Background: The Global Matrix 4.0 on physical activity (PA) for children and adolescents was developed to achieve a comprehensive understanding of the global variation in children’s and adolescents’ (5–17 y) PA, related measures, and key sources of influence. The objectives of this article were (1) to summarize the findings from the Global Matrix 4.0 Report Cards, (2) to compare indicators across countries, and (3) to explore trends related to the Human Development Index and geo-cultural regions. Methods: A total of 57 Report Card teams followed a harmonized process to grade the 10 common PA indicators. An online survey was conducted to collect Report Card Leaders’ top 3 priorities for each PA indicator and their opinions on how the COVID-19 pandemic impacted child and adolescent PA indicators in their country. Results: Overall Physical Activity was the indicator with the lowest global average grade (D), while School and Community and Environment were the indicators with the highest global average grade (C+). An overview of the global situation in terms of surveillance and prevalence is provided for all 10 common PA indicators, followed by priorities and examples to support the development of strategies and policies internationally. Conclusions: The Global Matrix 4.0 represents the largest compilation of children’s and adolescents’ PA indicators to date. While variation in data sources informing the grades across countries was observed, this initiative highlighted low PA levels in children and adolescents globally. Measures to contain the COVID-19 pandemic, local/international conflicts, climate change, and economic change threaten to worsen this situation.
Tulisan ini menganalisis tentang kebijakan pembagian laptop gratis oleh Pemkab Badung, Bali, untuk seluruh siswa kelas 5 dan 6 di SD Negeri, tetapi tidak diberikan kepada pelajar SD swasta, di Kabupaten Badung, Bali sejak tahun 2016 untuk mengembangkan pendidikan dasar di wilayahnya. Topik ini diteliti karena merupakan kebijakan publik pengembangan pendidikan dasar yang pertama kali dilaksanakan di Bali. Masalah yang dikaji adalah bagaimana respons para pengampu kepentingan di SD Negeri dan SD swasta atas kebijakan tersebut. Data diperoleh berdasarkan hasil wawancara, studi dokumen, dan observasi yang kemudian dianalisis dengan teori hermeneutika dan kuasa pengetahuan. Analisis menghasilkan tiga simpulan. Pertama, kebijakan itu direspons positif oleh pengampu kepentingan SD Negeri. Kedua, kebijakan itu direspons sebagai kebijakan diskriminatif oleh pengampu kepentingan SD swasta. Ketiga, kebijakan pendidikan itu rasa politik untuk kepentingan penguasa.Kata kunci: kebijakan publik, pendidikan dasar, laptop gratis, kebijakan pendidikan bermotif politik, Kabupaten Badung
Living the life of the 21st century, one of the essential things that the world of education pays attention to is the development of students' analytical thinking skill activities. Research in various countries found only a few studies on developing analytical thinking instruments for Micro Teaching courses. Reports of several studies are limited to developing analytical thinking instruments for elementary school students. This research aims to construct analytical thinking skill instruments for Micro Teaching courses by adopting a development research model (test design, test trials, and test assembly). Nine items were designed using the concept of analytical thinking skills from Anderson and his colleagues; differentiation, organizing, and attributing, then validated by nine raters and tested on 30 students. Content validity testing (rater assessment) uses the Aiken–V formula, reliability testing uses Cronbach's alpha formula, Inter–Rater Reliability testing from Pearson's Intraclass Correlation Coefficients, construct validity testing uses Exploratory Factor Analysis (EFA), as well as analyzing the difficulty and discrimination item. The research results prove that the validity of the content of each item and the reliability test has been fulfilled. While the results of the trial using EFA confirmed the formation of three dominant factors with a loading factor value of ˃0.50, with a reliability coefficient of 0.82. The instrument is appropriate to use because, in addition to fulfilling the parameters of statistical testing, this instrument is also more operational, contextual, and practical to use to measure and assess analytical thinking skills for Micro Teaching courses.
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