Enjoyment in physical education learning: The effect of learning approach and gender

Issues related to gender and learning approaches in physical education are still interesting issues, the trend of research on these variables is still being carried out from year to year, but the research that combines learning approaches and gender as independent variables has not been widely carried out, especially studies in the development of student enjoyment in physical education learning. This study aims to examine the effect of the learning approach and gender on students' enjoyment. This study is an experimental study involving 56 students (28 boys, 28 girls) with an age range of 13-14 years who were divided into four groups. The research instrument used was the Physical Activity Enjoyment Scale Questionnaire (PACES) to determine the level of student enjoyment during physical education learning. Data analysis was performed using Two Way Anova. The results of the analysis show that (1) the learning approach (technical and tactical) has been shown to have a significant effect on students' enjoyment of learning, and (2) Gander (male and female) has been shown to have a univariately significant effect on student enjoyment, (3) there is no interaction between gender and learning approach to student enjoyment. The findings of the analysis prove that the learning approach is one of the indicators in the development of enjoyment. It is assumed that the tactical and technical approaches are packaged in engaging learning scenarios so that both male and female students feel comfortable in carrying out the learning process. Based on the results of the analysis, it can be concluded that the learning approach and gender affect the development of students' enjoyment. Partially, the tactical approach proved to have a higher impact than the technical approach. Meanwhile, in terms of gender, male students were shown to have a higher impact than female students on the development of student enjoyment in learning physical education