Character formation should be done as early as possible. Early age is a time when a person gets the right to play with high intensity. One of the processes of character building can be done in the learning process of formal education. Moreover, the most economical form of a game is the traditional game. Therefore, efforts are needed to actualize traditional game activities for elementary school students. The socialization process was carried out using a demonstration method, both theoretically and practically. Moreover, data collection was carried out using a questionnaire. As for the results of this Community Service activity, it can be concluded that the activity went well where the principal, teachers, and students were very enthusiastic in implementing a series of socialization activities for traditional games.
This study aims to determine the improvement of Smash learning outcomes in volleyball games through reciprocal teaching styles in X students of the Private High School of Dharma Karya in the 2015/2016 school year. The subjects in this study were class X with 32 students. This study uses the Experimental method, After the data is collected and analyzed, the results of the analysis are obtained: (1) from the data of the Pre-test learning results obtained 20 people (62.5%) who have reached the level of mastery learning, while 12 people (37.5 %) has not reached the level of mastery learning. With an average value of student learning outcomes is 64.4. (2) 28 students (87.5%) of the pre-test achievement test results have reached the level of mastery learning, while 4 people (12.5%) have not reached the level of mastery learning, with an average value of student learning outcomes is 78 , 1. In this case it can be seen that an increase in the average value of student learning outcomes from pre-test to pre-testI is an increase in classical completeness by 25%. Based on the results of data analysis, it can be said that through reciprocal teaching styles increases the learning outcomes of Smash in volleyball games for students of the Private High School of Dharma Karya in the 2015/2016 school year.
This research aims to develop a model of basic skill test for talent scouting soccer athlete candidates of age group of 10-11 years which is valid and reliable. This research is research and development adapting research measures proposed by Borg and Gall (2007, p.590) including: (1) introductory study and data collection, (2) planning and conducting research, (3) product validation, (4) trying out of the product, (5) revisions of the product, and (6) product implementation. The try out of the initial product was conducted to 30 students. The try out of the main product was conducted to 416 students from various elementary schools (SD) sampled using the cluster sampling technique. The data validity is calculated using with Pearson's Product Moment correlation and the reliability was calculated using the test-retest of Cronbach's Alpha. The Z score was used to equalize the form of units. The results of this research and development include a model of basic skill test for talent scouting soccer athlete candidates of age group of 10-11 years. The talent test model is fit for use, because it is valid and reliable, with the raccount score bigger than rtabel score. The model of basic skill test for talent scouting soccer athlete candidates of age group of 10-11 years includes the assessment scales (norms) that are packed in the effective and efficient guidebook (module) and visualization/tutorial tests (CD) that can be used as a manual of the soccer academy coaches in the process of scouting prospective athletes with different levels of talent.
The purpose of this study was to improve student learning outcomes in Physical Education subjects, especially in passing material by using a commando teaching style in grade III SD students. Al Wasliyah Marelan 25. This research method is classroom action research and the research subject is a class that has certain problems. The class studied consisted of 26 students. The instruments used in this study were test results of learning and observation or observation sheets. From the results of the research conducted, it was seen that the increase in the first cycle was 57.69%, then increased to 88.46% in the second cycle. From the data analysis, it can also be seen that the student learning outcomes from the learning outcomes test before using the command teaching style are still very low. Passing learning is complete after cycle II, this is due to the provision of motivation that triggers the enthusiasm of students to learn and changes in learning variations. Meanwhile, in cycle I, students are not familiar with the teaching methods provided by researchers, so students need to adapt to the learning methods provided by the researcher. Based on the above research results, it can be concluded that the student learning outcomes using the commando teaching method have increased from cycle I to cycle II.
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