HUBUNGAN AKTIVITAS FISIK HARIAN DENGAN FUNGSI KOGNITIF PADA REMAJA DI SMAN 3 SUMEDANG
Bibliographic record
Abstract
Perkembangan teknologi informasi dan komunikasi telah memberikan kemajuan signifikan pada kalangan remaja. Kemudahan akses terhadap gadget menunjukkan bahwa mayoritas remaja saat ini memiliki tingkat aktivitas fisik rendah. Fungsi kognitif yang baik sangat berpengaruh pada prestasi akademik dan kemampuan belajar siswa. Namun, rendahnya tingkat aktivitas fisik pada remaja dapat berdampak negatif terhadap fungsi kognitif, seperti penurunan konsentrasi dan memori. Penelitian ini bertujuan untuk menganalisis hubungan aktivitas fisik harian dengan fungsi kognitif pada remaja di SMAN 3 Sumedang. Penelitian ini menggunakan pendekatan kuantitatif dengan dengan desain korelasional. Sampel ditentukan dengan cluster random sampling berdasarkan tabel Issac dan Michael, dengan jumlah 307 responden dari 3 kelas dalam masing-masing satu angkatan. Instrumen yang digunakan yaitu Physical Activity Questionnaire for Adolescent (PAQ-A) untuk mengukur aktivitas fisik dan Montreal Cognitive Assessment Versi Indonesia (MoCA-INA) untuk mengukur fungsi kognitif. Analisis data meliputi uji deskriptif dan uji korelasi Spearman. Hasil penelitian menunjukkan bahwa sebagian besar siswa memiliki aktivitas fisik pada kategori rendah dan fungsi kognitif pada kategori menurun. Uji korelasi Spearman menunjukkan adanya hubungan positif dan signifikan cenderung kuat antara aktivitas fisik harian dan fungsi kognitif dengan nilai koefisien korelasi r= 0,755 dengan tingkat signifikasi p <0,001. Artinya, semakin rendah tingkat aktivitas fisik, maka semakin menurun fungsi kognitifnya. sebaliknya, semakin tinggi tingkat aktivitas fisik, semakin baik pula fungsi kognitif yang dimilikinya. Terdapat hubungan positif yang signifikan antara aktivitas fisik harian dengan fungsi kognitif pada remaja di SMAN 3 Sumedang. The development of information and communication technology has provided significant progress among adolescents. Easy access to gadgets shows that the majority of adolescents today have low levels of physical activity. Good cognitive function greatly influences academic achievement and student learning abilities. However, low levels of physical activity in adolescents can have a negative impact on cognitive function, such as decreased concentration and memory. This study aims to analyze the relationship between daily physical activity and cognitive function in adolescents at SMAN 3 Sumedang. This study used a quantitative approach with a correlational design. The sample was determined by cluster random sampling based on the Issac and Michael table, with a total of 307 respondents from 3 classes in each year. The instruments used were the Physical Activity Questionnaire for Adolescents (PAQ-A) to measure physical activity and the Montreal Cognitive Assessment Indonesian Version (MoCA-INA) to measure cognitive function. Data analysis included descriptive tests and Spearman correlation tests. The results showed that most students had low physical activity and decreased cognitive function. The Spearman correlation test showed a positive and significant relationship between daily physical activity and cognitive function, with a correlation coefficient of r = 0.755 with a significance level of p <0.001. This means that the lower the level of physical activity, the lower the cognitive function. Conversely, the higher the level of physical activity, the better the cognitive function. Conclusion: There is a significant positive relationship between daily physical activity and cognitive function in adolescents at SMAN 3 Sumedang.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.033 | 0.009 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".