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<![CDATA[TINJAUAN ALTERNATIF KONSEP MODEL PEMBELAJARAN PENDIDIKAN JASMANI, OLAHRAGA DAN KESEHATAN (PJOK) DI SEKOLAH ]]>
<![CDATA[ROHMAN, UJANG]]>
<![CDATA[ Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya ]]>
Publisher : <![CDATA[Fakultas Pedagogi dan Psikologi Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/bp.vol12.no22.a622
<![CDATA[Konsep model pengajaran penddidikan jasmani sebagai alternatif dalam pembelajaran PJOK perlu diperhatikan dan dipertimbangkan untuk dilaksanakan di sekolah-sekolah, mengingat model-model tersebut masing-masing mempunyai keunggulan dan kesesuiaan dengan kondisi sekolah-sekolah yang ada di Indonesia. Mengapa model pengajaran penddidikan jasmani ini perlu diterapkan di antara lain: a) Peserta didik secara fisik dan mental tidak sama dengan orang dewasa, sehingga sangat tidak tepat mengharapkan peserta didik untuk melakukan kegiatan olahraga dengan menggunakan peralatan atau peraturan seperti orang dewasa., b) Kegiatan olahraga yang dilakukan dengan peralatan atau peraturan yang dimodifikasi dalam pengajaran PJOK dapat mengurangi terjadinya cedera olahraga dan memudahkan peserta didik untuk mempelajari keterampilan gerak yang diperlukan untuk melakukan olahraga yang sesungguhnya., c) Model pengajaran PJOK dengan memodifikasi olahraga mendorong anak untuk melakukan tugas gerak dengan tingkat keberhasilan yang lebih baik dan dapat memotivasi peserta didik untuk berpartisipasi dengan senang bergerak.]]>
<![CDATA[PERKEMBANGAN FISIK DAN KOGNITIF PADA MASA KANAK-KANAK: Development, Childhood ]]>
<![CDATA[Rohman, Ujang]]>
<![CDATA[ Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya ]]>
Publisher : <![CDATA[Fakultas Pedagogi dan Psikologi Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/bp.vol6.no11.a1085
<![CDATA[Childhood is a time-sensitive, where the child begins to sensitive receiving various efforts to develop all the potential that exists. Occur during maturation are sensitive functions of the physical and psychological ready to respond to stimuli that is given by the environment. Age period of 4-6 years is the development of the first basic physical abilities (motor), cognitive, language, sosia, l emotional, and cognitive. It is therefore necessary at this time and stimulation conditions appropriate to the needs of the child to the child's development will be achieved optimally. The process of development of physical abilities of children associated with the growth process child's motor, while the process of cognitive development related to the maturity of the way children think. Motor development of children consists of three main elements that are very dominant, namely: 1) The development of anatomical, these developments indicated a change in the quantity of bone structure, and height. 2) The development of physiological, these developments indicated a change of work on the organs. 3) The development of behavior, this development is the coordination between persyarafan and muscle functional and cognitive function, affective, and conative. Cognitive development occurs through a process he called adaptation. Adaptation is the adjustment to the demands of the environment through assimilation and accommodation.]]>
<![CDATA[PELATIHAN PEMBUATAN ICE CREAM JEMPOLAN (JAMU ENAK MANTEP POL-POLAN) ]]>
<![CDATA[rohman, ujang]]>;
<![CDATA[sari, okatavita]]>;
<![CDATA[satrianus, yohannes]]>
<![CDATA[ Jurnal Penamas Adi Buana Vol 2 No 1 (2018): Juli ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Adi Buana Surabaya ]]>
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<![CDATA[Jamu herbal adalah minuman tradisional yang berasal dari Jawa. Manfaat herbal bisa meningkatkan stamina, bisa menyembuhkan penyakit, bisa menambah nafsu makan, dan bisadijadikan minuman herbal. Kebanyakan orang tidak suka mengkonsumsi jamu herbal karena rasanya pahit. Karena itu, inovasi dalam memanfaatkan jamu perlu dilakukan, misalnyapembuatan es krim. Pemanfaatan herbal sebagai bahan baku pembuatan es krim diharapkan dapat memanfaatkan minuman tradisional sebagai produk baru yang bernilai ekonomis dan menambah variasi makanan. Jamu herbal diperoleh dari produk lokal. Jamu dicampur dengan bahan lain seperti tepung jagung, susu, telur, gula, wap cream, bahan pengembang dan vanila, kemudian dipanaskan dengan api hingga mendidih. Bila dianggap matang maka masukkan ke dalam freezer selama 6 jam. Kemudian setelah 6 jam dikeluarkan dari freezer untuk dicampur dan proses terakhir adalah memasukkan kembali freezer. Pilihan jamu bisa disesuaikan dengan rasanya. Produk ini memiliki rasa yang enak dan baik untuk kesehatan tubuh. Metode Pelaksanaan dengan memberikan pendampingan pada ibu PKK Dusun Kadelesan. Hasil Pengabdian menunjukkan pengetahuan dan ketrampilan ibu ibu PKK meningkat serta dapat menambah. penghasilan keluarga.]]>
<![CDATA[DAMPAK LATIHAN LARI 2400 METER PADA DAYA TAHAN AEROBIK ]]>
<![CDATA[Hayati, Hayati]]>;
<![CDATA[Rohman, Ujang]]>
<![CDATA[ WAHANA Vol 63 No 2 (2014) ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/wahana.v63i2.1123
<![CDATA[Olahraga dapat membantu tercapainya pembentukan manusia yang kuat fisik dan mental juga dapat memberikan sumbangan kepada perkembangan kepribadian dan perkembangan mental pembaharuan dan pembangunannya. Dengan olahraga kita dapat meningkatkan daya tahan aerobik yaitu kemampuan tubuh untuk menghirup, menyalurkan dan menggunakan oksigen untuk menghasilkan energi yang dibutuhkan tubuh dalam melakukan aktivitas. Tujuan dari penelitian ini adalah untuk melihat pengaruh latihan lari 2400 meter terhadap daya tahan aerobik. Populasi dalam penelitian ini adalah mahasiswa PKO angkatan 2013 sebanyak 24 orang yang selanjutnya secara acak dibagi menjadi 2, kelompok eksperimen dan kelompok kontrol. Rancangan penelitian adalah pretest -posttest control group design. Kelompok eksperimen diberi latihan lari 2400 meter 3 x seminggu dengan intensitas latihan adalah 72% -87% denyut nadi maksimal.Setelah data terkumpul selanjutnya dilakukan analisis menggunakan SPSS versi 21.Dari hasil analisa statistik didapatkan pada kelompok eksperimen sig 0.00 dengan α 0,05 sementara pada kelompok kontrol sig 0.082, hal ini menunjukkan bahwa Ho ditolak dan H1 diterima yang berarti ada pengaruh latihan 2400 meter terhadap daya tahan aerobic]]>
<![CDATA[KONSEP DASAR PERKEMBANGAN POTENSI MOTORIK ANAK USIA PRA-SEKOLAH ]]>
<![CDATA[Rohman, Ujang]]>
<![CDATA[ WAHANA Vol 57 No 2 (2011) ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/wahana.v57i2.1370
<![CDATA[Motorik merupakan bentuk perilaku gerak manusia, atau dengan kata lain adalah semua gerakan yang dapat dilakukan oleh seluruh tubuh. Perkembangan motorik adalah berkembangnya unsur kematangan dan pengendalian gerakan tubuh. Potensi motorik anak berkembang bersamaan dengan tingkat kematangan sistem syaraf dan otot, serta terjadinya aktivitas anak di bawah kontrol otak. Pada anak perkembangan motorik merupakan perubahan kemampuan motorik yang melibatkan berbagai aspek prilaku dan kemampuan motorik. Pada prinsipnya ada tiga tahap perkembangan potensi motorik pada anak usia pra-sekolah, yaitu tahap kognitif, asosiatif, dan automatis. Pertumbuhan fisik anak akan menentukan potensinya dalam bergerak, sedangkan perkembangan kemampuan motorik akan mempengaruhi cara anak memandang diri sendiri dan orang lain. Meningkatnya potensi motorik anak akan meningkatkan pula aspek fisiologis, psikologis, dan kognitif anak.]]>
<![CDATA[Profil Kompetensi Pelatih Sepakbola Usia Dini ]]>
<![CDATA[Ujang Rohman]]>
<![CDATA[ Journal Sport Area Vol 3 No 2 (2018): December ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/sportarea.2018.vol3(2).2161
<![CDATA[This study aimed to find out and formulate the profile of coaches for young soccer players that can be seen from competencies requirements. Based on its purpose, this research was descriptive study with a mixed method approach. Objective of this study were the coaches of young soccer players in SSB of Surabaya city. This research design was sequential exploratory design and the data collection techniquewas done by using survey techniques through questionnaire, observation, and interview. Based onthe quantitative data analysis, it found that coaches profile of young soccer playerswere X1= 0.59 (59%) as must has charisma, X3=0.55 (55%) as has motivation, X4= 0.53 (53%)as comprehend basic techniques of soccer playing and X2= 0.50 (50%) as has playing skill. Qualitative data described that the coach profile of young soccer players must have charisma, motivation, understanding of technique, and playing skill of soccer. Based on that analysis result, it can be concluded that the competencesprofile that must be acquired by the coaches of young soccer playersconceptually are attitude, knowledge and skill competence.]]>
<![CDATA[Pengembangan Model Pembelajaran Fair Play dalam Perkuliahan Permainan Bola Tangan Terhadap Pembentukan Sikap dan Prilaku Mahasiswa S1 Pendidikan Jasmani ]]>
<![CDATA[Ujang Rohman]]>;
<![CDATA[Sumardi]]>;
<![CDATA[Abd Cholid]]>
<![CDATA[ Jurnal Ilmiah Adiraga Vol 7 No 2 (2021): Jurnal Ilmiah Adiraga: jurnal Penelitian Olahraga ]]>
Publisher : <![CDATA[Program Studi Pendidikan Jasmani, Fakultas Pedagogik dan Psikologi (FPeP) ]]>
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DOI: 10.36456/adiraga.v7i2.4588
<![CDATA[Penelitian ini bertujuan mengembangkan suatu model Pembelajaran Fair Play (PFP) yang terintegrasi dalam perkuliahan Permainan Bola Tangan dan tertuang dalam bentuk model sebagai pedoman dalam mengiplementasikan proses perkuliahan bagi mahasiswa S1 Pendidikan Jasmani. Jenis penelitian ini adalah penelitian pengembangan atau research and development (R&D), menggunakan metode dengan pendekatan mixed methods. Objek penelitian adalah mahasiswa S1 Program Studi Pendidikan Jasmani, FPP Universitas PGRI Adi Buana Surabaya. Rancangan penelitian model desain eksplanatoris sekuensial (sequential exploratory design) dan pengumpulan data menggunakan teknik survey). Hasil analisis kuantitatif menunjukkan bahwa setelah dilakukan pemberian perlakuan model pembelajaran fair play (PFP) sebanyak 16 kali pertemuan diperoleh nilai pre test dan post test melalui uji Independent sample t test nilai out put fair play sikap dan perilaku lebih kecil dari Sig.(p-value) dimana α < 0,05 artinya model PFP berpengaruh terhadap perubahan sikap dan perilaku. Sedangkan hasil analisis kualitatif menggunakan model interactive menunjukkkan bahwa model PFP memberikan perubahan dan dapat mengembangkan sikap dan perilaku. Temuan penelitian ini menunjukkan bahwa penelitian model pembelajaran fair play dapat membentuk dan mengembangankan sikap serta menanamkan perilaku mahasiswa Pendidikan Jasmani dalam pembelajaran permainan bola tangan Kata kunci: model pembelajaran, fair play, bola tangan]]>
<![CDATA[PERKEMBANGAN FISIK DAN KOGNITIF PADA MASA KANAK-KANAK: Development, Childhood ]]>
<![CDATA[Ujang Rohman]]>
<![CDATA[ Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana ]]>
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DOI: 10.36456/bp.vol6.no11.a1085
<![CDATA[Childhood is a time-sensitive, where the child begins to sensitive receiving various efforts to develop all the potential that exists. Occur during maturation are sensitive functions of the physical and psychological ready to respond to stimuli that is given by the environment. Age period of 4-6 years is the development of the first basic physical abilities (motor), cognitive, language, sosia, l emotional, and cognitive. It is therefore necessary at this time and stimulation conditions appropriate to the needs of the child to the child's development will be achieved optimally. The process of development of physical abilities of children associated with the growth process child's motor, while the process of cognitive development related to the maturity of the way children think. Motor development of children consists of three main elements that are very dominant, namely: 1) The development of anatomical, these developments indicated a change in the quantity of bone structure, and height. 2) The development of physiological, these developments indicated a change of work on the organs. 3) The development of behavior, this development is the coordination between persyarafan and muscle functional and cognitive function, affective, and conative. Cognitive development occurs through a process he called adaptation. Adaptation is the adjustment to the demands of the environment through assimilation and accommodation.]]>
<![CDATA[PENERAPAN METODE LATIHAN INTERVAL DALAM MENINGKATKAN KECEPATAN RENANG GAYA BEBAS 50 METER ]]>
<![CDATA[UJANG ROHMAN]]>
<![CDATA[ Jurnal Ilmiah Spirit Vol. 19 No. 1 (2019): JURNAL ILMIAH SPIRIT ]]>
Publisher : <![CDATA[Universitas Tunas Pembangunan ]]>
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DOI: 10.36728/jis.v19i1.959
<![CDATA[The purpose of this study is to obtain a picture of the effect of interval training on the freestyle swimming speed. Limitation of this study focused on the effect of interval training on the speed of the 50m freestyle at the UKM Olahraga Renang Universitas PGRI Adibuana Surabaya. This study uses pre-experimental design using initial test followed by the provision of a new interval workout then do the final test. The population in this study is the swimmer who joined in the UKM Olahraga Renang Universitas PGRI Adibuana Surabaya, amounting to 30 players and the same sample with the population that is 30 players. The design is an experiment involving two groups: treatment group and the untreated group using the pre test and post test. Test results of the control group pre-test average of 73.02, the average post test 58.34. t-test results greater than t-table (3.84> 2.14). Comparison between pre test and post test results in the control group no significant differences, only 20:11% increase the test results. While the results of experimental tests concluded that the average pre test 58.53, the average post-test 85.85. t test results greater than t-table (2.01<2.14). Comparison between pre test and post test results on the experimental group were no significant differences. The magnitude of the effect may improve the outcome kecepaan freestyle as much as 47%. Comparison test between the control group with experimental group obtained t-count is 4.558, t-count is more than t-table (4.55> 2.04). Can be said comparison between the experimental groups with control groups and the results were no significant differences could be said after being given the treatment has the ability to swim freestyle better. ]]>
<![CDATA[The Effect of Using Virtual Laboratory with Laboratory Reality and Learning Style on Science Process Skills of Students ]]>
<![CDATA[Nur Choiriyah]]>;
<![CDATA[Ibut Priono Leksono]]>;
<![CDATA[Ujang Rohman]]>;
<![CDATA[Bambang Winartod]]>
<![CDATA[ Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 3 (2022): Budapest International Research and Critics Institute August: In Progress ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v5i3.5829
<![CDATA[The laboratory as a place to carry out practical activities is no longer limited to the meaning of a real room that can be seen directly, but in its development many virtual laboratories have emerged that utilize digital technology in their use. This study is intended to determine the effect of using a virtual laboratory with laboratory reality, and learning styles on students science process skills. This study is designed using a factorial design where the research sample was taken from the population with cluster random sampling technique. The research sample amounted to 144 students in SMA Negeri 2 and 4 Probolinggo. The research instrument used tests to measure science process skills and questionnaires to determine students' learning styles. The results of the students' science process skills test are research data that were analyzed using the two-way ANOVA test which had previously met the prerequisite tests for normality and homogeneity. The result of this research is that Fcount = 15.018 with Sig . = 0.000 < 0.01 in the method used, while in the learning style section Fcount = 10.326 with Sig. = 0.000 < 0.01. The results of the two-way ANOVA test on the third hypothesis obtained Fcount = 5.301 with a Sig value. = 0.006 < 0.01. From these results, it can be concluded that the three hypotheses (Ho) are rejected and Ha is accepted, which means that there is an effect of using virtual laboratories and laboratory reality on science process skills. Likewise, learning styles have a significant influence on students' science process skills. Based on the results of the third hypothesis test, it is also concluded that there is an interaction effect between the use of virtual laboratories with laboratory reality and learning styles on students' science process skills.]]>
