Religious Characters-Based Physical Education Learning in Elementary School

Abstract

Making faithful and pious human as the manifestation of religious characters has become one of the demands in the 2013 Curriculum (K13) that is currently implemented in Indonesia. It implies that instilling religious character is not only the duty of religious teachers but also physical education (PE) teachers. The dichotomy of religious and non-religious sciences has an impact on the lack of understanding and ability of PE teachers in developing learning methods based on religious character development. Therefore, this research aims at improving the competence of PE teachers in developing learning based on religious values. This research employs action research design done in three stages namely the pre-action stage, implementation and action stage and the post-action stage by involving 30 PE teachers in Sumedang Regency. This research found that: 1) There was an increase in the understanding of PE teachers regarding aspects of religious character in learning (21%); 2) This increased understanding was shown by the success of teachers in growing students' behavior reflecting religiosity including behavior of faith and piety (88.67%), clean living behavior (88.89%), environment love behavior (88.89%) and behavior that reflects tolerance (87.78%); and 3) The success of PE teachers in developing religious character was based on the nine learning steps summarized as TADZKIROH acronym. These findings reveal that developing students' religious character in PE learning requires the teachers to understand and apply the TADZKIROH method.

Character Development-based Physical Education Learning Model in Primary School

“…Motivated by the statement above, this research is focused on promoting the realm of affective learning through physical education for primary school students in Indonesia, where children aged 6-12 years old attend primary schools. Character values grown through physical education learning in the context of this research are national character-based values developed at the primary school level [9], [53].…”

“…For example, religious characters are 21 (53%) students, respect characters are 27 (68%) students, responsibility characters are 22 (55%) students, caring characters are 26 (65%) students, honest characters are 18 (45%) ) students, fair character are 20 (50%) students, civilized character are 22 (55%) students, confident character are 23 (58%) students, and togetherness character are 21 (53%) students. The instrument and technical assessment followed the research conducted by Muhtar, et. al (2020) and Suherman, et.…”

Pengaruh Kepercayaan Diri, Motivasi Belajar Terhadap Prestasi Belajar Pendidikan Jasmani

“…Dalam menempuh pendidikan jasmani tidak akan terlepas dari proses interaksi dengan orang lain di sekitar lingkungan pendidikan, sehingga akan timbul berbagai permasalahan dari interaksi tersebut (Muhtar, Supriyadi, Lengkana, & Hanifah, 2020). Permasalahan yang dilatar belakangi oleh interaksi dengan orang lain diantaranya adalah naik turunnya tingkat kepercayaan diri dan motivasi belajar seseorang.…”

The Effectiveness of Learning Freestyle Swimming Using the ISLAMT₂E Based on Static Swimming Tools

“…Students' good understanding through learning, analyzing, and providing feedback on student performance results cannot be done optimally. Therefore, a proper learning strategy is needed to maximize effort [3], [4]. In learning freestyle swimming, students are given the same material (theory and practice) where the material is doable for some students, and for others, it is so difficult.…”