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<![CDATA[EFEKTIFITAS PEMBELAJARAN JIGSAW PADA MATA PELAJARAN PENDIDIKAN JASMANI DI SMA NEGERI 1 LEIHITU BARAT ]]>
<![CDATA[Souisa, Mieke]]>;
<![CDATA[Mariana Ditboya Hukubun]]>
<![CDATA[ Jurnal Kesehatan Jasmani dan Olahraga (KEJAORA) Vol 4 No 2 (2019): Jurnal Kejaora (Kesehatan Jasmani dan Olahraga) ]]>
Publisher : <![CDATA[Prodi Pendidikan Jasmani Kesehatan dan Rekreasi, Universitas PGRI Banyuwangi ]]>
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<![CDATA[Tujuan penelitian ini untuk menganalisis efektifitas pembelajaran jigsaw pada mata pelajaran pendidikan jasmani di SMA Negeri 1 Leihitu Barat. Hal ini bertujuan untuk mendapatkan informasi metode apa yang tepat dalam mata pelajaran pendidikan jasmani di sekolah. Metode Penelitian yang digunakan menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa; 1) perencanaan materi yang disiapkan sudah sesuai dengan silabus dan RPP, 2) realita proses pembelajaran jigsaw yang dilaksanakan oleh guru, berjalan sesuai dengan perencanaan yang telah disusun sebelumnya, 3) pengalaman belajar yang dilakukan oleh utusan dari masing-masing kelompok belajar sama sekali tidak berjalan sesuai dengan prosedur pembelajaran. Dalam penelitian ini dapat disimpulkan bahwa penggunaan metode jigsaw belum efektif karena guru pendidikan jasmani (penjas) belum memahami dengan baik prosedur pembelajaran jigsaw. Hal ini terbukti dengan pembagian kelompok belajar yang tidak sesuai dengan jumlah materi.]]>
<![CDATA[HUBUNGAN STATUS GIZI DENGAN KEBUGARAN JASMANI SISWA-SISWI SMP NEGERI 1 AMBON ]]>
<![CDATA[Mariana Ditboya Hukubun]]>;
<![CDATA[Mieke Souisa]]>
<![CDATA[ Jurnal Kesehatan Jasmani dan Olahraga (KEJAORA) Vol 4 No 2 (2019): Jurnal Kejaora (Kesehatan Jasmani dan Olahraga) ]]>
Publisher : <![CDATA[Prodi Pendidikan Jasmani Kesehatan dan Rekreasi, Universitas PGRI Banyuwangi ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui hubungan status gizi dengan kebugaran jasmani siswa-siswi SMP Negeri 1 Ambon. Penelitian ini merupakan jenis Penelitian deskriptif korelasional dan survei dengan menghubungkan variabel terikat dengan variabel bebas yaitu status gizi dengan tingkat kebugaran jasmani. Subjek dalam penelitian ini adalah siswa-siswi dengan berbagai status gizi yang berjumlah 28 orang. Berdasarkan uji hipotesis, maka hasil penelitian ini menunjukkan bahwa ada hubungan status gizi dengan kebugaran jasmani siswa-siswi SMP Negeri 1 Ambon, dengan nilai antara rx.y = 0.68 dengan r(0.05)(33) = 0.30. Karena koefisien korelasi antara rx1.y = 0.68 > r(0.05)(32) = 0.30, berarti koefisien korelasi tersebut signifikan. Bernilai positif artinya semakin baik status gizi seseorang maka akan semakin baik tingkat kebugaran jasmaninya. Gizi seseorang yang baik dan teratur memberikan dampak positif berkaitan dengan tingkat kebugaran jasmani.]]>
<![CDATA[PENINGKATAN KAPASITAS GURU PENJASORKES DALAM MENGANALISIS BUTIR SOAL ]]>
<![CDATA[Mariana Ditboya Hukubun]]>;
<![CDATA[Emma Rumahlewang]]>;
<![CDATA[Johanna Matitaputty]]>
<![CDATA[ PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 2 No 1 (2022): Pakem : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/pakem.2.1.54-61
<![CDATA[Kegiatan pengabdian masyarakat yang dilakukan, bertujuan untuk; 1) guru PJOK mampu menyusun butir soal tes pengetahuan, sikap dan ketrampilan; 2) guru PJOK mampu menganalisis butir soal secara kualitatif dan kuantitatif; dan 3) guru PJOK mampu mengembangkan instrumen tes. Yang menjadi target dalam kegiatan pengabdian ini yaitu guru penjasorkes atau di singkat PJOK di tingkat sekolah dasar (SD) dan sekolah menengah pertama (SMP) se-Kecamatan Leihitu Maluku Tengah yang berjumlah 15 orang yang terdiri dari 11 orang guru SD dan 4 orang guru SMP. Tahapan pelaksanaan terdiri dari: (1) Identifikasi masalah; (2) pendekatan social; (3) pelaksanaan dan pembekalan, dan (4) evaluasi. Kegiatan yang dilaksanakan, mencakup: 1) Penyusunan instrumen; 2) Analisis butir kualitatif; 3) analisis butir kuantitatif; 4) pengembangan instrumen. Berdasarkan kerja kelompok dari ketentuan penyusunan 10 butir soal tes maka dilakukan uji syarat butir soal. Dari hasil analisis ternyata hanya 4 soal tes yang memenuhi syarat tetapi kategori sedang. Artinya soal tes buatan guru tersebut masih dianggap mampu dijawab oleh siswa. Sedangkan secara individu, latihan menyusunan butir soal juga terdiri dari 10 butir soal yang berbeda dengan dikerjakan kelompok. Hasilnya; 1) guru PJOK se-Kecamatan Leihitu sudah mengetahui dan memahami cara penyusunan instrumen tes pengetahuan, sikap dan ketrampilan. 2) 73,33% guru PJOK sudah menguasai cara menganalisis butir soal kualitatif dan kuantitatif. 4) Guru PJOK sudah menguasai cara menganalisis tingkat kesukaran butir soal, daya pembeda, uji validitas dan reliabilitas butir soal secara manual sebesar 60% ada 9 guru, dan secara komputasi excel hanya 13,33% yaitu 2 guru saja. Sedangkan 4 guru lainnya belum mampu menganalisis baik secara manual maupun melalui komputasi program excel. 5) 73,33% guru PJOK sudah mampu mengembangkan butir soal]]>
<![CDATA[THE INFLUENCE OF TRAINING METHODS AND CONCENTRATION ON THE ABILITY TO ROW DISTANCE OF 1000 METERS ]]>
<![CDATA[Mariana Ditboya Hukubun]]>
<![CDATA[ EDU SCIENCES JOURNAL Vol 1 No 3 (2020): Edu Sciences Journal ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Educational Sciences, Pattimura University Indonesia ]]>
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DOI: 10.30598/edusciencesvol1iss3pp208-220
<![CDATA[This study were aimed to analyze: (1) the difference influence of interval and fartlek training method toward the result ability of Kayak paddle at the distance of 1000 meter, (2) interaction between training and concentration method toward the ability of paddle at the distance of 1000 meter, and (3) difference influence of high concentration trained by interval and fartlek training method toward the result ability of kayak paddle at the distance of 1000 meter, (4) difference influence of low concentration trained by interval and fartlek training method toward the result ability of kayak paddle at the distance of 1000 meter. This experiment research used 2 x 2 treatment design. The subjects in this study were Kayak paddle athletes of Maluku Province which concsist of 42 people. The techniques of data analysis used was ANAVA. Based on the hypothesis test, the results of this study are: (1) overall there are significant differences between the interval training method and the fartlek training method on the results of the ability to row 1000 meters in rowing athletes like Maluku. , (2) there is an interaction between the training methods used with concentration on the results of the ability to row 1000 meters in rowing athletes like Maluku. Conclusions: (1) interval training method is better than fartlek training method on the ability to row 1000 meters distance, (2) athletes with high concentration and trained with interval and fartlek training methods are better compared with low concentration athletes who are trained with interval training methods and fartlek]]>
<![CDATA[Survei Kedisiplinan Atlet Pelatda Maluku Menuju PON XX Papua 2021 ]]>
<![CDATA[Chintana Difinubun]]>;
<![CDATA[A Fenanlampir]]>;
<![CDATA[Mariana D Hukubun]]>;
<![CDATA[Yellia Tomasoa]]>
<![CDATA[ Jurnal Speed (Sport, Physical Education, Empowerment) Vol. 5 No. 01 (2022): Jurnal Speed (Sport, Physical Education and Empowerment) ]]>
Publisher : <![CDATA[Universitas Singaperbangsa Karawang ]]>
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<![CDATA[Penelitian ini bertujuan untuk : Mengetahui seberapa besar tingkat kedisiplinan atlet Pelatda maluku menuju PON XX Papua 2021. Penelitian yang digunakan ialah penelitian survei. Subjek dalam penelitian ini adalah atlet Pelatda Maluku, dengan jumlah sampel 33 atlet, penelitian ini dilakukan di Pelatda. Data penelitian ini diambil menggunakan angket tertutup dan angket terbuka. Teknik analisis data menggunakan rumus presentase sama dengan frekuensi dibagi jumlah sampel dikali 100% . Hasil penelitian menunjukkan bahwa kedisiplinan atlet Pelatda Maluku termasuk dalam kategori sanagat tinggi. Hal ini terlihat dari hasil perolehan skor 90,91% atau 30 responden. ]]>
<![CDATA[Development of Swimming Learning Aid Design toward Acceleration of Learning Swimming Techniques ]]>
<![CDATA[Mariana Ditboya Hukubun]]>;
<![CDATA[Yelia Tomasoa]]>
<![CDATA[ EDUTEC : Journal of Education And Technology Vol 6 No 2 (2022): December 2022 ]]>
Publisher : <![CDATA[STAI Miftahul Ula Nganjuk ]]>
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DOI: 10.29062/edu.v6i2.460
<![CDATA[This study aims to: 1) Produce swimming learning aids, 2) Swimming aids that are easy to use and practical. The population of the small class trial was 20 students who could not swim, while the main field test was conducted on 40 students of SMA Negeri 5 Ambon. The research method used is the development research method (R&D) and the development model follows the ten stages of product design, namely; 1) potential and problems; 2) Data collection; 3) product design; 4) design validation; 5) trial use; 6) product revision; 7) product trial; 8) design revision; 9) product revision and; 10) mass production. The data collection technique was carried out based on needs analysis, especially on the basic aspects of development, namely: 1) the vest/float used greatly interfered with movement, especially movement efficiency; 2) float tires are not practical to use to learn basic swimming techniques; 3) the float board cannot help learn to swim if there is an accident in the water and the student cannot float. The use of these three tools does not immediately help speed up learning basic swimming techniques. This study concludes that the development of the design of swimming learning aids to accelerate learning of basic swimming techniques has been designed in the form of a waist buoy/save belt, has been validated by expert judgment and tested for use in small classes and is suitable for use in large class studies. . The results of the product design development of this tool are suitable for use in the form of "Save Belt".]]>
<![CDATA[ASSESMENT DALAM PEMBELAJARAN PJOK DI KABUPATEN SERAM BAGIAN TIMUR ]]>
<![CDATA[Mariana Ditboya Hukubun]]>;
<![CDATA[Emma Rumahlewang]]>;
<![CDATA[Bahmid Hasbullah]]>;
<![CDATA[Jonas Solissa]]>;
<![CDATA[Wehelmina Unmehopa]]>
<![CDATA[ German für Gesellschaft (J-Gefüge) Vol 2 No 2 (2023): German für Gesellschaft (J-Gefüge) ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/jgefuege.2.2.73-78
<![CDATA[Sumber daya manusia (SDM) merupakan syarat utama dalam pembangunan di era 4.0. yang mana segala system informasi sangat mudah diperoleh dan mudah diakses. Salah satunya melalui pendidikan. Kualitas pendidikan juga dipengaruhi oleh faktor guru. guru menjadi tiang pilar kemajuan pendidikan. Guru PJOK belum semuanya memiliki ketrampilan menyusun penilaian atau asessmen dengan benar. Penilaian pun hanya masih pada pengetahuan saja ataupun aspek psikomotor saja. Padahal sesuai penilaian pada kurikulum 2013 sudah harus mencakup 3 aspek penilaian, yaitu aspek pengetahuan, aspek sikap, dan aspek ketrampilan. Jumlah peserta kegiatan ini sebanyak 20 guru PJOK. Berbagai tahapan dalam pelaksanaan kegiatan asessment dalam pembelajaran PJOK dilakukan melaui: 1) identifikasi permasalahan, 2) Persiapan Dan Pelaksanaan, 3) Rencana keberlanjutan Program. Dalam pelaksanaan kegiatan yang dimaksudkan maka adapun berbagai metode digunakan untuk mencapai keberhasilan, yaitu menggunakan a) Metode, b) Metode Diskusi, c) Metode Tanya Jawab. Berdasarkan hasil kegiatn maka dapat disampaikan bahwa; 1) Guru PJOK sudah mengetahui langkah-langkah penyusunan sola tes pengetahuan, sikap dan ketrampilan; 2) Guru PJOK Kabupaten SBT dalam penyusunan butir soal untuk penilaian pengetahuan sudah mencapai 40% atau sebanyak 8 guru; 3) Guru PJOK Kabupaten SBT dalam penyusunan penilaian sikap sudah mencapai 70% atau 14 guru; 4) Guru PJOK Kabupaten SBT dalam penyusunan rubrik penilian ketrampilan sudah mencapai 55% atau sebanyak 11 guru.]]>
<![CDATA[Character Education in the Digital Age: Strategies for Teaching Moral and Ethical Values to a Generation that Grows Up with Technology ]]>
<![CDATA[Mariana Ditboya Hukubun]]>;
<![CDATA[Wakhudin Wakhudin]]>;
<![CDATA[Rachma Putri Kasimbara]]>
<![CDATA[ Journal of Pedagogi Vol. 1 No. 3 (2024): Journal of Pedagogi - June ]]>
Publisher : <![CDATA[PT. Anagata Sembagi Education ]]>
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DOI: 10.62872/8958fk80
<![CDATA[This research aims to investigate the effectiveness of strategies for teaching moral and ethical values to a generation that has grown up with technology in the digital era. This research uses the literature study method to examine character education in the digital era, with a particular focus on strategies for teaching moral and ethical values to a generation that has grown up with technology. The results of this study show that character education that is well integrated in the school curriculum can help children develop a deep understanding of moral values, such as integrity, empathy, and responsibility, which are needed in digital life. The use of technology as an educational tool has also proven effective in delivering moral messages in a way that is engaging and relevant to the digital generation. Educational apps, interactive games and multimedia content have helped strengthen students' understanding of the importance of acting ethically and responsibly in online interactions. In addition, the development of good digital literacy, which includes an understanding of data privacy, online safety, communication ethics and the ability to manage information encountered on the internet, is also an important factor in character education in the digital era. The implication of this study is the need for a holistic approach in integrating character education with digital literacy in the education curriculum. This will not only help protect children from the negative impact of technology, but also equip them with the necessary skills to face and overcome moral and ethical challenges in online life.]]>
<![CDATA[Yellia Tomasoa The Effect of Learning Model and Motivation on Long Jump Learning Outcomes: The Effect of Learning Model and Motivation on Long Jump Learning Outcomes ]]>
<![CDATA[Yellia Tomasoa]]>;
<![CDATA[Falerius Somarwain]]>;
<![CDATA[Mariana Ditboya Hukubun]]>
<![CDATA[ Kinestetik : Jurnal Ilmiah Pendidikan Jasmani Vol 9 No 2 (2025): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jk.v9i2.40335
<![CDATA[This study aims to analyze the effect of Visual, Audiotorial, and Kinesthetic learning styles on the learning outcomes of movement skills of grade II students of Dobo Christian Elementary School 1, Data collection was carried out using a questionnaire. The population in this study amounted to 60 students and a sample of 36 students determined by random sampling technique or randomly. This research is an experimental expo-facto research, the analysis technique used uses inferential analysis techniques. The results obtained are that there is an influence between Visual, Audiotorial, and Kinesthetic learning styles on the learning outcomes of students' movement skills as evidenced by statistical analysis which is 6.926. Thus, Visual, Audiotorial, and Kinesthetic learning styles have a positive effect on student movement skills learning outcomes as evidenced by statistical analysis tests.]]>
<![CDATA[THE EFFECTIVENESS OF USING AUDIO VISUAL LEARNING MEDIA ON SPORTS PHYSIOLOGY LEARNING FOR PHYSICAL EDUCATION STUDENTS ]]>
<![CDATA[Purbangkara, Tedi]]>;
<![CDATA[Hukubun, Mariana Ditboya]]>;
<![CDATA[Tomasoa, Yellia]]>;
<![CDATA[Siswanto]]>;
<![CDATA[Ryanto, Aria Kusuma Yuda]]>
<![CDATA[ JUARA : Jurnal Olahraga Vol 10 No 2 (2025): Juara : Jurnal Olahraga ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kuningan ]]>
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DOI: 10.33222/juara.v10i2.4929
<![CDATA[This study aims to determine the effectiveness of audio-visual learning media in improving students' understanding of sports physiology in Physical Education programs. The research employed a pre-experimental design with a one-group pretest-posttest approach, involving 35 students who were taught using audio-visual learning media. Data were collected through pretest and posttest assessments, as well as student response questionnaires. The results showed a significant increase in students’ scores, with the average score rising from 60.86 in the pretest to 76.29 in the posttest, indicating an improvement of 15.43 points or approximately 25.4%. Additionally, questionnaire results revealed that most students responded positively to the use of audio-visual media, stating that it made the learning process more engaging, interactive, and easier to understand. This suggests that audio-visual learning media is effective in enhancing learning outcomes and student motivation in sports physiology courses. Although this study has limitations due to the absence of a control group, it provides valuable insights into the potential benefits of integrating technology-based media in physical education curricula.]]>
