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Application of the Personal and Social Responsibility Teaching Model to Emotional Control and Responsibility

Journal of Physical Education Health and Sport · Vol. 13 No. 1 (2026) · hlm. 612–619

DOI
10.15294/jpehs.v13i1.48068
ISSN
2354-7901, 2354-8231
Terbit
2026-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study is motivated by the declining trend of students’ character values, particularly in the aspects of emotional control and responsibility within the school environment. Physical Education, Sports, and Health (PE) learning has a strategic role in developing these aspects through structured and value-based physical activities. This study aims to analyze the effect of the Teaching Personal and Social Responsibility (TPSR) learning model on students’ emotional control and responsibility. The research employed a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The subjects of this study were eighth-grade students of Bandung State Junior High School 26 through cluster random sampling, with one class as the experimental group and one class as the control group. The research instruments used were the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) and the Personal and Social Responsibility Questionnaire (PSRQ). Data analysis was conducted using normality tests, homogeneity tests, independent samples t-test, and N-Gain analysis to determine the level of improvement effectiveness. The results showed that there was a significant effect of the TPSR model on students’ emotional control and responsibility (p < 0.05). The improvement in emotional control in the experimental group was categorized as moderately effective, while the improvement in responsibility was in the moderate category and more dominant compared to the control group. These findings indicate that TPSR is more optimal in developing responsibility aspects than emotional control. Therefore, it can be concluded that the TPSR model is effective for use in PE learning as an effort to strengthen students’ character, although its implementation needs to be carried out consistently and sustainably to achieve more optimal results.

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  • Indonesia University of Education
  • University of Malaya
  • Universiti Teknologi MARA
  • Universitas Negeri Padang
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Rekan penulisOrganisasiArtikel bersama
Agus GumilarIndonesia University of Education5
Yusuf HidayatIndonesia University of Education5
SuciptoIndonesia University of Education2
- Dian Fatimah SobariIndonesia University of Education2
NuryadiIndonesia University of Education2
Reza Syaef NuralieIndonesia University of Education2
Kimi Aditya RizkiIndonesia University of Education1
Wulandari Eka PutriIndonesia University of Education1
Allifa Dwi ApriIndonesia University of Education1
Fikri FirdiansyahIndonesia University of Education1
Aditia Putra MunggaranIndonesia University of Education1
Alya DaviyatiIndonesia University of Education1
Jajat Darajat Kusumah NegaraIndonesia University of Education1
- Kevin Naufal DirgantaraIndonesia University of Education1
Ganjar NugrahaIndonesia University of Education1
Adi Maulana MahmudIndonesia University of Education1
Yudi HendrayanaIndonesia University of Education1
Ari Gana YuliantoIndonesia University of Education1
Mohd Salleh AmanUniversity of Malaya1
Gilang Sukma PermanaIndonesia University of Education1
Carsiwan CarsiwanIndonesia University of Education1
Nurul Nadiah ShahudinUniversiti Teknologi MARA1
Helmy FirmansyahIndonesia University of Education1
Dhea Yolanda AzaliaIndonesia University of Education1
Asep SumpenaIndonesia University of Education1
Wili RafiandiIndonesia University of Education1
Nadia Fadilla DamayantiIndonesia University of Education1
Lusi AngeliaUniversitas Negeri Padang1
Suherman SlametIndonesia University of Education1
Wanda PerbawantiIndonesia University of Education1
Adang SuhermanIndonesia University of Education1
Agi GinanjarAfiliasi tidak diketahui1
Yudy HendrayanaIndonesia University of Education1
Dini TresnadianiIndonesia University of Education1
Yusuf HidayatIndonesia University of Education1
Lutfi NurIndonesia University of Education1
Sucipto SuciptoIndonesia University of Education1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpehs/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Application of the Personal and Social Responsibility Teaching Model to Emotional Control and Responsibility</dc:title>
	<dc:creator xml:lang="en">Muhamad Rafli Sahrullah</dc:creator>
	<dc:creator xml:lang="en">Tite Juliantine</dc:creator>
	<dc:creator xml:lang="en">Burhan Hambali</dc:creator>
	<dc:subject xml:lang="en">TPSR</dc:subject>
	<dc:subject xml:lang="en">Emotion Control</dc:subject>
	<dc:subject xml:lang="en">Responsibility</dc:subject>
	<dc:subject xml:lang="en"> physical education</dc:subject>
	<dc:description xml:lang="en">This study is motivated by the declining trend of students’ character values, particularly in the aspects of emotional control and responsibility within the school environment. Physical Education, Sports, and Health (PE) learning has a strategic role in developing these aspects through structured and value-based physical activities. This study aims to analyze the effect of the Teaching Personal and Social Responsibility (TPSR) learning model on students’ emotional control and responsibility. The research employed a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The subjects of this study were eighth-grade students of Bandung State Junior High School 26 through cluster random sampling, with one class as the experimental group and one class as the control group. The research instruments used were the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) and the Personal and Social Responsibility Questionnaire (PSRQ). Data analysis was conducted using normality tests, homogeneity tests, independent samples t-test, and N-Gain analysis to determine the level of improvement effectiveness. The results showed that there was a significant effect of the TPSR model on students’ emotional control and responsibility (p &amp;lt; 0.05). The improvement in emotional control in the experimental group was categorized as moderately effective, while the improvement in responsibility was in the moderate category and more dominant compared to the control group. These findings indicate that TPSR is more optimal in developing responsibility aspects than emotional control. Therefore, it can be concluded that the TPSR model is effective for use in PE learning as an effort to strengthen students’ character, although its implementation needs to be carried out consistently and sustainably to achieve more optimal results.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpehs/article/view/48068</dc:identifier>
	<dc:identifier>10.15294/jpehs.v13i1.48068</dc:identifier>
	<dc:source xml:lang="en">Journal of Physical Education Health and Sport; Vol. 13 No. 1 (2026); 612 - 619</dc:source>
	<dc:source>2354-7901</dc:source>
	<dc:source>2354-8231</dc:source>
	<dc:source>10.15294/jpehs.v13i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpehs/article/view/48068/9590</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Journal of Physical Education Health and Sport</dc:rights>
</oai_dc:dc>