International Journal of Human Movement and Sports Sciences 13(3): 546-551, 2025 http://www.hrpub.org DOI: 10.13189/saj.2025.130307 Impact of Movement Education Models and Kinesthetic Perception on the Ability to Make Drive Strokes in Tennis Sri Santoso Sabarini * , Djoko Nugroho, Rony Syaifullah, Hanik Liskustyawati, Agus Mukholid Department of Physical Education, Health and Recreation, Faculty of Sports, Sebelas Maret University, Indonesia Received February 26, 2025; Revised April 27, 2025; Accepted May 21, 2025 Cite This Paper in the Following Citation Styles (a): [1] Sri Santoso Sabarini, Djoko Nugroho, Rony Syaifullah, Hanik Liskustyawati, Agus Mukholid , "Impact of Movement Education Models and Kinesthetic Perception on the Ability to Make Drive Strokes in Tennis," International Journal of Human Movement and Sports Sciences, Vol. 13, No. 3, pp. 546 - 551, 2025. DOI: 10.13189/saj.2025.130307. (b): Sri Santoso Sabarini, Djoko Nugroho, Rony Syaifullah, Hanik Liskustyawati, Agus Mukholid (2025). Impact of Movement Education Models and Kinesthetic Perception on the Ability to Make Drive Strokes in Tennis. International Journal of Human Movement and Sports Sciences, 13(3), 546 - 551. DOI: 10.13189/saj.2025.130307. Copyright©2025 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract This study aims to determine the interaction between Motion-based learning models consisting of Sports Education Models (SEM) and Fitness Education Models (FEM) with kinesthetic perceptions of the ability to hit a drive in a tennis game. Validity and reliability were applied to measure kinesthetic perception and the method used an experiment with a 2 x 2 factorial design. The population in this study were fourth semester students, Faculty of Sports, Sebelas Maret University Surakarta. The sampling technique used was random sampling, and the sample size taken was 116 students. Samples were grouped into four based on the results of kinesthetic perception measurements and ranked with high and low levels with Ordinal Pairing. The data collection technique applied the side arm positional test to measure kinesthetic perception, while the drive stroke ability test used Hewitt's tennis achievement test. The data analysis technique in this study took Two-Way ANOVA which first implemented the prerequisite test of data analysis with the Kolmogorov- Smirnov normality test and Levene's homogeneity test using SPSS version 26. The result illustrates that there is no significant interaction between the Sports Education model (SEM) and the Fitness Education model (FEM), and Kinesthetic Perception on the ability to hit drives in tennis games, because the P-value (0.061) is greater than 0.05. Keywords Sport Education Model (SEM), Fitness Education Model (FEM), Kinesthetic Perception, Tennis Drive Stroke 1. Introduction The Education Model in the implementation of the physical education curriculum has a very important role in achieving effective learning outcomes. One of the contents in physical education learning is tennis court. Several ways to teach and train movement skills that support the performance of tennis players, are as delivered by [1-5]. Of the many methods in teaching tennis, the researcher limits two kinds of motion learning curriculum models for playing tennis, namely the Sports Education Model (SEM) with the Fitness Education model (FEM). Some studies on SEM include [6-9], namely the sports teaching approach emphasizes active roles at various stages of activities, including planning and implementation, which helps improve their self-management skills, collaboration, and leadership abilities. As for FEM according to Maliki, et al. [10] and Rismanto, et al. [11], namely a physical education model emphasizes teaching through sports activities with long-term goals to familiarize active lifestyles in their daily lives, this being corroborated by research [12] and [13]. The urgency of this study discusses whether there are interactions and differences in the influence between the application of SEM and FEM seen from the level of kinesthetic perception of students on the learning outcomes of the ability to hit the drive in a tennis court game. It