Developing the Integration of Problem-Based Learning (PBL) into the Physical Education Curriculum to Enhance Students’ Mental Resilience

Kadarisman

Authors

Kadarisman Author

Keywords:

Physical Education, Mental Resilience, Curriculum, High School Students

Abstract

This study aims to analyze the development of Problem-Based Learning (PBL) integration into the physical education curriculum to enhance students’ mental resilience. The study is motivated by increasing academic pressures, social challenges, and the need to strengthen students’ mental health within the school environment. The study employed a qualitative approach with a case study design to understand the experiences of students and teachers in implementing problem-based learning in physical education. Data were collected through semi-structured interviews, participant observation, documentation, and student reflection journals. Research participants consisted of physical education teachers, high school students, and school administrators selected using purposive sampling. Data analysis was conducted using the Miles, Huberman, and Saldaña interactive model through the processes of data reduction, data presentation, and thematic conclusion drawing. The results of the study indicate that the integration of PBL is capable of enhancing students’ ability to adapt to learning pressures, building social support and group solidarity, increasing self-confidence and emotional control, and transforming the meaning of physical education into a more reflective and contextual one. Furthermore, the implementation of PBL also encourages a transformation in the teacher’s role from a center of learning to a facilitator of participatory learning. This study contributes to the development of physical education pedagogy based on social constructivism and experiential learning, and serves as a practical recommendation for schools in developing learning that supports students’ mental health and character development.

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