Effects of differentiated physical education learning on physical fitness and active lifestyle among junior high school students: A quasi-experimental study

Authors

• Asep Akbaruddin, Universitas Mandiri, IndonesiaFollow
• Sumbara Hambali, STKIP Pasundan, IndonesiaFollow
• Wahyu Saputra, Universitas Mandiri, IndonesiaFollow
• Mochamad Fajar Permana, Universitas Mandiri, IndonesiaFollow

Abstract

Background: Low levels of physical fitness and physical activity among junior high school students remain a significant concern in physical education. Differentiated instruction offers a potentially effective approach by tailoring learning activities, levels of difficulty, and instructional experiences to students’ readiness, interests, and abilities. Objective: This study aimed to investigate the effects of differentiated physical education instruction on physical fitness and active lifestyles among junior high school students. Methods: A quantitative approach employing a quasi-experimental, nonequivalent control-group design was adopted. A total of 90 junior high school students participated in the study, with 45 assigned to the experimental group and 45 to the control group. The experimental group received differentiated physical education instruction, whereas the control group followed conventional instruction. Physical fitness was assessed using the Indonesian Student Fitness Test (TKSI), while physical activity levels were measured using the Physical Activity Questionnaire for Adolescents (PAQ-A). Data were analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, and analysis of covariance (ANCOVA). Result: Physical fitness scores improved significantly from pretest to posttest in the experimental group. However, the magnitude of improvement did not differ significantly between the experimental and control groups. In contrast, PAQ-A scores increased significantly in the experimental group and were significantly higher than those in the control group. ANCOVA further revealed a significant effect of differentiated instruction on PAQ-A scores after adjusting for baseline differences. Conclusion: Differentiated physical education instruction was associated with significant improvements in students’ self-reported physical activity levels. Although physical fitness improved within the experimental group, differentiated instruction did not produce a statistically significant advantage over conventional instruction in physical fitness outcomes.

First Page

179

Last Page

194

Recommended Citation

Akbaruddin, A., Hambali, S., Saputra, W., & Permana, M. F. (2026). Effects of differentiated physical education learning on physical fitness and active lifestyle among junior high school students: A quasi-experimental study. Indonesian Journal of Research in Physical Education, Sport, and Health, 4(2), 179-194.
DOI: https://doi.org/10.17977/2986-8831.1063
Available at: https://citeus.um.ac.id/ijrpesh/vol4/iss2/1