Motivasi Siswa Dalam Pelaksanaan Pelajaran PJOK: Kajian Literatur Perspektif Teori Self-Determination

Abstract

This study aims to review students’ motivation in Physical Education, Sport, and Health (PJOK) learning through the lens of Self-Determination Theory (SDT), which emphasises the fulfilment of three basic psychological needs—autonomy, competence, and relatedness—to foster intrinsic motivation. The method employed was a Systematic Literature Review (SLR) using the PRISMA protocol, selecting 5 relevant articles from an initial pool of 15,900. The findings reveal that innovative learning models such as Teams Games Tournament (TGT) and game-based circuit training significantly enhance student motivation; TGT increased motivation by 14.253%, with intrinsic motivation higher (14.667%) than extrinsic motivation (11.187%), while circuit training produced learning motivation levels of up to 86.55% with expert validation of 92.5%. In online learning, high motivation (41.18%) was still maintained, although the aspect of autonomy remained strongly influenced by teachers’ creativity in providing activity choices. Overall, PJOK learning was found to fulfil most aspects of autonomy, competence, and relatedness, although some studies indicated that extrinsic motivation remains dominant. The study concludes that PJOK learning based on SDT is effective in fostering students’ intrinsic motivation, particularly through the role of teachers as facilitators who support autonomy, provide challenges aligned with students’ abilities, and create positive social interactions.