Students' Perceptions of Game-Based Learning Models in Physical Education: A Descriptive Qualitative Study

Abstract

Physical education learning plays a crucial role in developing students' physical, social, emotional, and motivational aspects, yet its implementation often faces challenges of low engagement and interest in learning. Game-based learning models are viewed as an innovative alternative capable of creating more enjoyable and meaningful learning experiences for students. This study aims to describe students' perceptions of the application of game-based learning models in physical education. The approach used was qualitative with a descriptive research type, which places students as the main subjects of the study. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that students interpreted game-based learning as a fun, safe learning experience that encouraged social interaction. This learning model was able to increase intrinsic motivation and active participation in learning activities. In addition, students assessed that game-based learning was relevant to their characteristics and had the potential to be implemented sustainably by considering the variety of activities and fairness of implementation. Student perceptions proved to be an important indicator in assessing the effectiveness and meaningfulness of game-based physical education learning. The findings of this study are expected to form the basis for developing learning strategies that are more centered on student learning experiences