DOI 10.17309/tmfv.2025.5.19

Keywords:effectiveness , learning, soccer games

Abstract

Background.This study aims to see the effectiveness of learning media and motivation on dribbling learning outcomes in soccer games through 3 indicators: (1) the difference in the influence of visual learning media and audio-visual media on the ability of soccer learning outcomes, (2) the difference in the influence between high and low levels of motivation on soccer learning outcomes, (3) the interaction between learning media and motivation on soccer learning outcomes

Materials and Methods.The method in this study uses an experimental method with ANOVA 2x2 factorial design. The sample in this study was taken using a purposive sampling technique consisting of 20 students with high motivation and 20 students with low motivation

Results. The results of this study show: (1) there is a difference in the influence between the use of visual media, this can be seen from the F valuecount (4,905) > F table(4.080). (2) there is a difference in the influence between high motivation and low motivation on soccer learning outcomes with an F valuecount (142,358) > F table(4.085) and (3) there is an interaction between learning media and student learning motivation on learning outcomes, as evidenced by Fcount (6,423) > F table (4,084)

Conclusions. The conclusion of this study is a very significant difference in dribbling learning outcomes in soccer between the high- and low-motivation groups. This suggests that instructors should pay attention to motivational factors when improving dribbling learning outcomes in soccer.

Introduction

The implementation of physical education, sports, and health (penjasorkes) is a long-term investment in efforts to improve the quality of Indonesian human resources (Dwi Rizki Wijanarko, 2014). Education is a form of human culture that always wants to learn and is full of curiosity about knowledge (Haetami, 2004) (Ramadan, 2018). Physical Education is an educational process that utilizes physical activities and is systematically planned with the aim of improving individuals organically, neuromuscularly, perceptually, cognitively, socially, and emotionally, with a focus on developing aspects of physical fitness, motor skills, critical thinking skills, emotional stability, social skills, reasoning, and moral actions through physical activities (Supriadi et al., 2022) (Akhmad et al., 2022) (Dewi & Verawati, 2022).

Higher education is an educational institution designed for student learning under the supervision of lecturers, facilitating the learning process and achieving desired learning objectives. Therefore, lecturers need to prepare the learning materials to be delivered, develop appropriate and engaging learning media, and conduct evaluations to track student progress.

Through quality education, it is hoped that national education goals can be achieved (Endriani & Development, 2022). Students are the subjects who most determine the achievement of educational goals. Physical education is an educational process that utilizes physical activity to produce holistic changes in individual quality, both physically, mentally, and emotionally. It has also been said that physical education teachers strive to achieve their goals by teaching and promoting physical activities

Physical education activities at the Faculty of Sports Science (FIK) emphasize the efficiency and effectiveness of soccer learning, also related to issues of self-concept, motivation, attitudes, interests, and learning activities. Achieving success is the dream of every individual, whether in the fields of work, education, social, arts, politics, culture, and others. Achieving success requires a long process and requires motivation, which is usually defined as a process that stimulates behavior or moves us to action. These learning outcomes are student achievement, which can be measured by student grades after completing questions given by lecturers during evaluations. The success of learning in lectures will be realized from student learning (Yani et al., 2021). Factors that influence learning outcomes can be broadly divided into two: internal factors and external factors (Sumantra et al., 2021). External factors are factors that arise from outside the student, including lecturers, friends, learning facilities, the school environment, learning resources, parental income, and others. Meanwhile, internal factors are factors that arise from within the student themselves, including physical condition, intelligence, talent, interest, motivation, independence and attention.

The reason for choosing media as a solution to problem solving is because the media will provide enormous assistance in achieving learning objectives and learning media plays a role in channeling messages from sender to recipient so that it can stimulate students' thoughts, feelings, attention and motivation in following the learning process. Learning media is a means of conveying learning messages related to the direct learning model, namely by the teacher acting as a transmitter of information and in this case the teacher uses various appropriate media (A.R. et al., 2015). Learning media is a tool to assist the teaching and learning process. The success of the learning process cannot be separated from the ability of educators to use learning media that is oriented towards increasing the intensity of student involvement effectively in the learning process (Winara, 2020).

Anything that can be used to stimulate the thoughts, feelings, attention, and abilities or skills of learners can encourage the learning process. (Yani et al., 2021) Learning success in lectures will be realized through student learning. Unattractive learning media combined with monotonous delivery methods can lead to low student learning motivation (Lufthansa et al., 2020). Student success in learning can be determined by both internal and externa factors. Internal factors include physical and psychological factors, including motivation.

Motivation will cause a change in the energy that exists in humans, so that it will be linked to psychological symptoms, feelings and emotions, to then act or do something as a whole, the driving force both from within and from outside (Hendri, 2020)

Learning motivation is a goal that leads to a change in energy originating from within (Nesra Barus, 2020). This change is characterized by the emergence of affective and reactive forces to achieve the goal (Nesra Barus, 2020). Therefore, it can be concluded that motivation is the driving force or drive within an individual to learn in order to achieve the desired goal. (Nuryasana & Desiningrum, 2020) Learning motivation is one of the factors that determines the effectiveness of learning. A student will learn well if there is a driving factor, namely learning motivation. Students will study diligently if they have a strong learning motivation.

From the opinions above, it can be concluded that learning motivation is all the psychic driving forces within an individual student that can provide encouragement to learn in order to achieve the goals of learning.

From several studies that have been conducted by (Dwi Rizki Wijanarko, 2014), (A.R. et al., 2015) (Hendri, 2020) it is explained that there is an influence of learning media and motivation on the ability to play soccer. It can be seen that learning media in soccer games can increase motivation in learning outcomes. This can be seen from the F value.count greater than the F valuetableSo, these results explain that there is a significant influence between learning media and learning motivation.

Motivation also produces independence, where independence in learning is also important in exploring every aspect to be learned. Several studies have explained that there is a significant relationship between learning independence and learning outcomes both in direct learning and in distance learning (Fitriyani et al., 2020).

Therefore, from the description that the researcher has outlined in the introduction, the researcher is interested in conducting research on the effectiveness of learning media and motivation on dribbling learning outcomes in soccer games

Materials and Ьethods

In this study, visual and audiovisual learning media were the independent variables. Motivation level was the attribute variable, divided into two groups: high and low motivation. The dependent variables were dribbling learning outcomes and soccer game performance. In order for this research to fulfill the hypothesis testing, and the results can reflect the results of the treatment given, and can be generalized to the existing population, it is necessary to carry out controls on internal and external validity

If the subjects are taken between 10-15% or 20-25%. The number of samples to be used in this study is taken 20%, resulting in 60 students of the faculty of sports science, then from 60 samples, motivation tests are carried out to determine high, medium and low motivation, then ranked with the criteria of 20 students having high motivation, 20 students having medium motivation and 20 students having low motivation. While the group with the medium motivation category is not used as a sample. So the total sample in this study is 40 students. The data obtained are processed using statistical techniques in the form of Analysis of Variance (ANOVA), at a significance level of 5%.

Results

The learning outcomes of dribbling in soccer games for each cell (treatment group) can be seen in Table 3.

Based on the research results distributed to Table 3shows that the learning outcomes of dribbling in soccer games in learning using visual media from 20 students who were samples in this study that the pre-test results of dribbling in soccer games averaged 63.60. The post-test results of dribbling and passing in soccer games averaged 84.33, so there was an increase in value of 21.43. Meanwhile, the learning outcomes of dribbling in soccer games in learning using audio-visual media from 20 students who were samples in this study that the pre-test results of dribbling in soccer games averaged 62.72. The post-test results of dribbling in soccer games averaged 81.89, so there was an increase of 20.22. The pre-test and post-test values can be seen in Figure 1diagram as follows

Discussion

Discussion of research results: there is a significant difference in the influence between visual and audio-visual learning media on dribbling learning outcomes in soccer games. In the group of students who received visual media, dribbling learning outcomes in soccer games were better compared to the group of students who received learning with audio-visual media, this can be seen from the average increase in pre-test results and post-test results in students with visual media obtained an average of 21.43 while in students with audio-visual media obtained an average increase in pre-test and post-test results of 20.22. This provides an illustration that visual media produces higher passing learning outcomes in soccer games compared to audio-visual media.

Learning media is a means of conveying learning messages, related to the direct learning model, where the teacher acts as a transmitter of information, using a variety of appropriate media. Media is a tool to aid the teaching and learning process. It's anything that can be used to stimulate thoughts, feelings, attention, and learning abilities or skills, thereby encouraging the learning process.

There is a difference in the influence of students with high motivation and students with low motivation on dribbling learning outcomes. Based on the results of the study, it was found that there is a significant difference in the influence of high and low motivation on dribbling learning outcomes in soccer games for students of the Faculty of Sports Science. This indicates that students with high motivation will be able to dribble in soccer games better than students with low motivation.1,2,3), 2020) states that the essence of learning motivation is the internal and external drive within students who are undergoing the learning process to make behavioral changes that are generally supported by several indicators or supporting elements of that motivation. (Yenti, 2014) Motivation and learning are two things that influence each other. To be able to learn well, a person needs motivation. Learning motivation is a change in energy within a person (personality) characterized by the emergence of feelings and reactions to achieve goals. This is in line with research conducted by (A.R. et al., 2015) (Ramadan, 2018) (Haetami, 2004).

There is an interaction between learning media and learning motivation on dribbling learning outcomes in soccer games. Students with high motivation who received visual media had an average increase in pre-test and post-test results of dribbling learning outcomes in soccer games of 29.92. Students with high motivation and received audio-visual media had an average increase in pretest and post-test results of dribbling learning outcomes in soccer games of 25.05. Meanwhile, students with low motivation who received visual media had an average increase in pre-test and posttest results of dribbling learning outcomes in soccer games of 15.13. Students with low motivation and received audio-visual media had an average increase in pre-test and post-test results of dribbling learning outcomes in soccer games of 15.46.

Based on the results of the study, the sample group with a high level of motivation is more appropriate to be given visual learning media, and likewise the sample group with a low level of motivation is more appropriate to be given audiovisual learning media

Conclusions

The conclusion of this study is a very significant difference in dribbling learning outcomes in soccer between the high- and low-motivation groups. This suggests that instructors should pay attention to motivational factors when improving dribbling learning outcomes in soccer

Acknowledgment

The authors extend their heartfelt gratitude to all the athlete participants for their dedication and involvement in this research. They also wish to acknowledge the invaluable support of their colleagues, research team, and mentors, whose guidance and assistance were instrumental throughout the study

Conflict of Interest

The authors affirm that there are no conflicts of interest associated with this study.

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Information about the authors:

Supriadi Amir: amirsupriadi@unimed.ac.id ;https://orcid.org/0000-0003-3640-6582 ; Universitas Negeri Medan, Physical Education Healthy and Recreation. Medan-Indonesia

Mesnan: mesnanmed@unimed.ac.id ; ; https://orcid.org/0000-0001-9011-229X ; Universitas Negeri Medan, Sport Science. Medan-Indonesia

Raswin: raswin@unimed.ac.id ; https://orcid.org/0000-0001-7192-5404 ; Universitas Negeri Medan, Physical Education Healthy and Recreation. Medan-Indonesia

Cite this article as:Supriadi, Amir, Mesnan, Mesnan & Raswin, Raswin. (2025). The Effectiveness of Learning Media and Motivation on Dribbling Learning Outcome in Soccer Games. Physical Education Theory and Methodology, 25(5), 1201-1206. https://doi.org/10.17309/tmfv.2025.5.19

Received: 10.08.2025. Accepted: 20.09.2025. Published: 30.09.2025

This Workis licensed under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0)