The Old Pedagogy in the Gen-Z Era: A Descriptive Quantitative Study on the Gap between Lecturers' Teaching Methods and Sports Motivation of PJKR Students
Keywords:
Gen-Z, Lecturer teaching methods, Physical education, Quantitative descriptive, Sports motivationAbstract
In the current Gen-Z era, collaborative learning and active engagement are highly essential, demanding student-centered and digitally-integrated physical education as the most effective strategy to foster modern student capabilities. While traditional physical education research heavily prioritizes direct motor skill and cognitive development, it often overlooks how outdated teaching paradigms impact students' psychological and affective domains. This study evaluates the pedagogical gap between lecturers' traditional teaching methods and Gen-Z PJKR students' sports motivation at Universitas PGRI Sumenep. Utilizing a quantitative descriptive design, data were collected from physical education students using digital Likert-scale questionnaires (incorporating the Teaching Style Inventory and Situational Motivation Scale) administered via Google Forms, and analyzed using descriptive statistics and gap analysis. Results indicate that outdated, highly-directive teaching methods ("pedagogi kuno") have a negative impact on student motivation, whereas student-centered instructional scaffolding and interactive feedback positively influence active engagement. Interestingly, purely theoretical classroom delivery showed no significant impact on students' actual physical activity commitment. In conclusion, modernizing physical education pedagogy is crucial to bridging the generational gap and sustaining sports motivation in Gen-Z students.
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