The effectiveness of implementing Pengenalan Lapangan Persekolahan, a new program of introduction to teaching internship, for PE students, is still questionable, starting from its impact on teaching skills, learning effectiveness, and students' teaching load. Meanwhile, this point is significant in Kurikulum Merdeka Belajar Kampus Merdeka (MBKM). For this reason, this analytic study will criticize MBKM by providing evidence of the effectiveness of existing internships in the form of teaching skills, learning effectiveness, and students' teaching load. A total of 32 students were selected using consecutive sampling. Teaching skills were measured by observing 12 indicators and learning effectiveness was measured using Formative Class Evaluation (FCE) instrument. Anova Repeated Measure was used to analyse the data. The results show that the new program of introduction to teaching internship is not practical, proved by the progressive improvement of teaching skills followed by the ineffectiveness of the learning process. Students feel they have an overload teaching schedule, so that self-development activities are minimal, even though the tutor teachers have guided optimally. It can be concluded that the new program of introduction to teaching internship is less effective because of the overload teaching schedule in such limited time. It is then expected that the longer internship duration would enrich students' experiences under supervision and more comprehensive teaching load regulation.
This study aims to determine the quality of prospective PE teachers (PPET) in implementing learning management program (LMP) in a partner school of Universitas Negeri Surabaya. Descriptive qualitative approach wa applied. The research subjects were ten PPET who conducted LMP. There were three criteria that would be assessed by the supervising teacher: (1) students’ feasibility to become a PE teachers; (2) need of teacher competence; and (3) competence in student teaching. Research findings showed that the average of students’ feasibility score as student teachers 80.5 (very feasible). Based on the supervising teacher’s perception, the school needs quality teachers who have good academic skills, master the latest curriculum and teaching materials, have good classroom management skills and problem solving, and are creative and inovative. The quality of PPET was sufficient because they were able to manage the class, develop a lesson plan based on the 2013 curriculum, master teaching techniques, know the latest information of the 2013 curriculum, have high self-development ability, dedication, and discipline. In conclusion, the results of this study were able to describe the quality of PPET in conducting LMP, but this study only had few subjects, the findings might not be able to generalize the whole population.
Cooperation as interpersonal skill is one of the four important competencies that must be possessed by learners to be able to lead a successful life in the 21st century. Therefore, teachers, who are usually only concerned with assisting students to meet certain hard-skill qualifications, are now also required to include cooperation in their objective. Therefore, teachers, including physical education teachers, must be able to develop teaching materials to meet such demands and all the while promoting physical activities. Games can become a reliable teaching resource to increase learners' involvement in learning and to create a cooperative learning environment. Hence, this article is focused in describing the results of the teacher's competence advancement activities as an effort to develop game as a resource to teach cooperation. A total of 23 games were selected to be played by 33 prospective PE teachers and 20 experienced PE teachers at elementary level to increase teacher's competence in the development of game as teaching resource. Assessment results stated the 23 games were appropriate (77.5%) to create an environment in which learning process that promotes cooperation to students could take place. In addition, score of teacher knowledge of game as teaching resource is 59.8% (adequate). Thus, trainings in developing game as a resource to teach cooperation in learning for Elementary School Students is necessary, specifically for elementary school physical education teachers.
There is no other way to succeed in many ways except to do more business. That is what happens to studentathletes who study at Physical Education Teacher Education (PETE). They must perform optimally as athletes, as well as success in learning to achieve maximum academic achievement. For this reason, instructors must provide learning services that enable students to continue to conduct a series of training centers without having to leave the academic learning process. In order for learning service formulas to be in accordance with student-athlete learning needs, it is necessary to analyze student-athlete learning needs. This research is included in the type of descriptive research which explains the learning needs of student-athletes in participating in the academic process as students as well as concentration training as an athlete. Student needs were revealed using a closed and open questionnaire. A total of 14 students-athletes became subjects who thoroughly completed the questionnaire. The results of the study showed that students-athletes felt heavy carrying out two roles simultaneously without gaining easy access in both of them. The conclusion obtained is that student-athletes expect lectures to be conducted by combining distance learning (online) and face-to-face. Blended-learning is an option in providing the right service for students-athletes to be able to follow the academic process on campus while conducting training camps as athletes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.