FUTSAL EXTRACURRICULAR INVOLVEMENT AND SOCIAL INTERACTION AMONG ELEMENTARY SCHOOL STUDENTS: A CORRELATIONAL STUDY

Authors

Muhammad Azriel Fathir Universitas Majalengka
Udi Sahudi Universitas Majalengka
Indrayogi Indrayogi Universitas Majalengka

Keywords:

futsal extracurricular, social interaction, elementary school students, team sport, extracurricular participation, correlational study

Abstract

Extracurricular activities can provide elementary school students with opportunities to develop social competencies beyond formal classroom learning. As a team-based sport, futsal involves communication, cooperation, coordination, and shared responsibility, making it a potentially relevant context for social interaction. However, empirical evidence on the relationship between futsal extracurricular involvement and social interaction among elementary school students remains limited. This study examined the association between students’ involvement in futsal extracurricular activities and their social interaction at SDN 3 Setu Wetan, Cirebon Regency, Indonesia. A quantitative correlational design was employed with 25 students from Grades IV–VI who participated in the school’s futsal extracurricular program. Because the entire accessible population was included, total sampling was applied. Data were collected using two four-point Likert-scale questionnaires comprising 15 valid items measuring futsal extracurricular involvement and 19 valid items measuring social interaction. The instruments demonstrated satisfactory internal consistency, with Cronbach’s alpha coefficients of .794 and .926, respectively. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, and Pearson product–moment correlation at an alpha level of .05. The results showed a positive and statistically significant association between futsal extracurricular involvement and social interaction, r = .666, p < .001. The coefficient of determination was 44.4%, indicating that the two variables shared 44.4% of their variance in the bivariate model. Thus, students reporting higher levels of futsal extracurricular involvement also tended to report higher levels of social interaction. The findings provide context-specific evidence that futsal extracurricular participation is meaningfully associated with students’ social interaction. However, the correlational design precludes causal inference. Futsal may therefore be considered a potentially meaningful social-learning context alongside its physical and technical development functions.

References

Al Fadli, R. A., Fatoni, M., Sistiasih, V. S., & Subekti, N. (2025). Implementation of the futsal learning model as a means of developing social skills in students at SMA Negeri 3 Sukoharjo. Fair Play, 2(2), 41–44. https://doi.org/10.71264/fairplay.v2i2.61

Arumí-Prat, J., & Pla-Campas, G. (2025). A narrative analysis of learning to teamwork in youth sport: A sociocultural perspective on communication and cooperative learning. Frontiers in Sports and Active Living, 7, 1667534. https://doi.org/10.3389/fspor.2025.1667534

Bengtsson, D., Svensson, J., Wiman, V., et al. (2025). Health-related outcomes of youth sport participation: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 22, 89. https://doi.org/10.1186/s12966-025-01792-x

Conroy, D. E., & Coatsworth, J. D. (2006). Coach training as a strategy for promoting youth social development. The Sport Psychologist, 20(2), 128–144. https://doi.org/10.1123/tsp.20.2.128

Cook, B. G., & Cook, L. (2008). Nonexperimental quantitative research and its role in guiding instruction. Intervention in School and Clinic, 44(2), 98–104. https://doi.org/10.1177/1053451208321565

Cortellazzo, L., Bonesso, S., Gerli, F., & Pizzi, C. (2021). Experiences that matter: Unraveling the link between extracurricular activities and emotional and social competencies. Frontiers in Psychology, 12, 659526. https://doi.org/10.3389/fpsyg.2021.659526

Darnis, F., & Lafont, L. (2015). Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching. Physical Education and Sport Pedagogy, 20(5), 459–473. https://doi.org/10.1080/17408989.2013.803528

Denham, A., Hatfield, S., Smethurst 1, N., Tan, E., & Tribe, C. (2006). The Effect of Social Skills Interventions in the Primary School. Educational Psychology in Practice, 22(1), 33–51. https://doi.org/10.1080/02667360500512411

Eime, R.M., Young, J.A., Harvey, J.T. et al. A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. Int J Behav Nutr Phys Act 10, 98 (2013). https://doi.org/10.1186/1479-5868-10-98

Fakhretdinova, G.N., Osipov, P., Dulalaeva, L.P. (2021). Extracurricular Activities as an Important Tool in Developing Soft Skills. In: Auer, M.E., Rüütmann, T. (eds) Educating Engineers for Future Industrial Revolutions. ICL 2020. Advances in Intelligent Systems and Computing, vol 1329. Springer, Cham. https://doi.org/10.1007/978-3-030-68201-9_47

Faozi, F. ., Irawan, D. K. ., Sundari, S. ., Setia, A. P. ., & Bahri, S. . (2026). The Effect of the Sport Education Model on Elementary Students’ Interpersonal Intelligence in Volleyball Instruction. Indonesian Journal of Physical Education and Sport Science, 6(1), 79-87. https://doi.org/10.52188/ijpess.v6i1.1977

Farrell, C., Slaughter, V., & Mulvihill, A. (2025). Participation and Experiences in Extracurricular Activities for Children With Developmental Language Disorder and Their Peers. International Journal of Language & Communication Disorders, 60(6), e70134. https://doi.org/10.1111/1460-6984.70134

Fraser-Thomas, J. L., Côté, J., & Deakin, J. (2005). Youth sport programs: an avenue to foster positive youth development. Physical Education and Sport Pedagogy, 10(1), 19–40. https://doi.org/10.1080/1740898042000334890

Gemael, Q. A., & Sari, Z. N. (2025). Exploring the interest of early teenagers in futsal extracurricular participation. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 11(1), 64-80. https://doi.org/10.29407/js_unpgri.v11i1.25108

Iman, B. H., Yusof, Y. M., Nuryadi, N., & Hendrayana, Y. (2023). The Application of the Peer Teaching Model on the Improvement of Futsal Playing Skills Among Extracurricular Futsal Students at SMP PGRI Pasirjambu. Journal of Physical Education for Secondary Schools, 3(1), 207-218. https://doi.org/10.17509/jpess.v3i1.82599

Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3–13. https://doi.org/10.3102/0013189X030002003

Kashihara, S., & Fukaya, T. (2023). Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children? Importance of question format depending on the grade. European Journal of Psychology of Education, 38, 1461–1479. https://doi.org/10.1007/s10212-022-00668-z

Ma’mun, A., Fitri, M., & Mahendra, A. (2024). Implementation of the futsal sports program as a media for leadership development in elementary school age children. Mimbar Sekolah Dasar, 11(4), 630–641. https://doi.org/10.53400/mimbar-sd.v11i4.78611

Nascimento Junior, J. R. de A. do, Freire, G. L. M., Moraes, J. F. V. N. de, Fortes, L. de S., Oliveira, D. V. de, & Cronin, L. D. (2022). Does life skills development within sport predict the social behaviours and sports values of youth futsal players? International Journal of Sport and Exercise Psychology, 20(3), 981–995. https://doi.org/10.1080/1612197X.2021.1907764

Preston, C. C., & Colman, A. M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(1), 1–15. https://doi.org/10.1016/S0001-6918(99)00050-5

Ridha, S., & Wahyudi, E. The meaning of parental and peer support for elementary school children’s physical activity. Multilateral: Jurnal Pendidikan Jasmani dan Olahraga, 25(1), 15-42. https://dx.doi.org/10.20527/multilateral.v25i1.25119

Rizal, M. S., Murtadho, N., Hanafi, Y., Ananda, R., & Mufarizuddin, M. (2025). The Effectiveness of Project-Based Learning in Enhancing Social Competence Among Elementary School Students. Journal of Integrated Elementary Education, 5(2), 269–285. https://doi.org/10.21580/jieed.v5i2.28047

Rocamora, I., González-Víllora, S., Fernández-Río, J., & Arias-Palencia, N. M. (2019). Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction. Physical Education and Sport Pedagogy, 24(1), 87–102. https://doi.org/10.1080/17408989.2018.1561839

Schwerter, J., Stang-Rabrig, J., Kleinkorres, R. et al. Importance of students’ social resources for their academic achievement and well-being in elementary school. Eur J Psychol Educ 39, 4515–4552 (2024). https://doi.org/10.1007/s10212-024-00877-8

Sofyan, A., & Saputra, A. (2022). The Implementation of Character Education to Improve Social Skills of Elementary School Students. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 14(2), 413–422. https://doi.org/10.37680/qalamuna.v14i2.3226

Tarasova, K. S. (2016). Development of socio-emotional competence in primary school children. Procedia-Social and Behavioral Sciences, 233, 128-132. https://doi.org/10.1016/j.sbspro.2016.10.166

Wachsmuth, S. T., Lewis, T. J., & Gage, N. A. (2023). Exploring extracurricular activity participation, school engagement, and social competence for students with emotional and behavioral disorders. Behavioral Disorders, 48(4), 255-268. https://doi.org/10.1177/01987429231166675

Wade, L., Eime, R., Pankowiak, A., et al. (2026). The impact of sports participation on psychological health and social outcomes in children and adolescents: A systematic review and update to the “Mental Health through Sport” conceptual model. Systematic Reviews, 15, 121. https://doi.org/10.1186/s13643-026-03104-1

Wang, M. D., & Zang, X. (2025). Can we trust children’s self-reports? Examining socially desirable responses in elementary school surveys. International Journal of Educational Methodology, 11(3), 349–357. https://doi.org/10.12973/ijem.11.3.351

White‐Gosselin, C. É., Poulin, F., & Denault, A. S. (2023). Trajectories of team and individual sports participation in childhood and links with internalizing problems. Social Development, 32(1), 348-364. https://doi.org/10.1111/sode.12640

Zhang, W., & Veecock, C. (2023). Undergraduate Perceptions of Extracurricular and Co-Curricular Activities and Impact on Social Skills Development. Chinese Education & Society, 56(5–6), 392–412. https://doi.org/10.1080/10611932.2024.2303929

Zikrirullah, A., & Mahardhika, N. A. (2026). The Role of Futsal Extracurricular Activities in Developing Leadership and Teamwork Skills among Students. Halaman Olahraga Nusantara: Jurnal Ilmu Keolahragaan, 9(1), 307-317. https://doi.org/10.31851/hon.v9i1.20779

Downloads

Published

2026-02-26

How to Cite

Fathir, M. A., Sahudi, U., & Indrayogi, I. (2026). FUTSAL EXTRACURRICULAR INVOLVEMENT AND SOCIAL INTERACTION AMONG ELEMENTARY SCHOOL STUDENTS: A CORRELATIONAL STUDY. Indonesian Journal Of Education and Humanity, 6(1), 44–57. Retrieved from https://ijoehm.rcipublisher.org/index.php/ijoehm/article/view/182