Peningkatan karakter kepedulian dan kerjasama dalam pembelajaran mata kuliah atletik

Abstract

Penelitian ini bertujuan untuk mengetahui hasil peningkatan karakter kepedulian dan kerjasama melalui cooperative learning tipe Teams Game Tournament pada mata kuliah atletik dan meningkatkan hasil belajar pada mata kuliah atletik. Metode penelitian yang digunakan adalah penelitian tindakan kelas. Data dianalisis dengan teknik deskriptif kualitatif dan kuantitatif. Dari hasil penelitian diperoleh nilai kepedulian dan kerjasama mahasiswa pada mata kuliah atletik meningkat, dengan data nilai kepedulian pra siklus 14 point (37%), siklus I 21 point (55%), dan siklus II 31 point (82%). Nilai kerjasama menunjukan hasil pada pra siklus 13 point (34%), siklus I 21 point (55%) dan siklus II 33 point (87%), hasil positif terjadi karena peningkatan karakter kepedulian dan kerjasama terus menerus dilakukan secara sadar selama proses pembelajaran sehingga menanamkan kebiasaan (habituation) pada mahasiswa. Hasil belajar mahasiswa juga meningkat pada mata kuliah atletik, dengan data kelulusan pada pra siklus 11 orang (29%) dengan nilai rata-rata 50 atau kategori D, siklus I 32 orang (84%) dengan nilai rata-rata 68 atau kategori C dan siklus II 38 orang (100%) dengan nilai rata-rata 92 atau kategori A, hasil belajar yang meningkat terjadi karena lingkungan belajar kondusif dan mahasiswa saling mengingatkan serta menguatkan selama proses belajar, yang merupakan dampak dari peningkatan karakter kepedulian dan kerjasama. Increasing character of caring and cooperation learning athletic subject AbstractThis study aims to determine the results of the increasing of the character of caring and cooperation through cooperative learning type Teams Game Tournament in athletic subjects and improve learning outcomes in athletic subjects. The research method used was classroom action research. Data were analyzed with qualitative and quantitative descriptive techniques. The results showed that the value of student care and cooperation in athletic subjects increased with pre-cycle care scores of 14 points (37%), cycle I 21 points (55%), and cycle II 31 points (82%). The value of cooperation shows the data at the pre cycle 13 points (34%), cycle I 21 points (55%) and cycle II 33 points (87%), positive results occur because the increasing character of care and cooperation is continuously carried out consciously during the learning process so that instilling habits (habituation) in students. While student learning outcomes improved in athletic subjects, with pre-cycle data of 11 people (29%), the average value of 50 or category D, cycle I 32 people (84%), the average value of 68 or category C and the second cycle of 38 people (100%) an average score of 92 or category A, improved learning outcomes occur because the learning environment is conducive and students remind and reinforce each other during the learning process, which is the impact of increasing the character of caring and cooperation.

Biology education students’ characteristics in basic biology courses

“…Initial data indicates that the value of caring and collaboration held by students is 37% and 34%, respectively. From these initial data, it can be said that efforts are needed to increase the value of caring and cooperation among students, which can be expected to have an impact on improving learning outcomes (Triansyah et al, 2020) In this situation, this research demonstrates that character has a significant influence on students in both the educational setting and the school or community environment, since character, attitudes, and behavior are factors that reflect on us and are a priority for living a life of character. College students are required to have a positive attitude.…”

“…The student should be able to enhance awareness and cooperation in the study group by completing each of the many phases of the learning process, so that this has a direct impact on the quality of the lesson and the room becomes more dynamic for students who engage with one another. Support supports and aids in achieving a lesson objective so that a nice and pleasant interaction may take place in the learning group and a student with poor skills can be driven to enhance future educational objectives (Triansyah et al, 2020).…”

Implementasi profil pelajar pancasila dimensi gotong royong dalam pembelajaran matematika kelas IV sekolah dasar

“…Rasa empati pada peserta didik nampak saat mereka saling membantu teman yang kesulitan dalam mengerjakan tugas dari guru dan memberikan bantuan ketika mengatur tempat duduk saat akan melaksanakan kegiatan kelompok. Wujud kepedulian dapat terlihat saat peserta didik tolong menolong ketika mengalami kesulitan ketika belajar [22]. Kegiatan tersebut merupakan bentuk kepekaan peserta didik dalam memahami orang lain yang membutuhkan bantuannya.…”