MOTIVASI BERPRESTASI, SELF-EFFICACY, DAN KETERLIBATAN SISWA DALAM PEMBELAJARAN PENDIDIKAN JASMANI DI SEKOLAH MENENGAH PERTAMA

Abstract

This study aimed to describe achievement motivation, self-efficacy, and student engagement in physical education learning at junior high school level. The study employed a qualitative approach with a phenomenological design. The participants consisted of 18 students and 2 physical education teachers selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation. Data analysis used the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings revealed that students’ achievement motivation was influenced by teacher support, learning environment, successful experiences, and social appreciation from peers. Students’ self-efficacy developed through direct practical experiences, teachers’ verbal encouragement, and success in completing movement tasks. Student engagement in physical education learning was reflected in active participation, enthusiasm in physical activities, and positive social interaction during the learning process. The study also found that the relationship between achievement motivation and self-efficacy contributed to increasing student engagement in physical education learning. The implication of this study highlights the importance of learning strategies that enhance students’ confidence and motivation to optimize their engagement in learning activities.