Peer-reviewed article
Exploring play activites, nutritional status and learning motivation on learning outcomes in children
Restia Triani Aulia, Wilda Welis, Hendri Neldi, Asep Sujana Wahyuri, Fiky Zarya ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how play activities, nutritional status, and learning motivation affect learning outcomes in upper-grade elementary school students in Indonesia. Researchers collected data from 79 students at one public school using questionnaires, anthropometric measurements, and learning outcome assessments. The study found that nutritional status and learning motivation both significantly influence student learning outcomes, with nutritional status also indirectly affecting outcomes through its impact on motivation.
Key points
- Learning motivation had the strongest direct effect on learning outcomes (Beta coefficient 0.313)
- Nutritional status had a significant direct effect on learning outcomes (Beta coefficient 0.219)
- Play activities had a weaker direct effect on learning outcomes (Beta coefficient 0.236)
- Nutritional status indirectly affects learning outcomes by influencing learning motivation
- All three factors combined show simultaneous influence on student learning outcomes
Limitations
The study was conducted at a single school with 79 students, limiting generalisability to other populations and contexts. The correlational design cannot establish causal relationships, only associations between variables.
Abstract
Children's learning outcomes are in the low category, based on play activities, nutrition and motivation owned by children. This study aims to reveal the play activities, nutrition, and motivation children possess. This research method is correlation using quantitative methodology through a path analysis approach. The population in the study was upper-grade elementary school students. This sampling technique is random sampling, randomly taking 50% of each class at public elementary school 8 Lubuklinggau, a total of 79 students. Data were collected using questionnaires for learning motivation, anthropometric tests to obtain students' nutritional status, and primary data used to see the learning outcomes obtained. The results show the relationship between the independent variable and the dependent variable, with the Beta coefficient having a value of 0.009 for X1 and X3 (p31) and 0.092 for X2 and X3 (p32). While the second structure shows the relationship between the independent variables X1Y, X2Y, and X3Y with the same dependent variable, with the Beta coefficients having values of 0.236 for X1Y (py1), 0.219 for X2Y (py2), and 0.313 for X3Y (py3), it can be concluded that there is a simultaneous influence of play activities, nutritional status and motivation on learning outcomes. In conclusion, research shows that nutritional status and learning motivation play an important role in shaping student learning outcomes at public elementary school 8 Lubuklingau, Padang, Indonesia, with nutritional status also indirectly affecting learning outcomes through its impact on learning motivation.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Assessment and analysis of existing play activities, nutritional status, and learning motivation in relation to learning outcomes
- Population
- Upper-grade elementary school students (79 students from one public school in Lubuklinggau, Padang, Indonesia)
Key finding
Learning motivation showed the strongest effect on learning outcomes (py3 Beta = 0.313)