Phenomenological Study of Experience and Meaning on K-13 Implementation by Elementary Physical Education Teacher Purworejo Regency

Sigid, Muhamad; Setiawan, Caly

doi:10.2991/yishpess-cois-18.2018.18

Cited by 3 publications

(5 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research reported here is a replication of previous research undertaken by Sigid & Setiawan (2018) with primary school physical education (PE) teachers. It sought to identify whether APE teachers shared similar experiences and understandings as their colleagues or encountered their own unique set of experiences requiring the application of different understandings.…”

Section: Introductionsupporting

confidence: 63%

“…The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid & Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants.…”

Section: Introductionmentioning

confidence: 67%

See 1 more Smart Citation

Developing a training tool for beginner athletes in Woodball

Iragraha¹,

Soegiyanto²,

Setijono³

et al. 2020

ISS

View full text Add to dashboard Cite

This research aimed to produce models of hitting practice tools, which could be used in training beginner woodball athletes in Indonesia. A process of research and development was followed after the model of Gall, Gall, XXABSTRACT Borg (2007). Small-scale field trials were first conducted at Gerokgak Woodball Club (GWC), or Gerokgak Woodball Club (GWC) Buleleng-Bali, involving 10 athletes (5 males and 5 females). These were followed by large-scale field trials conducted in Pengkab Woodball Buleleng, or Pengkab Woodball Buleleng-Bali, involving 20 athletes (10 males and 10 females). Data gathered were both quantitative and qualitative. Quantitative descriptive analysis was employed with the (a) observation instruments/observations of the effectiveness of the tool development model; and (b) the athlete response questionnaire as part of the validation process. Qualitative descriptive analysis was applied to data gained from interviews, observations and fieldnotes in processing suggestions for improvement from material experts, media experts, and practitioners. This research produced an effective and appropriate hitting practice tool for beginners in woodball and a guide/instruction on how to use the tool. These wood practice products can be carried or moved in accordance with training needs (portable), can be used to train the consistency of the punch, increase the frequency of hitting exercises, in the open field (outdoor) or in the building (indoor). The wood practice tool can be used by athletes to practice short stroke, medium, long, or finishing/gating.

show abstract

Section: Introductionsupporting

confidence: 63%

Section: Introductionmentioning

confidence: 67%

Developing a training tool for beginner athletes in Woodball

Iragraha¹,

Soegiyanto²,

Setijono³

et al. 2020

ISS

View full text Add to dashboard Cite

show abstract

“…The data collected in this study used the main data through exhaustive interviews and observation, while additional data was collected through documentation [28]. Data is collected using observation, interview, and documentation techniques [24].…”

Section: Data Collectionmentioning

confidence: 99%

The meaning and experience on nationalism among Indonesian migrant workers’ children in border area

Suarno

Suryono

Sulhadi

et al. 2022

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">Discussion related to nationalism has become an essential topic in the field of Indonesian education, particularly in the context of education in the border area. This study reported on the condition of educational services, and explored the meaning and experience of nationalism from Indonesian migrant workers' (IMW's) children at the community learning center (CLC) Sarawak, Indonesia-Malaysia border area. The study employed qualitative methods with a phenomenological approach, intended to produce in-depth data on the meaning and experience of nationalism from IMW's children attending CLC Sarawak, Malaysia. The data collected in this study used the main data through exhaustive interviews and observation, while additional data was collected through documentation. The results showed that CLC has made the optimal efforts in growing IMW's children nationalism in border areas, included: i) Implementing educational curriculum in accordance with curriculum standards in Indonesia; ii) Implement programs that can increase IMW's children nationalism; and iii) Improve access and quality education services for IMW's children in border areas. Furthermore, IMW's children interpret nationalism as a feeling of love, pride, and willingness to sacrifice for the nation and country with all their heart. The meaning of nationalism is constructed through various children’s experiences obtained in the school environment, family environment, and socio-cultural conditions in the community. The results and discussions reported in this study can serve as a reference and guideline for the Indonesian government to formulate and prioritize educational designs or policies for Indonesian migrant workers in border areas.</span>

show abstract

“…Indonesia made a curriculum change from KTSP to curriculum 2013 (Retnawati, Munadi, Arlinwibowo, Wulandari, & Sulistyaningsih, 2017;Zurqoni, Retnawati, Arlinwibowo, & Apino, 2018). In its implementation, the curriculum 2013 had the same curriculum and textbook standards for all schools (Sigid & Setiawan, 2018). The purpose of applying the curriculum 2013 is to improve the quality of learning and balance the development of students' attitudes, knowledge, and skills (Kartowagiran, Retnawati, Sutopo, & Musyadad, 2017).…”

Section: Indonesian Curriculummentioning

confidence: 99%

“…Teaching steps in the curriculum 2013 include: (a) introduction (greetings, summoning one by one, aperceptions, and motivating), (b) main parts (classics, groups, and individual learning), (c) evaluation (written tests, exercises, improvement and enrichment activities), and (d) Reflections (Sigid & Setiawan, 2018). Scientific learning is carried out with the stages of asking, trying, associating, and communicating (Edelson, Gordin, & Pea, 2011).…”

Section: Indonesian Curriculummentioning

confidence: 99%

How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

Arlinwibowo¹,

Retnawati²,

Kartowagiran³

2021

Challenges of Science

View full text Add to dashboard Cite

STEM education has received a lot of attention, including in Indonesia, because it is considered capable of preparing competitive students in the 21st century. However, the implementation of STEM learning is constrained because there are no standard guidelines according to the curriculum 2013 (education curriculum in Indonesia). Therefore, the aim of this study is to find an integration formula for STEM learning and the curriculum 2013 based on the synthesis of various literature to find a formula for implementing STEM learning in accordance with the curriculum 2013. This study is a systematic review. The data sources in this research are 46 selected literatures and relevant to the research objectives published between 1996 and 2020. The data sources are literature published in ISBN books, government documents, and journals. The data collected from the literature were analyzed with a thematic model starting with data introduction, initial coding, compiling code within a theme, analyzing themes, naming themes, and relating findings to research questions. The research resulted in a learning step that combines EDP in STEM, the scientific approach in the 2013 curriculum, and project learning steps. The merger produces a guideline for implementing STEM learning in the 2013 curriculum starting from problem identification, making problem-solving designs, design realization, testing and studying product deficiencies, improving products, drawing conclusions, and communicating the findings of the learning process.

show abstract

Phenomenological Study of Experience and Meaning on K-13 Implementation by Elementary Physical Education Teacher Purworejo Regency

Cited by 3 publications

References 9 publications

Developing a training tool for beginner athletes in Woodball

Developing a training tool for beginner athletes in Woodball

The meaning and experience on nationalism among Indonesian migrant workers’ children in border area

How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

Contact Info

Product

Resources

About