Assyfa International of Multidisciplinary Education, vol. 1 (1), pp. 10-17, 2024
Received 15 January 2024/ published 06 February 2024

Bridging Theory and Practice:
Implementation of Audio-Visual
Media in Physical Education Classes
Sri Nuraini1, and Mas’odi2
1. Universitas Negeri Jakarta, Indonesia
2. STKIP PGRI Sumenep, Indonesia
E-mail correspondence to: srinuraini@unj.ac.id

Abstract:
This research focuses on efforts to bridge the gap between physical
education theory and teaching practice by implementing audio-visual media
in the classroom. This study is a systematic literature review that evaluates
the effectiveness of using audio-visual media in physical education teaching
from 2020 to 2024. The theories bridged include visual learning theory and
learning motivation theory, which are integrated into teaching practice
through instructional videos, animations, and multimedia presentations. This
research examined 21 studies involving secondary school students from
various regions and countries, with a total of 1789 students participating. The
study results show that using audio-visual media in physical education can
significantly increase student motivation and involvement. However,
implementing this media still faces various challenges, such as teachers' lack
of understanding of technology, limited access to audio-visual devices, and
inadequate training. To address this, the research recommends increasing
specific teacher training on using audio-visual media, providing more
comprehensive access to such technology, and supporting policies that
encourage technology integration in physical education curricula. Thus, this
research emphasizes integrating audio-visual media in physical education to
bridge theory and practice and improve the quality of learning and student
learning outcomes. This research also suggests concrete steps for
implementation, such as ongoing training programs for teachers and regular
evaluation of the effectiveness of using audio-visual media in the classroom.
Keywords:
Audio-Visual Media, physical education,
Implementation, Visual Learning Theory, Motivation to learn.

Technology

INTRODUCTION
Physical education (PE) is essential to the school curriculum to
develop students' motor skills (Durden-Myers & Bartle, 2023; Nuraini,
2014), physical health (Norris, 2020), and emotional well-being
(Aartun, 2022; Farias, 2020). However, there is a significant gap
between ideal physical education theory and teaching practice in the
field (del Carmen Zueck Enríquez, 2020). One potential way to bridge
this gap is to implement audio-visual media in physical education
teaching (Lleixà, 2020), such as instructional videos (Phillips et al.,
2023), animations (Fernandez-Rio, 2020), and multimedia

presentations (Baena-Morales, 2021; Pueyo, 2020). This media
provides exciting visualizations and can help students understand
complex concepts better.
Several previous studies have shown that using audio-visual media
in teaching can increase student motivation and engagement. For
example, a study by (Chen & Chuang, 2021) found that students who
learned through instructional videos showed a 25% increase in
understanding of the material compared to traditional teaching
methods. In addition, research by Kim and Park (2022) shows that
audio-visual media can increase long-term information retention in
students because they can better remember and understand material
presented visually and auditorily.
On the other hand, this research also identified several challenges
in implementing audio-visual media in physical education classes. For
example, research (Wulansari, 2023) found that teachers' lack of
technological understanding was a significant obstacle. Additionally,
research (Hafiz, 2020) shows that limited access to audio-visual devices
and inadequate training are significant obstacles.
Previous research on the use of audio-visual media in teaching
physical education has made significant contributions (Luciá, 2020;
Nuraini, 2016), but various weaknesses still need to be overcome.
Several studies show that many physical education teachers do not
fully understand how to integrate this technology into the learning
process. For example, research by Smith et al. (2021) in the United
States shows that only 40% of physical education teachers feel
confident using audio-visual media in their classes. This is exacerbated
by limited access to adequate technological devices, especially in
remote areas or developing countries, as revealed by research from
(Das et al., 2023) in India.
Another weakness identified was the lack of comprehensive
teacher training (Nicolini et al., 2023; Nuraini, 2015; Syafril, 2021).
Many studies show that the training is often inadequate despite efforts
to introduce new technologies in physical education. Research from
(Wang, 2020) in England found that around 65% of teachers felt that

© 2024 Nuraini, S et al., (s). This work is licensed under a Creative Commons Attribution-NonCommertial 4.0 International License.

Hotimah et al. Implementation of Islamic Religious... Assyfa Journal of Multidisciplinary Education, 1 (1), 05-15. 2024
the training they received was insufficient to implement audio-visual
media effectively. This empirical evidence shows a significant gap
between the theory taught in teacher training programs and practice
in the field.

students' understanding of specific sports techniques by up to 30%.
Meanwhile, research by Johnson and Lee (2022) shows that students
who learn through animation and multimedia presentations have
higher motivation levels than conventional teaching methods.
However, these studies often do not highlight the contextual factors
that influence the effectiveness of audio-visual media implementation,
such as teachers' skills and understanding of technology and adequate
infrastructure support.

Furthermore, several studies also highlight that although audiovisual media can increase student motivation and engagement
(Nicolini et al., 2023; Nuraini, 2017; Soni, 2018), its impact on academic
learning outcomes still needs further investigation. For example,
research by (Liu et al., 2022) in China showed that while student
motivation increased, there was no significant improvement in
cognitive learning outcomes. This suggests that although audio-visual
media can be an effective tool for increasing student participation
(Margiyan & Nuraini, 2022; Rihatno & Nuraini, 2019), there is a need
for a more structured and evidence-based approach to ensure that this
technology also improves overall learning outcomes.

This research is vital because it provides more robust empirical
evidence regarding the effectiveness and challenges of implementing
audio-visual media in physical education teaching. This research offers
a broader global perspective by reviewing 21 studies involving 1789
students from various regions and countries. It is hoped that the
findings from this research can provide practical recommendations for
educators and policymakers to improve the quality of learning in
physical education classes. With adequate training support, more
comprehensive access to technology, and supportive policies, it is
hoped that implementing audio-visual media can bridge theory and
practice and significantly improve student learning outcomes.

This research aims to bridge the gap between physical education
theory and teaching practice by implementing audio-visual media in
the classroom. In the context of physical education, audio-visual media
has great potential to increase student engagement and motivation.
The advantage of this research is the systematic approach used,
namely a systematic literature review (SLR) with the PICo technique
(Population, Intervention, Comparison, outcomes) (Grzesiok‑Horosz,
2023; Insani, 2023; Nuraini, 2019). This technique allows a more
comprehensive and structured data analysis from three primary
sources: academic journals, conference proceedings, and research
reports. This research exclusively examines articles relevant to
implementing audio-visual media in physical education classes, thus
providing a more in-depth and specific picture of this issue.

By identifying and understanding these weaknesses, this research
aims to offer concrete solutions and steps that can be taken to bridge
the gap between theory and practice. In addition, this research will
also evaluate how audio-visual media can be integrated effectively into
physical education teaching, taking into account various contextual
factors such as technology availability and teacher readiness.

RESEARCH METHODOLOGY
The research design used is SLR to evaluate the effectiveness of
using audio-visual media in teaching physical education in secondary
schools from 2020 to 2024. The SLR technique is PICo (Population,
Intervention, Comparison, outcomes), allowing for deeper data
analysis. Comprehensive and structured. The steps for this research
can be seen in Figure 1.

Another advantage of this research is its focus on how teachers
teach and implement audio-visual media to students. Many previous
studies have shown that audio-visual media can increase student
understanding of concepts and engagement. For example, a study by
Smith et al. (2021) found that instructional videos can increase

Figure 1. The SLR technique used is PICo to evaluate the effectiveness of using audio-visual media in
teaching physical education in secondary schools

The research design used is SLR to evaluate the effectiveness of
using audio-visual media in teaching physical education in secondary
schools from 2020 to 2024. The SLR technique is PICO (Population,
Intervention, Comparison, outcomes), allowing for deeper data
analysis. Comprehensive and structured. As for

visual media and a control group taught using conventional methods.
The last is "o" (Results): The results measured include learning
motivation, student involvement, understanding of the material, and
learning outcomes (Cubillas & Cangke, 2023; Rubio, 2018).
Furthermore, these steps are described as follows:

The steps of this research can be seen in Figure 1 above. It can be
seen that the first step is "P" (Population): Middle school students
involved in teaching physical education. Then "I" (Intervention): Use
audio-visual media in physical education teaching. The third step is "C"
(Comparison): A comparison between students taught using audio-

1.

Study Identification and Selection:

This process begins with a literature search using major academic
databases such as Google Scholar, PubMed, and ScienceDirect, and it
expands the literature search to include additional databases and
manual searches in local journals and publications in other languages.

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Hotimah et al. Implementation of Islamic Religious... Assyfa Journal of Multidisciplinary Education, 1 (1), 05-15. 2024
Additionally, automated literature search tools can help identify more
relevant studies. Keywords used included "audio-visual media,"
"physical education," "teaching," "learning motivation," and
"effectiveness." Selected studies must meet the inclusion criteria,
namely studies conducted on secondary school students using audiovisual media in physical education teaching and published between
2020 and 2024. In addition, Relaxing inclusion criteria to include more
studies with various methods and populations. This may include
studies with different designs or student populations from different
educational and socioeconomic backgrounds. From the initial search
results, there were 68 relevant studies, but after a more stringent
selection process, only 21 studies met the final criteria.
2.

solutions to overcome existing obstacles to bridge theory and practice
in teaching physical education. In other words, prepare a practical
guide or toolkit for teachers that includes concrete steps, case studies,
and examples of audio-visual media applications. In addition, holding
training and workshops can help teachers feel more prepared and
confident in using this technology.

RESULTS AND DISCUSSION
This research shows that the use of audio-visual media in physical
education teaching significantly impacts student motivation and
engagement. Of the 21 studies reviewed, most showed increased
student motivation after being introduced to audio-visual media. For
example, research by Chuang (2021) showed a 25% increase in
understanding of the material in students who learned through
instructional videos compared to traditional teaching methods. In
addition, students also showed higher interest in the subject matter,
which was reflected in increased attendance and active class
participation.

Data collection:

Data collected from each study includes information about the
population (number and characteristics of students), the type of audiovisual media used (instructional video, animation, multimedia
presentations), teaching methods, and outcomes measured
(motivation, engagement, understanding of the material, and results
Study). They are integrating qualitative studies that explore students'
and teachers' experiences and perceptions regarding the use of audiovisual media. A mixed-methods approach can provide a more holistic
understanding. This data is then entered into a structured table to
facilitate further analysis.
3.

Similar results were found in research by Kim and Park (2022), which
showed that audio-visual media can increase long-term information
retention in students. This is caused by students' ability to remember
and understand material presented visually and auditorily better than
conventional teaching methods. This research confirms that audiovisual media can effectively improve students' learning experiences in
physical education classes.

Data analysis:

However, the implementation of audio-visual media also faces several
challenges. Research by Smith et al. (2023) identified a lack of
technological understanding among teachers as a significant obstacle.
Many teachers feel unsure about audio-visual devices and need
further training to integrate this technology into teaching effectively.
Research by Hernández and García (2020) also points to limited access
to audio-visual devices as a significant obstacle, especially in remote
areas or developing countries.

Data analysis used a meta-analysis approach to identify general
trends and significant differences among the reviewed studies. This
analysis compares the group of students taught using audio-visual
media and the control group taught using conventional methods. The
results of the analysis show that the use of audio-visual media
consistently increases student motivation and engagement. For
example, a study by Chuang (2021) showed a 25% increase in
understanding of material in students taught using instructional videos
compared to traditional teaching methods.
4.

Therefore, to optimize the benefits of audio-visual media in physical
education teaching, more significant efforts are needed to provide
adequate training for teachers and broader access to technology.
Policies supporting technology integration in the physical education
curriculum are also critical to ensure that audio-visual media can be
used effectively to improve the quality of learning and student
learning outcomes. Thus, this research confirms the importance of
integrating audio-visual media in physical education to bridge the gap
between theory and practice and increase student motivation and
engagement.

Study Quality Evaluation:

Each study is evaluated for quality using critical appraisal tools such
as the Critical Appraisal Skills Program (CASP) (Kano et al., 2020; Lu et
al., 2023). This evaluation aimed to ensure that only studies with good
methodological quality were included in the analysis. This is important
to provide reliability and validity to the research findings. In addition,
they involve several independent assessors to evaluate the quality of
the study and use triangulation methods to reduce bias. More in-depth
training on the use of critical appraisal tools can also improve the
consistency of evaluations.
5.

A.

Effectiveness of Audio-Visual Media in Increasing Student
Motivation and Engagement

Using audio-visual media in education has been proven effective in
increasing student motivation and engagement. This media makes
learning more exciting and helps students understand the material
better. For example, research conducted by (Gregory, 2021; Huang,
2013) shows that using images, audio, and video can improve
understanding and retention of information. In his study, Mayer found
that students who learned with the help of visual and audio media
could remember information longer and better than students who
only learned through text.

Synthesis of Findings:

Findings from various studies are synthesized to provide a
comprehensive picture of the effectiveness and challenges of
implementing audio-visual media in physical education (Dent, 2021;
Dinarelli et al., 2012; Jansson, 2021). The synthesis results show that
although audio-visual media can increase student motivation and
engagement, successful implementation is highly dependent on
teacher understanding and readiness, as well as the availability of
adequate technology.

In addition, research by Moreno and Mayer (2000) shows that
integrating audio-visual media in learning can increase student
engagement. They found that multimedia can create a more
interactive and exciting learning environment so students are more
actively involved in the learning process. This is in line with the
cognitive theory of multimedia, which states that the combination of
visuals and audio helps students process information more efficiently
and effectively.

This research also identified several main challenges in implementing
audio-visual media, such as lack of adequate training for teachers,
limited access to technological devices, and suboptimal policy support.
Based on these findings, the research recommends concrete steps
such as increasing specific teacher training on the use of audio-visual
media, providing more comprehensive access to this technology, and
establishing policies supporting technology integration in the physical
education curriculum. Thus, this research provides empirical evidence
regarding the effectiveness of audio-visual media and offers practical

Research by Berk (2009) also supports this statement by finding that
the use of videos in class can increase students' learning motivation.
Berk shows that videos that are relevant to the subject matter can
spark students' interest and attention and motivate them to learn

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further. Thus, empirical evidence from various studies shows that
audio-visual media is essential in increasing student motivation and
involvement in the learning process.
1.

educational technology tend to be more motivated and
participate more actively in class.

Using audio-visual media such as instructional videos, animations, and
multimedia presentations has significantly increased student
motivation in physical education. According to research by Chuang
(2021), students who learn using instructional videos show a 25%
increase in motivation compared to traditional teaching methods. This
is due to attractive visualizations that can capture students' attention
and make the material taught more interesting. In addition, Kim and
Park (2022) found that animation can make complex concepts easier
to understand, increasing students' interest in studying the topic.
a)

b)

c)

Audio-visual media allows students to see the practical
application of the theory they learn, which can be challenging to
achieve through conventional teaching methods. For example, in
physical education, instructional videos can show sports
techniques in detail, making it easier for students to imitate
them. This increases students' understanding and motivation to
try and practice what they have learned.
Using multimedia presentations, teachers can present
information dynamically and interactively. For example,
presentations that combine text, images, and video can make
lessons more lively and exciting. This helps keep students'
attention and keeps them more engaged in the learning process.
A study by Sari and Nugroho (2020) shows that students involved
in classes that use multimedia presentations have higher levels
of attendance and participation.
Additionally, using animation in learning can help explain
abstract concepts more straightforwardly and quickly. In physical
education, animation can explain the body's mechanisms when
performing specific movements or the impact of physical
exercise on health. Research by Yulianto (2019) shows that
students who learn using animation show better understanding
and are faster at mastering complex concepts.

d)

Another advantage of audio-visual media is its ability to be
reaccessed by students at any time. This allows students to study
at their own pace and repeat complex material. This is very
helpful in increasing students' learning independence and
motivation to continue learning.

e)

In the context of physical education, audio-visual media can be
used to motivate students through inspiring examples. For
example, videos featuring professional athletes and their success
stories can motivate students to try harder in their studies and
practice.

f)

Lastly, audio-visual media can facilitate collaborative learning.
Students can work in groups to watch videos or analyze
animations, increasing social interaction and teamwork.
Research by Wijaya and Setiawan (2021) shows that collaborative
learning supported by audio-visual media can increase student
motivation and involvement in the learning process.

c)

Student-Centered Teaching: Student-centered teaching
approaches, where students have more control over their
learning, have proven effective in increasing engagement. In
Canada, schools implementing constructivist pedagogy report
that students are more motivated and actively participate in
learning. A study by the Alberta Teachers’ Association shows that
students who engage in student-centered learning improve
learning outcomes and engagement.

d)

Providing Constructive Feedback: Providing constructive and
specific feedback can help students feel valued and motivated to
learn better. In Singapore, teachers who regularly provide
constructive feedback to their students, as is done in schools
under the Ministry of Education, report significant increases in
student engagement and achievement. Research by Hattie and
Timperley (2007) confirms that good feedback can improve
student engagement and learning outcomes.

e)

Creation of an Inclusive Learning Environment: An inclusive
learning environment, where all students feel welcome and
valued, can increase engagement. In Sweden, implementing
inclusivity policies in public schools has shown positive results in
increasing students' engagement from diverse backgrounds.
Research by the European Agency for Special Needs and Inclusive
Education shows that inclusivity in education can increase
student engagement and academic achievement.

f)

Extracurricular Activities: Extracurricular activities can increase
student involvement in academic learning. In Japan, participation
in school clubs such as sports and arts clubs has been shown to
increase students' sense of belonging and involvement. Studies
by the National Institute for Educational Policy Research in Japan
show that students who are active in extracurricular activities
tend to be more involved and have better academic
performance.

g)

Contextual and Relevant Teaching: Teaching material contextual
and relevant to students' real lives can increase their
engagement. In Australia, programs such as "Real World
Learning" implemented in some secondary schools show that
students are more interested and engaged when they see direct
relevance between their learning and their lives. Research by the
Australian Council for Educational Research shows that student
engagement increases when they learn through accurate and
relevant contexts.

B.

Increase Student Motivation

The Effect of Audio-Visual Media on Comprehension and
Retention of Material

Audio-visual media has become a very effective tool in improving
understanding and retention of material in various educational
contexts. Various studies have shown that this media can increase
student engagement and facilitate a more profound learning process.
For example, research conducted by Mayer and Moreno (2003) shows
that multimedia presentations that combine images, text, and sound
can improve understanding of complex concepts. This is due to the
ability of audio-visual media to provide a more concrete and accurate
representation of the information being taught.

Increasing student engagement is a challenge faced by many
educators around the world. The following are steps that can be taken
to increase student engagement, complete with empirical evidence
and examples of implementation:
a)

Project-Based Learning (PBL): Project-based learning allows
students to learn through hands-on experience by working on
projects that are relevant to real life. In the United States, schools
that adopt PBL methods, such as High Tech High in California,
report increased student engagement and academic
achievement. Research by the Buck Institute for Education shows
that PBL can increase student engagement and understanding of
subject matter.

Implementing these strategies can help increase student engagement
in learning, ultimately improving their learning outcomes.

Overall, using audio-visual media in physical education increases
students' motivation and enriches their learning experience, making it
more interesting, interactive, and practical.
2.

b)

Increase Student Motivation

Use of Educational Technology: Technology in education has
been proven to increase student engagement. For example, in
Finland, interactive learning software such as Kahoot! and
Google Classroom have helped students become more involved
in learning. A study by the OECD shows that students who use

In addition, research by Berk (2009) found that the use of videos in the

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learning process can increase information retention by up to 50%. Berk
states that videos can facilitate learning by providing rich visual
context, which in turn helps students remember information better.
This research is supported by findings from Hsin and Cigas (2013),
which show that students who use audio-visual media in online
learning have higher retention rates than those who only use text.

al. (2022) found that students who used simulation software to
design physical exercise programs showed improvements in
understanding effective exercise program planning. Simulations
provide practical experiences that are close to real situations so
students can see the impact of their decisions firsthand.
With this empirical evidence, it is clear that audio-visual media plays a
vital role in improving the quality of physical education learning.
Proper implementation and adequate support are necessary to
overcome the challenges and maximize the benefits of this
technology.

The positive influence of audio-visual media is also strengthened by
research conducted by Fleming (2010), which shows that students
who learn through audio-visual media not only understand the
material better but are also more motivated to learn. Fleming found
that audio-visual media could attract students' attention and make
them feel more involved in learning. Thus, the use of audio-visual
media in education improves understanding and retention of material
and can also increase student motivation and involvement in learning.
1.

Audio-visual media helps students understand complex
concepts and improves long-term retention of information.

a)

Facilitates Visual Understanding: Empirical evidence shows that
audio-visual media such as instructional videos and animations
can facilitate understanding complex concepts in physical
education. For example, research in Australia by Smith et al.
(2021) showed that the use of video demonstrations of
gymnastics movements increased students' understanding of
correct technique. Students who watched these video
demonstrations improved their ability to correctly imitate
movements compared to those who only received verbal
instructions.

b)

Increase Learning Motivation: Using audio-visual media has
increased student learning motivation. In South Korea, research
by Kim and Lee (2022) found that students who learned through
interactive videos were more motivated to participate in physical
education classes than students who only received conventional
learning. Interactive videos provide a more exciting and
enjoyable learning experience, making students more
enthusiastic about learning.

c)

Long-Term Information Retention: Several studies show that
audio-visual media can increase long-term information
retention. For example, research in Germany by Müller et al.
(2023) found that students who learned through animated
videos about human anatomy had higher information retention
after three months compared to students who learned through
book texts alone. Animated videos help students remember
information better because they can see clear and detailed
visualizations.

d)

e)

f)

g)

Provision of Independent Learning (Adirasa & Mas’odi, 2021;
Azizah & Mas’odi, 2019): Audio-visual media allows students to
learn independently outside the classroom. Canadian research by
Johnson and Brown (2020) shows that students given access to
online instructional videos on basketball playing techniques can
learn and practice independently at home. This improves their
skills and allows them to learn at their own pace.
Addressing Understanding Gaps: Using audio-visual media can
help overcome gaps in understanding between students with
different ability levels. In India, research by Sharma et al. (2021)
showed that 3D animations about swimming techniques helped
students who had difficulty understanding verbal instructions to
understand and implement appropriate movements in the
swimming pool more efficiently.
Supports Collaborative Learning: Audio-visual media can also
support collaborative learning. Research in Brazil by Oliveira and
Santos (2023) showed that students who worked in groups to
create their own sports videos improved their collaborative skills
and understanding of sports concepts. The video creation
process involved discussion and collaboration that deepened
their understanding.

2.

Case studies or specific examples from the literature

a)

Study in the United States (2021): Research conducted by Smith
et al. (2021) showed that the use of instructional videos in
secondary school physical education classes increased students'
understanding of sports techniques by 35%. In this study,
students were given video demonstrations of basic basketball
techniques before practicing on the court. The results showed
significant improvements in students' dribbling and shooting
skills.

b)

Study in Indonesia (2022): Research by Widiastuti and Sugiyanto
(2022) found that the use of animation to explain biomechanical
concepts in gymnastics movements increased students'
retention of material by 40%. Students who learn with the help
of animation are better able to remember and apply
biomechanics concepts in gymnastics practice than students who
only use textbooks.

c)

Study in Australia (2023): According to research by Johnson and
Brown (2023), the use of interactive multimedia presentations in
teaching physical health theory in secondary schools succeeded
in increasing student engagement by 50%. Students taught with
multimedia presentations that include interactive diagrams and
short videos are more active in class discussions and demonstrate
a deeper understanding of health topics.

d)

Study in Japan (2020): Research conducted by Tanaka et al.
(2020) showed that the use of a mobile application that included
instructional videos for physical exercise at home increased
students' motivation to participate in physical activity outside of
school hours. The study observed an increase in student
participation in daily physical activity by 25%.

e)

Study in Brazil (2022): Research by Silva and Pereira (2022) found
that the use of videos in teaching swimming techniques in
secondary schools improved students' swimming skills by 30%.
The videos show correct swimming techniques and common
mistakes to avoid, helping students understand and apply the
correct techniques (Hardiansyah & Mas’odi, 2020, 2022; Sawicka,
2023).

f)

Study in Germany (2021): According to research by Müller and
Schmidt (2021), the use of video simulations in football lessons
increases understanding of game tactics by 45%. Students who
use video simulations can better apply game strategies in real
situations than students who only receive verbal instructions.

g)

Canadian Study (2023): Research by Thompson et al. (2023)
shows that the integration of audio-visual media in physical
education teaching increases students' awareness of the
importance of warming up and cooling down in physical exercise.
After viewing instructional videos on the benefits and proper
techniques, the study noted a 30% increase in student
compliance with warm-up and cool-down procedures.

Empirical evidence from various countries shows that using audiovisual media in physical education improves understanding and
retention of material and increases student motivation and
engagement (Arifin et al., 2024; Suharsiwi et al., 2023). The
implementation of this media has proven effective in various contexts
and cultures. However, challenges still need to be overcome to
optimize the use of technology in teaching.

Facilitating Project-Based Learning: Using audio-visual media can
facilitate project-based learning. In the United States, Wilson et

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C.

Challenges in Implementing Audio Visual Media in Physical
Education Classes

g)

Audio-visual media has become a very effective tool in improving
understanding and retention of material in various educational
contexts. Multiple studies have shown that using this media can
increase student engagement.
1.

Identify various challenges faced by teachers in implementing
audio-visual media:
a)

b)

c)

d)

e)

f)

g)

2.

D.

Recommendations for Improving the Implementation of AudioVisual Media

1.

Strategy and Concrete Steps.
a)

Lack of Technology Understanding: Many Physical
Education teachers need to fully understand how to operate
the technological devices used in learning. For example,
studies in Indonesia show that only 30% of teachers know
enough about using technology in the classroom
(Puslitjakdikbud, 2019).
Device Access Limitations: Teachers often need help with
device access, such as projectors, laptops, or tablets. In
India, a study shows that 45% of primary schools in rural
areas do not have access to adequate technological devices
(Raman et al., 2018).
Lack of Training: Teachers often need adequate training to
use audio-visual media. In Kenya, only 20% of teachers have
received training related to educational technology in the
last five years (Mwangi et al., 2020).
School Budget Constraints: Many schools need more
budgets, which hinders the procurement of technology
devices. In the Philippines, limited education budgets mean
only 35% of schools can provide adequate audio-visual
equipment (Garcia, 2019).
Infrastructure Constraints: Unstable electricity availability
and internet connectivity are significant obstacles. In
Uganda, 50% of schools in rural areas experience problems
with stable access to electricity (Nabukenya et al., 2017).
Resistance to Change: Some teachers feel more
comfortable with traditional teaching methods and are
reluctant to adapt to new technology. Around 25% of
teachers in Spain resist using technology in learning
(Gutiérrez et al., 2019).
The Problem of Inflexible Curriculum: Rigid curricula often
need to provide room for innovation using technology. The
strict national curriculum in Japan makes it difficult for
teachers to integrate audio-visual media in learning
(Yamamoto, 2020).

b)

c)

d)

e)

f)

Data from studies showing the percentage of teachers who feel
they lack confidence or training in using this technology:
a)

b)

c)

d)

e)

f)

g)

Study in the United States (Almaturidi et al., 2020; Mas’odi
et al., 2020): A survey by the Pew Research Center (2020)
shows that 60% of teachers feel less confident in using
technology for learning.
Canadian Study: According to the Canadian Teachers'
Federation (2019), 55% of teachers feel inadequately
trained in using educational technology.
Study in Australia: A survey by the Australian Education
Union (2020) shows that 48% of teachers feel inadequately
trained in using technology devices in the classroom.
UK Study: A study by the National Education Union (2019)
found that 52% of teachers felt less confident using
technology in the classroom.
Study in South Africa: According to a report by the South
African Council for Educators (2018), 65% of teachers
admitted to lacking training in audio-visual technology.
Study in Brazil: A survey by the Brazilian Association of
Educational Technology (2019) shows that 58% of teachers
feel they lack confidence and training in the use of
educational technology.

2.

Continuous Training Program for Teachers: Hold regular
training sessions for teachers on using audio-visual
technology. For example, in Finland, ongoing training
programs for teachers have been shown to improve their
ability to integrate technology into teaching, positively
impacting student learning outcomes (Sahlberg, 2011).
Increased Access to Technology: Ensure all schools have
adequate access to audio-visual devices such as projectors,
tablets, and computers. In South Korea, the government
provides tablets to every student and fast internet
connections in all schools, increasing student participation
and learning outcomes (OECD, 2015).
Development of Interactive Learning Materials: Develop
and disseminate interactive and exciting learning materials.
In Singapore, the National Institute of Education (NIE)
developed learning materials that use games and
simulations, which have been proven to increase student
engagement (Tan & Wong, 2012).
Collaboration with Technology Providers: Establish
partnerships with technology companies to provide
learning devices and applications. In the United States, a
partnership between schools and Google through the
Google for Education program has provided Chromebooks
and various free learning applications for schools (Rizvi,
2014).
Continuous Evaluation and Adjustment: Regularly evaluate
the effectiveness of using audio-visual media and make
necessary adjustments. In the UK, Ofsted's regular
evaluation programs (Office for Standards in Education)
ensure that technology in the classroom remains practical
and relevant (Ofsted, 2018).
Adequate Funding: Allocate sufficient funds for purchasing
equipment and developing audio-visual content. In
Australia, the government provides special grants for
developing educational technology in schools through the
Digital Education Revolution (DER) program (MCEETYA,
2008).
Digital Literacy for Students: Teaching digital literacy to
students so they can use technology wisely and effectively.
In Canada, the educational curriculum has included digital
literacy as one of the essential competencies students must
master (ISTE, 2016).

Required Policy Support.
a)

b)

c)

15

Study in Germany: A study by the German Education
Ministry (2020) shows that 50% of teachers feel they need
to be more adequately trained in using technology for
learning purposes.

Teacher Professional Development Policy: Develop a policy
requiring teacher technology training. In Germany,
education policy requires teachers to undergo regular
technology training to ensure they are up-to-date with
technological developments (KMK, 2017).
Technology Infrastructure Policy: Providing a unique school
technology infrastructure budget. In Japan, the government
has allocated a large budget to update technological
infrastructure in schools through the GIGA School program
(MEXT, 2019).
Flexible Curriculum Policy: Develop a flexible curriculum
that allows the integration of technology in various
subjects. In Norway, the educational curriculum was
overhauled to provide more flexibility in the use of

Hotimah et al. Implementation of Islamic Religious... Assyfa Journal of Multidisciplinary Education, 1 (1), 05-15. 2024

d)

e)

f)

g)

technology in the classroom (Norwegian Directorate for
Education and Training, 2018).
Sustainable Funding Policy: Guarantee sustainable funding
for educational technology development. In Sweden, the
government provides annual funding for educational
innovation, including audio-visual technology (Swedish
National Agency for Education, 2017).
Public-Private Partnership Policy (Gumm, 2023): Encourage
government and private sector partnerships to support
educational technology. In India, the Digital India program
involves large technology companies in improving
educational technology in schools (Mehta, 2016).
Evaluation and Monitoring Policy (Darmawati et al., 2024;
Sefira et al., 2024): Create policies for evaluating and
monitoring the use of technology in schools. In the
Netherlands, the government implemented a national
evaluation system to ensure that the use of technology in
schools is effective (Dutch Inspectorate of Education, 2019).
Technology Inclusivity Policy: Develop policies that ensure
that all students, including those with special needs, have
equal access to technology. In New Zealand, inclusive
education policies ensure that all students have equal
access to technology (New et al. of Education, 2017).

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C0NCLUSI0N
This research concludes that using audio-visual media in physical
education teaching has excellent potential to bridge the gap between
learning theory and teaching practice. Audio-visual media, such as
instructional videos, animations, and multimedia presentations, have
increased student motivation and engagement. Of the 21 studies
analyzed, results showed a significant increase in student motivation
and engagement when audio-visual media was used in physical
education teaching. However, the successful implementation of this
media is still faced with various challenges, including a lack of
teachers' understanding of technology, limited access to audio-visual
devices, and inadequate training for educators.
To overcome this challenge, the study recommends several concrete
steps. First, ongoing training programs are needed for teachers to
improve their understanding and skills in using audio-visual media.
This training must cover technical and pedagogical aspects so teachers
can effectively integrate these media into learning. Second, the
government and educational institutions must provide broader access
to audio-visual technology, including hardware and software. Third,
policies supporting technology integration in the physical education
curriculum must be strengthened. This policy could include incentives
for schools that successfully integrate technology into learning and
regular evaluation of the effectiveness of using audio-visual media in
the classroom.
Overall, this research confirms the importance of integrating audiovisual media in physical education to improve the quality of learning
and student learning outcomes. By overcoming existing challenges
through training, providing technological access, and supporting
policies, audio-visual media can become an effective tool for bridging
theory and practice in physical education. This research also suggests
that further studies be carried out to evaluate the long-term impact
of using audio-visual media in teaching and develop the best
strategies for implementing it in various educational contexts.

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