Development of a technology-based physical education instructional design to enhance student active participation
Keywords:
Active participation, Instructional design, Physical education, Student engagement, Technology-based learningAbstract
This study aims to develop a technology-based physical education instructional design to enhance student active participation in a public junior high school in Bandung City, West Java, Indonesia. The study addresses the problem of limited student participation in physical education and the need for more meaningful technology integration in learning. A qualitative approach with a case study design was used to explore the planning, implementation, and reflection of technology-supported physical education. Data were collected through semi-structured interviews, participatory observation, and documentation involving one physical education teacher, students from one selected class, the vice principal for curriculum affairs, and one school staff member involved in digital learning support. The data were analyzed using thematic analysis through coding, theme development, and continuous comparison across data sources. The findings reveal five main themes: technology as a bridge for clearer movement instruction, digital feedback as a driver of student confidence, active participation through autonomy and peer collaboration, unequal digital readiness as a learning barrier, and the changing role of the teacher as a facilitator. The study shows that technology can improve participation when it supports movement, feedback, collaboration, and reflection. The findings contribute to physical education theory by linking technology integration, student engagement, and self-determination in a qualitative instructional design context. The study recommends stronger school support, teacher training, and inclusive digital learning strategies.
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