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All Journal Cakrawala Pendidikan Jurnal Pendidikan Jasmani Indonesia Medikora: Jurnal Ilmiah Kesehatan Olahraga Majalah Ilmiah Olahraga (MAJORA)
Agus S. Suryobroto
Pendidikan Jasmani Kesehatan Dan Rekreasi, Fakultas Ilmu Keolahragaan Dan Kesehatan, Universitas Negeri Yogyakarta
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Journal : Cakrawala Pendidikan

 1 
LAMBANNYA INOVASI DAN PENINGKATAN KUALITAS PENDXDTKAN JASMANf DI INDONESIA Agus S. Suryobroto Agus S. Suryobroto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1998,TH.XVII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1170.579 KB) | DOI: 10.21831/cp.v2i2.9036

Abstract

Pendidiknn jasmani n~crupakan bagiari ii?!egi.,~i tt.:r-ipendidikan dan didelinisikan sebagai peiididikar~ iilc!alui ak;~iit;~sfisik untuk rneningkatkan individu secara organik, ncuron~uskrtlcr.intelektual. dan emosional. Pelaksanaannya di!akukan di sekolalisekolah.mulai dari sekolah dasar sampai dengan sekolah menengah,hahkan seharusnya sampai perguruan tinggi, dan diharapkan dapatmernberi kontl.ibusi unluk pcncapaian tujuan pendidikan nasional.Inovasi. pendidikan jasmani yang telah dilakukan diIndonesia belutn mengena pada sasarannya, Iianya sekedar istilahatall nama siia sang diganti. sehingga masih mencari idenlitas diri.l'ulisan ini bertiquan niengungkap permasalahan yang titnbui padainovasi dan kimlitas pendidikan jastnani di Indonesia yang padagilirannya dapat memberikan kontribusi pada tujuan pendidikannasional.lnovasi pendiciikan jasmani di Indonesia dilentukan olehkurikulum. pengambi! kebijakan, dan strategi untuk inovasi.Sedangkan kualitas pendidikan jasmani di Indonesia masih belumsesuai dengan harapan para pakar pendidikan jasmani, karenafaktor-faktor penentu yaitu dana, sarana prasarana, kurikulum.pendidik, peserta didik, lingkungan, dan evaluasi belum sesuaidengan harapan.
PENGGUNAAN GAYA MENGAJAR INKLUSI VNTUK MENGEMBANGAN DEMOKRATISASi BELAJAR DALAM PEMBELAJARAN PENDIDIKAN JASMANI DI SEKOlAH DASAR Agus Suryobroto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.8763

Abstract

Den10crati=afio/] (~f' learniJlg is not )Jel significulltly actualized in the teachinglearningprocess 0.1' pJlysical educatiol1 at elelnell(ary selzo()l de~pite its considerableil11portance in educating learners to practice de1110Cracy. In essence democratization can betaught via classes oj' physical education at elemelltary .\·cll001 thr()ug/z to those at theulliversily level. In tIle pre..,·en( erll {~f' re.f()rnlation, denl()Crati=ati()11 L,' greatly needed by allJl1eJnbers 0.(society in living as a state and a nation.Tlze inclusion leae/zing style is one 0.1' tlze teaelzifzg styles in teaching physicaleducation whic/1 can give learners illus(rali()n~,' (if 11()W I() dem()crati=e. Tile anatolny oftheinclusion teaching f)f(yle consL.,,'ls (if tIle leacller making decisions be.fiJre class sessions, thelearners Inaking decisions in cla..\s ..\'essions, alld tlze learners Inaking decisions after classsessions.To acfuali=e education in democruc..y ill. clas..\'e..'" ojjJJzy..\'ical educatioll, the inclusionleae/zing style can be applied ()11 suell classes at elenlelltary school tllr()uglz to tllose at tIleuniversity level.
A thematic analysis of teachers’ experience in teaching inclusive physical education Agus Sumhendartin Suryobroto; Caly Setiawan; Udon Nampai; Agus Susworo Dwi Marhaendro
Jurnal Cakrawala Pendidikan Vol 41, No 3 (2022): Cakrawala Pendidikan (October 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i3.50531

Abstract

The current research aimed at investigating physical education teachers’ experiences in practicing inclusive physical education and the meaning they attached to those experiences. The study focused on the thematic analysis of participants’ experiences represented in the collected qualitative data. A number of 12 physical education teachers participated in in-depth interviews and photo elicitation interviews. Verbatim transcripts were obtained from all interviews for subsequent analysis. Using the tenets of thematic analysis (Braun Clarke, 2006, 2019, 2021), analysis included familiarization with the data, open coding, theme construction, theme review, theme naming, and report production. The analysis process yielded four themes of teachers’ experiences including (1) the roles of background knowledge and skills, (2) teaching various types of disabilities, (3) inclusive pedagogy approaches, (3) facilitators and barriers to teaching inclusive physical education. The meaning of the experiences were the meaning of inclusion, inclusive physical education, and inclusive physical education teaching. We conclude that experience is important in delivering inclusive PE, especially with regard to teachers’ development in the area of pedagogical knowledge and skills as well as dealing with challenges in their teaching approaches. Along with this experience is the meaning of teaching inclusive PE which reflected in-depth engagement with this caring profession.
Co-Authors A.M. Bandi Utama Agus Susworo Dwi Marhaendro Caly Setiawan Eka Swasta Budayati Farida Mulyaningsih José Vicente García Jiménez Nugraheni Cahya Pertiwi Tama Anugrah Udon Nampai