Development of a Gamification-Based Physical Education Learning Model and Cultural Values to Improve the Pedagogical Readiness of Prospective Physical Education Teacher Students
DOI:
https://doi.org/10.58258/3192hw96Abstract
Pedagogical readiness is a critical foundation for the professional preparation of prospective physical education teachers; however, students often experience a gap between their pedagogical knowledge and their ability to apply it through active, contextual, and reflective teaching practices. This study aimed to develop a gamification- and culture-based physical education learning model and examine its validity, practicality, and effectiveness in enhancing the pedagogical readiness of prospective physical education teachers. The study employed a Research and Development design adapted from the nine-stage Borg and Gall development model. The participants comprised 35 sixth-semester physical education students at STKIP Harapan Bima, with product validation involving three experts. Data were collected through observation, documentation, and a pedagogical readiness questionnaire covering pedagogical understanding, lesson planning, classroom management, and pedagogical reflection. The findings showed that the model achieved a mean validity score of 4.06, indicating a valid level of validity. Its practicality was demonstrated by 87.67% implementation fidelity and a student response mean of 4.23 (SD = 0.50), indicating a very practical level of practicality. The implementation of the model increased students’ pedagogical readiness by 25.39%, with the largest relative improvement occurring in lesson planning, whereas classroom management recorded a more gradual improvement due to the cognitive load of adapting to gamification mechanics in the field. These findings suggest that integrating gamification and cultural values can provide a pedagogical learning experience that helps prospective teachers connect pedagogical knowledge with the practice of planning, managing, and reflecting on learning, albeit requiring instrument simplification to optimize teacher adaptability. The developed model offers a contextual learning design for strengthening the pedagogical readiness of prospective physical education teachers.References
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