Embodied learning and academic motivation: physical activity intervention for students with low learning interest
DOI:
https://doi.org/10.47197/retos.v81.119577Keywords:
Embodied Learning, Physical Activity, Academic Motivation, Learning Interest, Movement-Based Learning, Junior High School Students, Adolescent EducationAbstract
Introduction: Low learning interest among adolescents negatively affects academic engagement, participation, and concentration during learning activities. Physical activity and embodied learning approaches are believed to enhance motivation and active learning.
Objective: This study examined the effectiveness of a physical activity intervention based on embodied learning principles in improving learning interest among junior high school students with low learning interest.
Methodology: A one-group pretest–posttest experimental design involved 253 junior high school students in Yogyakarta, Indonesia. The intervention consisted of 10 movement-based learning sessions integrating psychoeducational activities with collaborative games, reflective walking, stretching exercises, kinesthetic tasks, and role-play activities. Data were collected using observation, interviews, and a Learning Interest Scale and analyzed using the Wilcoxon Signed Ranks Test.
Results: Learning interest scores increased significantly from 48.7 to 71.2 (Z = -13.421, p = .000). Students also demonstrated improved participation, concentration, peer interaction, and enthusiasm during learning activities.
Conclusions: Embodied learning integrated with physical activity effectively enhances students’ learning interest and academic motivation through active participation and experiential learning processes.
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