]
  • Dincă, M., Luştrea, A., Craşovan, M., Oniţiu, A., & Berge, T. (2023). Students’ Perspectives on Team Dynamics in Project-Based Virtual Learning. SAGE Open, 13(1). [CrossRef]
  • Dorofieieva, O., Yarymbash, K., Skrypchenko, I., Pavlović, R., & Badicu, G. (2019). The effect of recreational swimming on the health of students with poor somatic health in physical education classes at university. Journal of Functional Morphology and Kinesiology, 4(3). [CrossRef]
  • Méndez, A., Valero, A., & Casey, A. (2010). What are we being told about how to teach games? A three-dimensional analysis of comparative research into different instructional studies in Physical Education and School Sports. Revista Internacional de Ciencias del Deporte, 18(6), 37-56. [CrossRef]
  • Ginanjar, S., & Tarigan, B. (2018). Project-Based Learning in Physical Education - Can Improve Creativity Students and Which One Better Than Conventional Approach? Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 128-132. [CrossRef]
  • Ginanjar, S., Widyawan, D., & Faruqi, H. (2023). Systematic Literature Review: Sports in Early Childhood in Indonesia. International Journal of Human Movement and Sports Sciences, 11(5). [CrossRef]
  • Hardika, H., Soraya, D. U., Iriyanto, T., & Aisyah, E. N. (2023). Student Learning Creativity Based on Social Life. In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) (pp. 934–943). Atlantis Press SARL. [CrossRef]
  • Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2023). Supporting self-regulated learning with learning analytics interventions – a systematic literature review. Education and Information Technologies, 28(3), 3059–3088. [CrossRef]
  • Jiang, M., Yu, H., He, J., Qian, G., & Bialas, M. (2023). Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China. Sustainability, 15(13). [CrossRef]
  • Lan, P. S., Liu, M. C., & Baranwal, D. (2020). Applying contracts and online communities to promote student self-regulation in English learning at the primary-school level. Interactive Learning Environments, 1–12. [CrossRef]
  • Lanos, M. E. C., Ihsan, N., Okilanda, A., Handayani, W., Manullang, J. G., & Lestari, H. (2023). Effectiveness of Interactive Multimedia Supported Physical Education Using Jurus Tunggal Tangan Kosong in the New Normal Era. International Journal of Human Movement and Sports Sciences, 11(2), 261–267. [CrossRef]
  • Lavoie, C. É., Vallerand, R. J., & Verner-Filion, J. (2021). Passion and emotions: The mediating role of cognitive appraisals. Psychology of Sport and Exercise, 54. [CrossRef]
  • Legrain, P., Lesellier, J., Sanchez-Larrea, S., & Escalie, G. (2023). Does a cooperative training design influence pre-service teachers’ perceived quality of life? Frontiers in Education, 7. [CrossRef]
  • Leppänen, M., Parkkari, J., Vasankari, T., Äyrämö, S., Kulmala, J. P., Krosshaug, T., Kannus, P., & Pasanen, K. (2021). Change of Direction Biomechanics in a 180-Degree Pivot Turn and the Risk for Noncontact Knee Injuries in Youth Basketball and Floorball Players. American Journal of Sports Medicine, 49(10), 2651–2658. [CrossRef]
  • Lubis, J., Fitrianto, E. J., Sukiri, Haqiyah, A., Setiakarnawijaya, Y., Robianto, A., Sukriadi, S., Nurulfa, R., Irawan, A. A., & Sumartiningsih, S. (2021). Does aerobic interval training induce a decrease in body weight in pencak silat elite athletes? Journal of Physical Education and Sport, 21, 2372–2380. [CrossRef]
  • Lubis, J., Haqiyah, A., Kusumawati, M., Irawan, A. A., Hanief, Y. N., & Riyadi, D. N. (2022). Do problem-based learning and flipped classroom models integrated with Android applications based on biomechanical analysis enhance the learning outcomes of Pencak Silat? Journal of Physical Education and Sport, 22(12), 3016–3022. [CrossRef]
  • Lubis, J., Sukur, A., Fitrianto, J., Suliyanthini, D., Ayu Irawan, A., Robianto, A., Haqiyah, A., & Dwi Oktafiranda, N. (2021). Wearıng a fıbrous proteın (cv-f) coolıng vest to reduce fatıgue among ındonesıan pencak sılat athletes: ıs ıt effectıve? In Journal of Engineering Science and Technology, 16(2), 1402-1415.
  • Park, E., Ifenthaler, D., & Clariana, R. B. (2023). Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners’ self-regulated learning in an adaptive learning analytics dashboard. British Journal of Educational Technology, 54(1), 98–125. [CrossRef]
  • Pavlović, R. (2018). Physical activity of pupils: Engagement of pupils younger school age in extracurricular sports activities. International Journal of Physical Education, Fitness and Sports, 7(2), 1–9. [CrossRef]
  • Pavlović, R., Solaković, S., Simeonov, A., Milićević, L., & Radulović, N. (2022). Physıcal actıvıty and health: the benefıts of physıcal actıvıty ın the preventıon of dıabetes mellıtus and cardıovascular dısorders. European Journal of Physical Education and Sport Science, 9(1). [CrossRef]
  • Poitras, E. G., Doleck, T., Huang, L., Dias, L., & Lajoie, S. P. (2023). Time-driven modeling of student self-regulated learning in network-based tutors. Interactive Learning Environments, 31(4), 2490–2511. [CrossRef]
  • Puente-Maxera, F., Méndez-Giménez, A., & de Ojeda, D. M. (2021). Physical activity levels during a Sport Education season of games from around the world. European Physical Education Review, 27(2), 240–257. [CrossRef]
  • Reyes, A., Chaves, R., Vasconcelos, O., Pereira, S., Tani, G., Stodden, D., Hedeker, D., Maia, J., & Baxter-Jones, A. (2023). Modeling the Dynamics of Children’s Musculoskeletal Fitness. International Journal of Environmental Research and Public Health, 20(4). [CrossRef]
  • Rossi, M. K., Pasanen, K., Heinonen, A., Äyrämö, S., Leppänen, M., Myklebust, G., Vasankari, T., Kannus, P., & Parkkari, J. (2021). The standing knee lift test is not a useful screening tool for time loss from low back pain in youth basketball and floorball players. Physical Therapy in Sport, 49, 141–148. [CrossRef]
  • Rueda, M. R., Moyano, S., & Rico-Picó, J. (2023). Attention: The grounds of self-regulated cognition. Wiley Interdisciplinary Reviews. WIREs Cognitive Science, 14(1), e1582 [CrossRef]
  • Segundo-Marcos, R., Carrillo, A. M., Fernández, V. L., & Daza González, M. T. (2023). Age-related changes in creative thinking during late childhood: The contribution of cooperative learning. Thinking Skills and Creativity, 49. [CrossRef]
  • Setyaningsih, A. (2023). The Effect of the Application of the Jigsaw Type Cooperative Learning Model on the Motivation to Learn Applied Physics Courses at the Merchant Marine Polytechnic of Makassar Cadets. International Journal of Social Service and Research, 3(5), 1173–1180. [CrossRef]
  • Slavin, R. E. (1995). Cooperative learning. USA.
  • Swann, C., Crust, L., Jackman, P., Vella, S. A., Allen, M. S., & Keegan, R. (2017). Performing under pressure: Exploring the psychological state underlying clutch performance in sport. Journal of Sports Sciences, 35(23), 2272–2280. [CrossRef]
  • Toma, M. (2017). Missed Shots at the Free-Throw Line: Analyzing the Determinants of Choking Under Pressure. Journal of Sports Economics, 18(6), 539–559. [CrossRef]
  • Turan, S., Zehir, T., Ilgin, O., & Soyer, F. (2023). The effects of cooperative learning model on attitudes towards physical education and self-efficacy. Journal of ROL Sport Sciences, 4(1), 176–194. [CrossRef]
  • Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. Internet and Higher Education, 56. [CrossRef]
  • Whittle, R. J., Telford, A., & Benson, A. C. (2018). Teacher’s perceptions of how they influence student academic performance in VCE physical education. Australian Journal of Teacher Education, 43(2), 1–25. [CrossRef]
  • Wibawa, I. M. C. (2023). Improvıng student scıence learnıng outcomes through cooperatıve learnıng: early chıldhood students through small groups. Indonesian Journal of Educational Development, 4(1), 118–125. [CrossRef]
  • Wu, W. L., Hsu, Y., Yang, Q. F., Chen, J. J., & Jong, M. S. Y. (2023). Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments, 31(4), 2244–2267. [CrossRef]
  • Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. In Educational Research Review, (Vol. 39). Elsevier Ltd. [CrossRef]
  • Yang, Y., Wen, Y., & Song, Y. (2023). A Systematic Review of Technology-Enhanced Self-Regulated Language Learning. Technology & Society, 26(1), 31–44. [CrossRef]
  • Zimmerman, B. P. (2000). Attaınıng self-regulatıon a socıal cognıtıve. In Handbook of Self-Regulation (pp. 13–38).
There are 49 citations in total.

Details

Primary Language English
Subjects Physical Training and Sports Pedagogy
Journal Section Original Article
Authors

Sri Nuraini 0000-0001-5323-4386

Taufik Rihatno 0000-0002-2296-3217

Shela Ginanjar 0000-0002-4653-6383

Project Number NO.11/KEPK/EC/VI/2024 and date of approval June 6, 2024
Early Pub Date April 7, 2025
Publication Date
Submission Date June 25, 2024
Acceptance Date February 4, 2025
Published in Issue Year 2025 Volume: 8 Issue: 2

Cite

APA Nuraini, S., Rihatno, T., & Ginanjar, S. (2025). The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta. International Journal of Disabilities Sports and Health Sciences, 8(2), 130-142. https://doi.org/10.33438/ijdshs.1504557
AMA Nuraini S, Rihatno T, Ginanjar S. The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta. International Journal of Disabilities Sports &Health Sciences. April 2025;8(2):130-142. doi:10.33438/ijdshs.1504557
Chicago Nuraini, Sri, Taufik Rihatno, and Shela Ginanjar. “The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta”. International Journal of Disabilities Sports and Health Sciences 8, no. 2 (April 2025): 130-42. https://doi.org/10.33438/ijdshs.1504557.
EndNote Nuraini S, Rihatno T, Ginanjar S (April 1, 2025) The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta. International Journal of Disabilities Sports and Health Sciences 8 2 130–142.
IEEE S. Nuraini, T. Rihatno, and S. Ginanjar, “The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta”, International Journal of Disabilities Sports &Health Sciences, vol. 8, no. 2, pp. 130–142, 2025, doi: 10.33438/ijdshs.1504557.
ISNAD Nuraini, Sri et al. “The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta”. International Journal of Disabilities Sports and Health Sciences 8/2 (April 2025), 130-142. https://doi.org/10.33438/ijdshs.1504557.
JAMA Nuraini S, Rihatno T, Ginanjar S. The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta. International Journal of Disabilities Sports &Health Sciences. 2025;8:130–142.
MLA Nuraini, Sri et al. “The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta”. International Journal of Disabilities Sports and Health Sciences, vol. 8, no. 2, 2025, pp. 130-42, doi:10.33438/ijdshs.1504557.
Vancouver Nuraini S, Rihatno T, Ginanjar S. The Impact of Training Pencak Silat Using Cooperative Model Type Jigsaw Towards Self-Regulated at Universitas Negeri Jakarta. International Journal of Disabilities Sports &Health Sciences. 2025;8(2):130-42.


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