Research Article
Muscle Strength of Students in Wetland Area Schools: Internalizing Physical Literacy through Physical Education Learning Based on Project-Based Learning
@INPROCEEDINGS{10.4108/eai.9-9-2024.2359090, author={Mashud Mashud and Syamsul Arifin and Herita Warni and Recky Ahmad Haffyandi and Raihan Wahyudi and Edy Rahmadi and Sahbana Ridha}, title={Muscle Strength of Students in Wetland Area Schools: Internalizing Physical Literacy through Physical Education Learning Based on Project-Based Learning}, proceedings={Proceedings of the 1st International Conference on Wetland for Sustainable Development Goals, ICWSDGs 2024, September 9th -- 10th, 2024, Banjarmasin, Indonesia}, publisher={EAI}, proceedings_a={ICWSDGS}, year={2026}, month={7}, keywords={muscle strength; physical literacy physical education wetlands}, doi={10.4108/eai.9-9-2024.2359090} }- Mashud Mashud
Syamsul Arifin
Herita Warni
Recky Ahmad Haffyandi
Raihan Wahyudi
Edy Rahmadi
Sahbana Ridha
Year: 2026
Muscle Strength of Students in Wetland Area Schools: Internalizing Physical Literacy through Physical Education Learning Based on Project-Based Learning
ICWSDGS
EAI
DOI: 10.4108/eai.9-9-2024.2359090
Abstract
Muscle strength refers to the ability of muscles to contract and generate tension against resistance or a load, allowing them to support the body’s activities. It does not develop automatically but requires regular training, measurement, and programming. However, strength training habits have not yet become a cultural norm among students in wetland area schools. This research aims to assess the impact of incorporating physical literacy into physical education through project-based learning on students' muscle strength. The study employs a quasi-experimental design with a pretest-posttest group design. For non-normally distributed data, the Wilcoxon Signed-Rank Test was used. To compare the experimental and control groups, ANOVA Welch Test and Brown-Forsythe Test were applied as robust tests due to non-homogeneous variance between groups. The results indicated an increase in muscle strength among students in wetland area schools after incorporating physical literacy into physical education through project-based learning, compared to the control group, which received direct instruction.
