Education at an early age has a long-term effect on self-concept. The absence of direct subjects at the Kindergarten (TK) level that teach character values is a challenge for teachers in instilling character values in students. In a wider scope of learning fundamental motor skills (FMS) in kindergarten students have a strategic position to be integrated with other learning. FMS learning that is intervened intentionally by incorporating other teaching material elements such as character allows it to influence the intended domain, but it is not clear how much influence the FMS program intervention has on the character building of kindergarten students.To see the effect of the FMS program intervention which was carried out for 24 meetings for 8 weeks on the character of Kindergarten students. Used is a quasi-experimental design by comparing pre-test data and post-test results. There were 80 students as the sample which were divided into 2 groups where 40 students were the control group and 40 students were the intervention group. The character test uses a validated character instrument. There was an increase in character values in both groups after implementing the FMS program at school, with the intervention FMS group experiencing a significant increase in character values.
The purpose of this study was to determine the analysis of teachers' teaching attitudes towards students' learning motivation and also to find out which teaching attitudes motivated students the most. This research is a quantitative research with Ex Post Facto method. Subjects in this study amounted to 274 students. Collecting data in this study in the form of a questionnaire. Based on the results of calculations from One Way Anova through the SPSS program, there are significant differences in the three teachers' teaching attitudes in influencing students' learning motivation with a significant value of 0.000 which is smaller than the significant level of 0.05. Real teaching attitudes with permissive teaching attitudes have a significant difference in influencing students' learning motivation, as evidenced by a significant value of 0.000 <0.05. Authoritarian teaching attitude with permissive teaching attitude has a significant difference in influencing student learning motivation, as evidenced by a significant value of 0.000 <0.05. However, there is no significant difference between real teaching attitudes and authoritarian teaching attitudes in influencing learning motivation, as evidenced by a significant value of 0.126 > 0.05. Meanwhile, the teaching attitude of the teacher which has the greatest influence on students' learning motivation is the real teaching attitude with a value of 4.896. In the second place, there is an authoritarian teaching attitude that has an influence on students' learning motivation with a value of 3,624. And lastly, there is a permissive teaching attitude which has an influence on learning motivation with a value of -3.624.
This research aims to describe the theory and practice as well as the implication of motivation, creativity and affective and their implications in the process of teaching and learning, The method used is a descriptive analysis of some works of literature. The results showed that the teachers had a tremendous influence on the direction of development of education in Indonesia. It explains teachers as professional educators rather than as a person who do the job of teaching. Students will be encouraged to learn when they are motivated, creative, and improved affective aspects of learning.
Penelitian ini bertujuan untuk menganalisis pengaruh pendidikan jasmani terhadap pembangunan karakter siswa sekolah dasar. Latar belakang penelitian ini adalah pentingnya pendidikan jasmani dalam pembentukan karakter siswa di usia dini, mengingat karakter yang baik dapat membantu siswa dalam menghadapi tantangan dan situasi kehidupan di masa depan. Metode yang digunakan dalam penelitian ini adalah studi literatur, dengan mengumpulkan data dari sumber-sumber terpercaya seperti jurnal ilmiah, buku, dan artikel terkait. Analisis data dilakukan dengan menggunakan teknik content analysis untuk mengidentifikasi faktor-faktor yang berkontribusi terhadap pengaruh pendidikan jasmani pada pembangunan karakter siswa. Hasil penelitian menunjukkan bahwa pendidikan jasmani dapat membantu siswa dalam membentuk karakter yang baik seperti disiplin, kerja keras, percaya diri, kerjasama, dan lain sebagainya. Selain itu, pendidikan jasmani juga dapat membantu meningkatkan kesehatan fisik dan mental siswa. Berdasarkan hasil analisis, kesimpulan yang dapat diambil adalah bahwa pendidikan jasmani memiliki pengaruh yang signifikan terhadap pembangunan karakter siswa sekolah dasar. Oleh karena itu, pendidikan jasmani harus diberikan dengan serius dan terintegrasi dengan kurikulum sekolah untuk memastikan bahwa siswa dapat mengembangkan karakter yang baik dan sehat secara holistik.
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