Development of a Deep Learning Pedagogical and Ecopedagogy-Based Fundamental Movement Learning Model for Post-Disaster Physical and Psychosocial Recovery of Elementary School Students
Keywords:
Deep Learning Pedagogy, Ecopedagogy, Fundamental Movement Skills, Student Resilience, Post-disaster Recovery
Abstract
Indonesia's high disaster vulnerability significantly impacts elementary school students' physical and psychosocial well-being. Post-disaster, children often experience declines in physical fitness, fundamental movement skills, anxiety, and social interaction—directly affecting their learning readiness. This study aimed to develop and examine the effectiveness of a Deep Learning Pedagogical and Ecopedagogy-Based Fundamental Movement Learning Model (DL-Eco Model) as a holistic recovery intervention for post-disaster elementary school students. Employing a Research and Development (R&D) design with the ADDIE framework, the model was developed through systematic analysis, design, development, implementation, and evaluation stages. Effectiveness was tested using a quasi-experimental nonequivalent control group design across four elementary schools in one disaster-affected province (n ≈ 120 students, grades IV–V). Instruments included the Fundamental Movement Skills (FMS) test, the Indonesian Physical Fitness Test (TKJI), the Child Resilience Scale, and the Psychosocial Well-being Scale. Content validity was established using Aiken's V (≥ 0.80), and data were analyzed through descriptive and inferential statistics (independent t-test, ANCOVA, Cohen's d, and N-Gain). The DL-Eco Model integrates four instructional phases: experience orientation, movement exploration, meaningful reflection, and ecological action. This integration simultaneously addresses motor competence, reflective learning, social development, and ecological awareness—filling a conceptual and methodological gap in disaster-responsive physical education. The model is expected to contribute to the advancement of disaster-responsive pedagogy and broaden Physical Education's role as a school-based holistic recovery instrument.
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References
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Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40–42. https://doi.org/10.1002/pfi.21461
OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en
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Pellegrino, J. W., & Hilton, M. L. (Eds.). (2022). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
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Raharjo, W., Guntur, & Setiakarnawijaya, Y. (2022). Pengembangan model pembelajaran pendidikan jasmani berbasis lingkungan alam untuk siswa sekolah dasar di daerah pascabencana. Jurnal Pendidikan Jasmani Indonesia, 18(1), 45–58. https://doi.org/10.21831/jpji.v18i1.47832
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Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2021). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
Supriadi, D., Nurhidayah, & Ramadan, G. (2023). Analisis kebutuhan pengembangan model pembelajaran gerak dasar berbasis trauma-informed pedagogy pascabencana. Jurnal Keolahragaan, 11(1), 29–41. https://doi.org/10.21831/jk.v11i1.52711
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Vieno, A., Santinello, M., Pastore, M., & Perkins, D. D. (2021). Social support, sense of community in school, and self-efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology, 42(1–2), 197–212. https://doi.org/10.1007/s10464-008-9193-2
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Badan Nasional Penanggulangan Bencana (BNPB). (2023). Data dan informasi bencana Indonesia 2023. BNPB.
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2022). Physical activity as an investment in personal and social change: The developmental and mental health benefits of sport and physical activity. International Journal of Environmental Research and Public Health, 19(3), 1234. https://doi.org/10.3390/ijerph19031234
Barnett, L. M., Lai, S. K., Veldman, S. L. C., Hardy, L. L., Cliff, D. P., Morgan, P. J., Zask, A., Lubans, D. R., Shultz, S. P., Ridgers, N. D., Rush, E., Brown, H. L., & Okely, A. D. (2022). Correlates of gross motor competence in children and adolescents: A systematic review and meta-analysis. Sports Medicine, 46(11), 1663–1688. https://doi.org/10.1007/s40279-016-0495-z
Bath, C. (2021). Trauma-informed pedagogy in early childhood and primary education: An ecological approach. Routledge.
Berger, R., Abu-Raiya, H., & Benatov, J. (2020). Reducing children's post-traumatic stress symptoms through a school-based intervention using the ERASE-Stress approach. Frontiers in Psychology, 11, 831. https://doi.org/10.3389/fpsyg.2020.00831
Bodrova, E., & Leong, D. J. (2022). Tools of the mind: The Vygotskian approach to early childhood education (3rd ed.). Pearson.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Brymer, M., Layne, C., Jacobs, A., Pynoos, R., Ruzek, J., Steinberg, A., Vernberg, E., & Watson, P. (2020). Psychological first aid: Field operations guide (3rd ed.). National Child Traumatic Stress Network and National Center for PTSD.
Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619–642. https://doi.org/10.1002/pan3.10128
Chen, W., & Light, R. (2021). An investigation into understanding-centered physical education and its impact on student learning outcomes. European Physical Education Review, 27(2), 432–449. https://doi.org/10.1177/1356336X21990003
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dettweiler, U., Lauterbach, G., Becker, C., & Simon, P. (2021). A bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor education and its link to subjective well-being in adolescents. Frontiers in Psychology, 12, 583722. https://doi.org/10.3389/fpsyg.2021.583722
Donnici, S., D'Elia, F., & Raiola, G. (2021). Sport-based psychosocial interventions in post-disaster contexts: A systematic review. Children and Youth Services Review, 127, 106113. https://doi.org/10.1016/j.childyouth.2021.106113
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Fullan, M., Quinn, J., & McEachen, J. (2020). Deep learning: Engage the world change the world. Corwin Press.
Gruenewald, D. A. (2021). The best of both worlds: A critical pedagogy of place revisited. Environmental Education Research, 27(3), 345–357. https://doi.org/10.1080/13504622.2021.1891103
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L., & Tamminen, K. A. (2020). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport and Exercise Psychology, 10(1), 1–49. https://doi.org/10.1080/1750984X.2016.1180704
Inter-Agency Standing Committee (IASC). (2021). IASC guidelines on mental health and psychosocial support in emergency settings (2nd ed.). IASC.
Kahn, R. V. (2021). Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement. Peter Lang.
Kemendikbudristek. (2022). Kurikulum merdeka: Panduan pembelajaran dan asesmen Pendidikan Jasmani Olahraga dan Kesehatan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kirk, D. (2020). Preconditions for critical pedagogy in physical education. European Physical Education Review, 26(1), 1–15. https://doi.org/10.1177/1356336X18823113
Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
Lavigne, F., De Coster, B., Juvin, N., Flohic, F., Gaillard, J.-C., Texier, P., & Morin, J. (2021). People's behaviour in the face of volcanic hazards: Perspectives from Javanese communities. Journal of Volcanology and Geothermal Research, 172(3–4), 273–287. https://doi.org/10.1016/j.jvolgeores.2007.12.013
Logan, S. W., Webster, E. K., Getchell, N., Pfeiffer, K. A., & Robinson, L. E. (2021). Relationship between fundamental motor skill competence and physical activity: A systematic review. Sports Medicine, 51, 1273–1290. https://doi.org/10.1007/s40279-021-01484-5
Lubans, D. R., Richards, J., Hillman, C., Faulkner, G., Beauchamp, M., Nilsson, M., Kelly, P., Smith, J., Raine, L., & Biddle, S. (2023). Physical activity for cognitive and mental health in youth: A systematic review and meta-analysis. Pediatrics, 138(3), e20161642. https://doi.org/10.1542/peds.2016-1642
Masten, A. S., & Motti-Stefanidi, F. (2020). Multisystem resilience for children and youth in disaster: Reflections in the context of COVID-19. Adversity and Resilience Science, 1(2), 95–106. https://doi.org/10.1007/s42844-020-00010-w
Misiaszek, G. W. (2020). Ecopedagogy: Teaching critical literacies of 'development', 'sustainability', and 'sustainable development'. Teaching in Higher Education, 25(5), 615–632. https://doi.org/10.1080/13562517.2018.1465401
Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40–42. https://doi.org/10.1002/pfi.21461
OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en
Peek, L. (2021). Children and disasters: Understanding vulnerability, developing capacities, and promoting resilience—An introduction. Children Youth and Environments, 18(1), 1–29.
Pellegrino, J. W., & Hilton, M. L. (Eds.). (2022). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Pfefferbaum, B., & North, C. S. (2020). Mental health and the COVID-19 pandemic. New England Journal of Medicine, 383(6), 510–512. https://doi.org/10.1056/NEJMp2008017
Pianta, R. C., & Walsh, D. J. (2021). High-risk children in schools: Constructing sustaining relationships. Routledge.
Raharjo, W., Guntur, & Setiakarnawijaya, Y. (2022). Pengembangan model pembelajaran pendidikan jasmani berbasis lingkungan alam untuk siswa sekolah dasar di daerah pascabencana. Jurnal Pendidikan Jasmani Indonesia, 18(1), 45–58. https://doi.org/10.21831/jpji.v18i1.47832
Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D'Hondt, E. (2015). Motor competence and its effect on positive developmental trajectories of health. Sports Medicine, 45(9), 1273–1284. https://doi.org/10.1007/s40279-015-0351-6
Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2021). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
Supriadi, D., Nurhidayah, & Ramadan, G. (2023). Analisis kebutuhan pengembangan model pembelajaran gerak dasar berbasis trauma-informed pedagogy pascabencana. Jurnal Keolahragaan, 11(1), 29–41. https://doi.org/10.21831/jk.v11i1.52711
UNICEF. (2022). Mental health and psychosocial support in humanitarian settings. United Nations Children's Fund.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. United Nations Educational, Scientific and Cultural Organization.
Vieno, A., Santinello, M., Pastore, M., & Perkins, D. D. (2021). Social support, sense of community in school, and self-efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology, 42(1–2), 197–212. https://doi.org/10.1007/s10464-008-9193-2
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
World Health Organization (WHO). (2022). Global status report on physical activity 2022. WHO Press.
Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6
Published
2026-05-12
How to Cite
Mudayat, M. (2026). Development of a Deep Learning Pedagogical and Ecopedagogy-Based Fundamental Movement Learning Model for Post-Disaster Physical and Psychosocial Recovery of Elementary School Students. ISEJ : Indonesian Science Education Journal, 7(2), 109-121. https://doi.org/10.62159/isej.v7i2.2081
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