Diagnosis Effectiveness of Teaching Physical Education Curriculum 2013 for Sport and Health

DOI

10.2991/coema-19.2019.33How to use a DOI?

Keywords

learning effectiveness, PJOK, curriculum 2013

Abstract

This research was conducted with the aim to understanding problems and needs of teachers PJOK through need assessment (analysis of needs). This study was to determine the effectiveness of learning PJOK for Curriculum 2013. This study used quantitative and qualitative research design. Quantitative research is focused on the 10 learners and teachers Physical Education (PJOK) through video recording by looking at the amount of time learners or the so-called Academic Learning Times (ALT). Whereas qualitative research by providing questions to a questionnaire given to 54 teachers who implement Curriculum 2013 PJOK who are willing to fill out a questionnaire and interviews covered the spread in Master Learner PJOK SD. Engineering sample selection using purposive sampling. The sample is based on destination and availability of samples for examination. Data shows that: (1) the teachers too long, do break (B) with an average percentage of 27, 4%; (2) while warming (WU) with an average percentage of 2.22%; (3) explain the rules (R) with an average percentage of 11.33%; (4) practice skills (P) with an average percentage of 0.8%; (5) exercise (S) with an average percentage of 11.11%; (6) do the game (G) with an average percentage of 7.48%. While the views of the Learner’s Involvement Level: (1) the waiting time (W) learners with an average percentage of 28.51%; (2) when there is no task (OFF) by an average percentage of 2.22%; (3) a motion that is not appropriate (MI) with an average percentage of 3,03%; and (4) the time to support the motion (MS) with an average percentage of 5.78%. The total of all video recording and learners’ activity for 135 minutes. From the results of questionnaires and interviews with teachers and teacher learner PJOK SD with the following data: (1) scientific or thematic learning model to be applied to the subject integrated PJOK of 54 teachers is quite difficult to answer 30 55.59%, 10 difficult 18.52%, and 14 is 29.92%; (2) learning PJOK expected of 54 teachers, learners are active (42 / 77.8%), simple (35 / 64.8%) and healthy (32 / 59.3%); (3) the need for the development of scientific or thematic models for subject PJOK elementary school of 54 teachers that 24 urgently need 44.44%, 27 require 50% and 3 quite require 5.56%; (4) PJOK teachers rarely use the strengthening of the use of scientific approach; (5) teachers tend rarely to apply the model of scientific learning in the learning process PJOK because too complicated. Teachers seek learning model that is simple and easy; and (6) the difficulties faced by teachers, among others understand the basic competence, choose the model, and learning methods. Based on the above data, we need a breakthrough or development of a particular learning model curriculum PJOK nuanced, 2013.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Saputro
AU  - Pramono
AU  - Nurhasan
AU  - Suroto
PY  - 2019/12
DA  - 2019/12
TI  - Diagnosis Effectiveness of Teaching Physical Education Curriculum 2013 for Sport and Health
BT  - Proceedings of the 4th International Conference on Education and Management (COEMA 2019)
PB  - Atlantis Press
SP  - 154
EP  - 159
SN  - 2352-5398
UR  - https://doi.org/10.2991/coema-19.2019.33
DO  - 10.2991/coema-19.2019.33
ID  - 2019/12
ER  -