Management of Karate Extracurricular Programs in Developing Students' Non-Academic Achievements
A Comparative Case Study
DOI:
https://doi.org/10.56916/jirpe.v5i1.2783Keywords:
extracurricular management, karate program, non-academic achievement, character development, elementary educationAbstract
Extracurricular activities play a crucial role in developing students' non-academic achievements, yet their management often remains suboptimal due to resource constraints and inadequate systematic approaches. This study examined how karate extracurricular programs are managed to support non-academic achievement development at two elementary schools in Jakarta, Indonesia. A qualitative case study design was employed at SDN Jembatan Besi 01 Pagi and SDN Kapuk 13 Petang from June to September 2025. Data were collected through in-depth interviews with principals, teachers, coaches, and students, participatory observations of training sessions, and document analysis. Miles and Huberman's interactive analysis model guided data analysis, while triangulation strategies ensured trustworthiness. Both schools implemented five management functions—planning, organizing, actuating, controlling, and follow-up—though with varying effectiveness. SDN Jembatan Besi 01 Pagi demonstrated more systematic planning documentation, balanced evaluation incorporating character development indicators, and proactive external partnerships. SDN Kapuk 13 Petang faced coach shortages and emphasized competition-focused evaluation. Both programs contributed to students' discipline, self-confidence, cooperation skills, and competitive achievements. Effective karate program management requires systematic application of management functions with contextual adaptation, balanced evaluation approaches, and stakeholder collaboration. Findings provide actionable guidance for enhancing extracurricular program quality in resource-constrained settings.
References
Al Kadri, H. H., Al Kadri, H., Ningrum, T. A., Santoso, Y., & Ratnawati, R. (2019, December). Planning for Extracurricular Activities. In 5th International Conference on Education and Technology (ICET 2019) (pp. 381-384). Atlantis Press. https://doi.org/10.2991/icet-19.2019.95
Armadi, A., Jamilah, J., Wahdian, A., & Astutik, C. (2024). Fostering character education in elementary schools: The impact of extracurricular activities. Al-Ishlah Jurnal Pendidikan, 16(3), 3401–3411. https://doi.org/10.35445/alishlah.v16i3.5536
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559. https://doi.org/10.46743/2160-3715/2008.1573
Bell, A., Rowan-Kenyon, H. T., & Perna, L. W. (2018). College knowledge of 9th and 11th grade students: Variation by school and state contexts. The Journal of Higher Education, 89(6), 819–847. https://doi.org/10.1080/00221546.2009.11779039
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547
Crova, C., Marchetti, R., Struzzolino, I., Forte, R., Pesce, C., & Dossena, M. (2021). Sports, executive functions and academic performance: A comparison between martial arts, team sports, and sedentary children. International Journal of Environmental Research and Public Health, 18(22), Article 11745. https://doi.org/10.3390/ijerph182211745
Dodgson, J. E. (2019). Reflexivity in qualitative research. Journal of Human Lactation, 35(2), 220–222. https://doi.org/10.1177/0890334419830990
Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. https://doi.org/10.1177/0743558499141003
Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698–713. https://doi.org/10.1037/0012-1649.42.4.698
Funakoshi, G. (1994). Karate-do: My way of life. Kodansha International.
Fusch, P., Fusch, G. E., & Ness, L. R. (2018). Denzin's paradigm shift: Revisiting triangulation in qualitative research. Journal of Social Change, 10(1), 19–32. https://doi.org/10.5590/JOSC.2018.10.1.02
Gibol, A., & Santoso, M. D. (2024). Management of Extracurricular Activities In Improving Student Achievement At Madrasah Tsanawiyah Bustanul Faizin. Golden Ratio of Social Science and Education, 4(2), 287-292. https://doi.org/10.52970/grsse.v4i2.1321
Guest, A., & Schneider, B. (2003). Adolescents' extracurricular participation in context: The mediating effects of schools, communities, and identity. Sociology of Education, 76(2), 89–109. https://doi.org/10.2307/3090271
Harwood-Gross, A., Lambez, B., Feldman, R., & Zagoory-Sharon, O. (2021). The effect of martial arts training on cognitive and psychological functions in at-risk youths. Frontiers in Pediatrics, 9, Article 707047. https://doi.org/10.3389/fped.2021.707047
Im, M. H., Hughes, J. N., Cao, Q., & Kwok, O. M. (2015). Effects of extracurricular participation during middle school on academic motivation and achievement at grade 9. American Educational Research Journal, 52(6), 1139–1161. https://doi.org/10.3102/0002831216667479
Kawulich, B. B. (2005). Participant observation as a data collection method. Forum: Qualitative Social Research, 6(2), Article 43. https://doi.org/10.17169/fqs-6.2.466
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://www.tandfonline.com/doi/abs/10.1080/13814788.2017.1375092%4010.1080/tfocoll.2021.0.issue-practical-guidance-to-qualitative-research
Lakes, K. D., & Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. Applied Developmental Psychology, 25(3), 283–302. https://doi.org/10.1016/j.appdev.2004.04.002
Leith, S. A., Ward, C. L., Giacomin, M., Landau, E. S., Ehrlinger, J., & Wilson, A. E. (2014). Changing theories of change: strategic shifting in implicit theory endorsement. Journal of personality and social psychology, 107(4), 597. https://dialnet.unirioja.es/servlet/articulo?codigo=4802308
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Mahoney, J. L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Development, 71(2), 502–516. https://doi.org/10.1111/1467-8624.00160
Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4), 464–514. https://eric.ed.gov/?id=EJ660385
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Nowell, L. S., Norris, J. M., White, D. E., & Moody, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Parsamajd, F., & Teymori, S. (2024). Karate Kata training: A promising intervention for behavioral problems in elementary school children. Journal of Experimental Child Psychology, 248, 106058. https://doi.org/10.1016/j.jecp.2024.106058
Phung, J. N., Goldberg, W. A., Webber, K. C., Bodie, P. A., & Hur, Y. M. (2021). Mixed martial arts training improves social skills and reduces problematic behaviors in children/adolescents: An intervention study. Aggressive Behavior, 47(4), 399–411. https://doi.org/10.1016/J.RASD.2021.101758
Pinto-Escalona, T., Gobbi, E., Bennett, S. J., Boddy, L. M., & Lucia, A. (2022). Individual responsiveness to a school-based karate intervention: Differential effects on psychosocial and academic outcomes. Scandinavian Journal of Medicine & Science in Sports, 32(11), 1661–1673. https://doi.org/10.1111/sms.14167
Pinto-Escalona, T., Gobbi, E., Valenzuela, P. L., Bennett, S. J., Aschieri, P., Martin-Loeches, M., Paoli, A., Martinez-de-Quel, O., & Lucia, A. (2021). Effects of a school-based karate intervention on academic achievement, psychosocial functioning, and physical fitness: A multi-country cluster randomized controlled trial. Journal of Sport and Health Science, 11(5), 590–600. https://doi.org/10.1016/j.jshs.2021.10.006
Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case study method: A step-by-step guide for business researchers. International Journal of Qualitative Methods, 18, 1–13. https://doi.org/10.1177/1609406919862424
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Seow, P. S., & Pan, G. (2014). A literature review of the impact of extracurricular activities participation on students' academic performance. Journal of Education for Business, 89(7), 361–366. https://doi.org/10.1080/08832323.2014.912195
Shaffer, C. (2019). Unequal access: How US school districts allocate resources to schools. EdBuild.
Singh, S. P. (2003). Planning and management for rural development. Deep & Deep Publications.
Snellman, K., Silva, J. M., & Putnam, R. D. (2015). Inequity outside the classroom: Growing class differences in participation in extracurricular activities. Voices in Urban Education, 40, 7–14. https://eric.ed.gov/?id=EJ1056739
Stamenković, A., Manić, M., Roklicer, R., Trivić, T., Malović, P., & Drid, P. (2022). Effects of participating in martial arts in children: a systematic review. Children, 9(8), 1203. https://doi.org/10.3390/children9081203
Terry, G. R. (1977). Principles of management (7th ed.). Richard D. Irwin.
Vertonghen, J., & Theeboom, M. (2010). The social-psychological outcomes of martial arts practise among youth: A review. Journal of Sports Science & Medicine, 9(4), 528–537. https://www.jssm.org/jssm-09-528.xml%3Eabst#
Wilson, N. (2009). Impact of extracurricular activities on students. University of Wisconsin-Stout.
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage Publications.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Minah, Dinny Mardiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
