Heroic narrative-based Physical Education e-modules for fostering nationalism attitudes: a Rasch stacking analysis
DOI:
https://doi.org/10.47197/retos.v81.119567Keywords:
Heroic narratives, Physical education, nationalism attitudes, values-based education, character education, civic educationAbstract
Introduction: Contemporary physical education is expected to promote not only physical competence but also affective and character development, including nationalism attitudes. However, the integration of culturally grounded heroic narratives into digital physical education remains limited.
Objective: This study examined changes in nationalism attitudes following participation in heroic narrative-based physical education e-modules and investigated individual attitudinal trajectories through Rasch stacking analysis.
Methodology: A quasi-experimental one-group pre-test–post-test design was employed involving 21 university students in Bali. Nationalism attitudes were measured using the 20-item Nationalism Attitude Scale. Data were analysed using the Rasch Rating Scale Model, Rasch stacking procedures, and the Wilcoxon signed-rank test.
Results: Positive changes in nationalism attitudes were observed following participation in the intervention. The mean logit increased from 2.40 at pre-test to 3.35 at post-test, representing an average increase of 0.95 logits. The Wilcoxon signed-rank test also indicated significant differences between measurements (p < .001).
Conclusions: Heroic narrative-based physical education e-modules may represent a promising approach for fostering nationalism attitudes through reflective and value-oriented learning experiences. However, the findings should be interpreted cautiously because the one-group design does not permit strong causal inferences. Further studies involving larger samples and control groups are recommended.
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