PERSEPSI PESERTA DIDIK SMK NEGERI SE-KABUPATEN SIDOARJO TERHADAP PENDIDIKAN JASMANI, OLAHRAGA, DAN KESEHATAN DALAM KURIKULUM SMK
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May 4, 2021
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Abstract
Penelitian ini bertujuan untuk mendapatkan data persepsi peserta didik SMK negeri se-KabupatenSidoarjoterhadap PJOK dalam kurikulum SMK. Metode: Penelitian kuantitatif dengan instrumen berupa angket menggunakan Skala Likert dengan skor 5-1. Uji validitas isi oleh dua orang ahlidanvaliditas butir pernyataan dengan melihat Corrected Item-Total yangnilaikorelasinya di atasatau sama dengan 0,2. Uji reliabilitas item dilakukan menggunakan koefisien reliabilitas Cronbach’s Alpha lebih dari 0,70 (ri> 0,70). Analisis data menggunakan uji deskriptif kuantitatif. Untuk mendeskripsikan setiap pernyataan indikator menggunakan tingkat capaian responden (TCR). Hasil: Indikator PJOK dalam kurikulum SMK nilai TCR 83% kategori baik. PJOK pada indikator kognitif nilai TCR 86% kategori sangat baik. PJOK pada indikator afektif nilai TCR 82% kategori baik. PJOK padaindikatorpsikomotornilai TCR 84% kategori baik. Untuk nilai TCR rata-rata dari semua indikator sebesar 83% kategori baik. Kesimpulan: Berdasarkan hasil tersebut dapat disimpulkan bahwa peserta didik SMK memiliki persepsi yang baik terhadap PJOK dalam kurikulum SMK. Sehingga PJOK harus menjadi bagian penting dalam kurikulum SMK dan diajarkan di kelas X, XI, dan XII.
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A. Hariadi, N. ., and A. R. Tuasikal, “PERSEPSI PESERTA DIDIK SMK NEGERI SE-KABUPATEN SIDOARJO TERHADAP PENDIDIKAN JASMANI, OLAHRAGA, DAN KESEHATAN DALAM KURIKULUM SMK”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 2, pp. 408-416, May 2021.
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References
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Chawda, J. J. (2018). The Importance of Quality Physical Education for a Developing Country. 3085(08), 945–948.
Cristian, M. P. (2018). Physical Education In Rural Areas , Teacher-Student Differential Perception. Scientific Journal of Education, Sports, and Health, XIX(1), 73–88. https://doi.org/10.29081/gsjesh.2018.19.1s.06
De Vita, T., Donini, L., & Iovino, S. (2019). Re-Education Treatment and Physical Activities in Prison. Sport Science, 12(1), 69–72.
Erwin, Heather, Beets, Michael W, Centeio, Erin, Morrow, Jr, J. R. (2014). The Physical Activity Movement Comes of Age Best Practices and Recommendations For Increasing Physical Activity In Youth. JOPERD, 85(7), 27–35.
Erwin, H., Beighle, A., Carson, R. L., & Castelli, D. M. (2013). Comprehensive School-Based Physical Activity Promotion : A Review. 412–428. https://doi.org/10.1080/00336297.2013.791872
Fu, Y., & Gao, Z. (2013). Influence of a health-related physical fitness model on students’ physical activity, perceived competence, and enjoyment. Perceptual and Motor Skills: Physical Development and Measurement, 117, 956–970. https://doi.org/10.2466/10.06.PMS.117x32z0
Hallal, P. C., & Pratt, M. (2016). Comment Physical activity : moving from words to action. The Lancet Global Health, 8(7), e867–e868. https://doi.org/10.1016/S2214-109X(20)30256-4
Jelena Maksimović, J. O. (2018). Physical Education Teachers As Reflective Practitioners And Action Researchers In Their Work. 16(2), 375–386.
Karaoglanidis, D., Mouratidou, K., Kanellopoulos, P., Karamavrou, S., & Parisi, I. (2020). Perceived Autonomy, the Motivation Climate and Intention for Physical Activity : A Comparative Study of Students Based. 18(1), 25–36.
Kerr, C., Smith, L., Charman, S., Harvey, S., Savory, L., Fairclough, S., & Govus, A. (2016). Physical education contributes to total physical activity levels and predominantly in higher intensity physical activity categories. European Physical Education Review. Advance Online Publication.
Kwon, J. Y., Kulinna, P. H., Mars, H. Van Der, Koro-ljungberg, M., Amrein-, A., & Norris, J. (2018). Physical Education Preservice Teachers ’ Perceptions About Preparation for Comprehensive School Physical Activity Programs. Research Quarterly for Exercise and Sport, 89(2), 221–234.
Liersch, S., Henze, V., Röbl, M., Schnitzerling, J., Suermann, T., Mayr, E., Krauth, C., & Walter, U. (2011). Forty-five minutes of physical activity at school each day? Curricular promotion of physical activity in grades one to four. Journal of Public Health, 19(4), 329–338.
Maksum, A. (2018). Metodologi Penelitian dalam Olahraga. Surabaya, Indonesia. Unesa University Press.
Metzler, M. W., Mckenzie, T. L., Mars, H. Van Der, Williams, S. L. B., & Ellis, R. (2013). Health optimizing physical education. A New Curriculum for School Programs Part I: Establishing the Need and Describing the Mod. JOPERD, 84(4), 41–48.
Nasution, S. (2011). Metode Research (Penelitian Ilmiah) (12th ed.). Jakarta, Indonesia. Bumi Aksara.
O’Keeffe, B. T., Donnelly, A. E., & MacDonncha, C. (2020). Test-retest reliability of student-administered health-related fitness tests in school settings. Pediatric Exercise Science, 32(1), 48–57. https://doi.org/10.1123/pes.2019-0166
Palmer, S. E., & Behrens, T. K. (2017). At the Crossroads : How Physical Education Can Succeed in a Public Health Paradigm. 69(4), 467–479.
Peppa, A., Asonitou, K., & Koutsouki, D. (2011). Vježbanje učenika sa dijabetosom: uloga nastavnika fizičkog vaspitanja u školama (exercise training in students with diabetes: the role of pe teacher at school). SportLogia, 7(2), 171–178.
Prevention, C. for D. C. and. (2013). Comprehensive school physical activity programs: A guide for schools.
Scrabis-Fletcher, K., & Silverman, S. (2017). Student Perception of Competence and Attitude in Middle School Physical Education. The Physical Educator, 74(1), 85–103. https://doi.org/10.18666/tpe-2017-v74-i1-6557
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung, Indonesia. ALFABETA.
UNESCO. (2015). Social and Human Science Sector. Quality Physical Education (QPE). Guidelines For Policy-Maker. UNESCO.
Wiarto, G. (2015). Inovasi Pembelajaran dalam Pendidikan Jasmani. Indonesia, Yogyakarta. Laksitas.