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.
Penelitian survei ini bertujuan untuk mendeskripsikan kondisi kompetensi guru berdasarkan masa kerja. Sebanyak 56 guru PJOK SD (42 laki-laki dan 12 perempuan) menjadi subjek pengambilan data yang memanfaatkan Instrumen Pengukuran Kadar Keguruan Guru PJOK berbasis web (https://risetpjokindonesia.com). Empat kompetensi diukur yaitu pedagogik, kepribadian, sosial, dan profesional berdasarkan standar nasional pendidikan. Masa kerja diukur berdasarkan lamanya guru mengajar dalam hitungan semester. Pengukuran kompetensi masuk dalam kegiatan pengembangan keprofesionalan guru sehingga guru dapat didampingi saat mengisi instrumen. Analisis data dilakukan secara deskriptif, persentase, dan korelasi. Hasil penelitian menunjukkan bahwa kompetensi sosial berkorelasi positif dengan masa kerja. Membuktikan bahwa kompetensi sosial berkembang dengan seiring berjalannya waktu. Kompetensi pedagogik dan profesional berada pada kategori biasa dan baik. Sedangkan kompetensi kepribadian guru dalam kategori hebat. Pembahasan berfokus pada pemanfaatan data kompetensi guru untuk keperluan peningkatan keprofesionalan guru menuju reflective teacher. Selain itu, dibahas juga tentang komunitas guru menjadi wahana yang strategis dalam peningkatan keprofesionalan guru.
Success in learning Physical Education (PE)is a benchmark for students to apply health values throughout their lives. Therefore, this study aims to investigate and evaluate factors related to the achievement of PE learning outcomes, namely Body Mass Index (BMI), Physical Fitness (PF), and learning motivation. A total of 75 male students from Madrasah Tsanawiyah (junior high school) in the city of Padang, West Sumatra, Indonesia participated in this study. Characteristics of the participants were grade eight aged ± 14.4 years, body height ± 152.9 cm, and body weight ± 53.5 kg. Data collection procedures consisted of anthropometric measurements, Indonesian physical fitness tests, questionnaires for learning motivation, and student report card scores for PE learning outcomes. Then, data were analyzed using path analysis. The results showed that BMI, PF, and learning motivation are several important factors to consider in achieving PE learning outcomes (P<0.05). Total overall direct and indirect influence through learning motivation is 72.42%. Of these three factors, learning motivation is the dominant factor affecting PE learning outcomes (24.90%), without neglecting PF (8.47%) and BMI (4.62%). In conclusion, students who have a good BMI and PF, are not enough to obtain optimal learning results without high learning motivation. Future research is important to analyze other factors that affect the learning outcomes of PE.
Physical education lesson was commonly interpreted as sport education. As a result, sport skill and achievement were the main achievement in physical education class. Student who could perform many sport skills will love physical education a lot, on other hand student who could not perform well would not like this lesson. However, the main purpose in the physical education lesson is not only about sport, but also to promote a healthy life (body and mind). So, the ability in sport is not the main goal, nevertheless they are only used to achieve the healthy body and mind for every student who learns in this class as the primary goal. In Indonesia the implementation of physical education is regulated by the government regulation, especially for elementary and high school level. Whereas the implementation on physical education lesson in preschool and university level, depends on the institution decision. The main duty of a physical education teacher is to encourage every student (who are good or not in sport skill) to have a healthy life, and it could be applied easier by a good understanding of the multiple intelligence theory. This research aims to provide an interesting view of physical education class by using multiple intelligences theory. Moreover, this study also analyzes the application and Reflection of MI in Physical Education Lesson in preschool, elementary school, junior high school, senior high school and university. This is a qualitative research with participantobserver study in several schools about 4 years. There are some typical multiple intelligence characteristics on every education level. The implication and suggestion for physical education class will be explained in this paper.
Penelitian korelasi ini bertujuan untuk mengetahui hubungan konsentrasi peserta didik ekstrakurikuler bulu tangkis terhadap kemampuan smash. Populasi penelitian adalah seluruh peserta didik ekstrakurikuler di SMPN 5 Pamekasan dan SMP Plus Nurul Hikmah sebanyak 94 peserta didik (L: 60; P: 34). Pengambilan sampel menggunakan simple random sampling menghasilkan sebanyak 56 peserta didik (L: 28; P: 28). Konsentrasi peserta didik diukur menggunakan Concentration Grid Test (validitas, r=8,771) dan kemampuan smash diukur menggunakan Tes Kemampuan Smash (validitas, r= 0,926 dan reliabilitas, test-retest= 0,9). Hasil menunjukkan bahwa nilai rata-rata konsentrasi peserta didik sebesar 8,07 (konsentrasi kurang) dan nilai rata-rata kemampuan smash sebesar 48,86 (smash sedang). Uji normalitas menunjukkan bahwa distribusi konsentrasi peserta didik tidak normal (p= 0,0006<0,05) dan kemampuan smash normal (p= 0,2>0,05). Korelasi Spearman rho menunjukkan bahwa tidak hubungan antara konsentrasi peserta didik dan kemampuan smash (r= 0,146, p= 0,284>0,05). Tidak adanya hubungan dikarenakan kemampuan smash pserta didik masih kurang dan ketika melakukannya terlalu cepat, sehingga konsentrasi peserta didik yang harusnya dapat di maksimalkan dengan baik menjadi kurang baik atau kurang maksimal. Dapat disimpulkan penelitian tentang hubungan tingkat konsentrasi peserta didik terhadap kemampuan smash ekstrakurikuler bulu tangkis tidak ada hubungan.
Cabang olahraga renang merupakan satu dari banyak cabang olahraga yang menjadi isi dalam kurikulum sekolah. Mahasiswa calon guru pendidikan jasmani, olahraga, dan kesehatan (PJOK) wajib mendapatkan pengalaman belajar dan mengajar renang saat belajar di universitas. Tetapi tidak jarang mereka menghadapi kesulitan dalam belajar renang sehingga membuat sebagian dari mereka tidak tuntas dalam belajar renang. Aspek kejiwaan diyakini menjadi salah satu faktor yang turut menentukan ketuntasan belajar mereka. Untuk itu, artikel ini bertujuan untuk mendeskripsikan hubungan antara aspek kejiwaan berupa tingkat percaya diri dengan hasil belajar mahasiswa dalam belajar renang. Penelitian ini merupakan jenis penelitian korelasi. Sebanyak 117 mahasiswa (75 laki-laki dan 42 perempuan) tuntas mengisi angket percaya diri dan mengikuti tes berenang. Analisis data menggunakan deskriptif statistik, korelasi, dan anova-linearity. Hasil penelitian menunjukkan bahwa mahasiswa memiliki tingkat percaya diri yang tinggi (mean= 38.9, SD= 5.806). Terdapat korelasi negatif antara percaya diri dan waktu tempuh renang [r(117)= -0.405, p= 0.000], semakin tinggi tingkat percaya diri semakin cepat mahasiswa berenang. Kontribusi percaya diri terhadap hasil belajar sebesar 16.4%. Hubungan keduanya terjadi secara linear (F= 23.118, p<0.05). Disimpulkan bahwa percaya diri berhasil menjadi prediktor linear untuk hasil belajar renang mahasiswa.
Teacher quality is the key to learning quality. Improving the quality of teacher means improving the quality of learning. Physical Education Teacher Education (PETE) is the principal agency that is most responsible for the quality of teachers through the establishment of prospective PE teachers (PPET) in universities. The learning management program becomes an important program of PETE to improve the quality of PPET, especially in conducting lessons. To measure the success of learning management program, it is necessary to measure the quality of learning conducted by PPET while at partner schools. A total of 290 students and 7 supervising teachers provide an assessment of the quality of learning conducted by 10 PPET. Students assessed using Formative Class Evaluation (FCE) questionnaires while supervising teachers through observation. FCE score of 2.80 (excellent) and observation score of 89.7% (excellent). The quality of these PPET shows that PETE has succeeded in teaching students to be able to create excellent learning. In addition, the process of assessing the effectiveness of learning using FCE and observation by supervising teacher is expected to provide experience to PPET on how to conduct selfevaluation in improving the quality of learning.
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