DIGITAL PEDAGOGICAL NEEDS IN PHYSICAL EDUCATION: MAPPING TEACHER AND STUDENT PERSPECTIVES ON MULTIMEDIA GYMNASTICS LEARNING

Abstract

This study maps the instructional and technological needs of elementary school students and physical education teachers in Makassar, Indonesia, regarding the development of a multimedia-based 7E instructional model for gymnastics learning. Using a mixed-methods design, the research involved surveys and interviews with 100 students and 40 teachers to examine their perspectives on current instructional practices, digital integration, and expectations for pedagogical innovation. Findings revealed that while students exhibit high motivation to engage in gymnastics, they face persistent challenges in movement comprehension and learning confidence. Teachers reported significant barriers, including limited access to multimedia tools, unfamiliarity with the 7E model, and the need for structured digital support. Both groups strongly endorsed multimedia-based instruction as a necessary enhancement to promote clarity, safety, and student engagement. This research contributes to broader educational transformation by offering a replicable framework that blends Direct Instruction and Dynamical Systems Theory within the 7E model, thus aligning with principles of Education for Sustainable Development (ESD). Although centered on physical education, the proposed model exemplifies a learner-centered, digitally enriched approach that can be adapted to other subject areas, including Indonesian Language and Literature Education, by fostering student agency, differentiated learning, and interactive pedagogy