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All Journal Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Intellektika: Jurnal Ilmiah Mahasiswa
Rani Nur’aeni
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Analisis Penerapan Strategi dan Metode Pembelajaran Guru:Studi Kualitatif di SDN 1 Gobras Sunanih Sunanih; Adrian Nurul Arifin; Ahmad Zidan Sulaeman; Dwiky Novaldi Ramdhani; Rani Nur’aeni; Chalifa Chairunnisa; ⁠Desti Rahmasari; Ghaida Putri Adella; Alipia Oktapiani; Herna Aulia; M Fajar Nurdiansyah; Rara Nurrahmah
Intellektika : Jurnal Ilmiah Mahasiswa Vol. 3 No. 1 (2025): Intellektika : Jurnal Ilmiah Mahasiswa
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/intellektika.v3i1.2194

Abstract

This study aims to examine the implementation of teaching strategies and methods at SDN 1 Gobras using a qualitative approach supported by NVivo 15 software. Data were collected through in-depth interviews, direct observations, and documentation to evaluate the effectiveness of student-centered learning methods, such as a modified Problem-Based Learning (PBL) approach. The findings reveal that kinesthetic strategies significantly enhance students’ learning enthusiasm, particularly in lower grades (grades 1-3). However, the study also identifies key challenges, including limited learning resources and time allocation. To address these issues, continuous teacher training and improved learning facilities are recommended. These findings are expected to serve as practical guidance for elementary schools in enhancing the quality of learning effectively.
Persepsi Guru PJOK Dan Guru Kelas Terhadap Peran Pendidikan Jasmani Dalam Mencegah Kekerasan Di Lingkungan Sekolah Dasar Rani Nur’aeni; Chalifa Chairunnisa; Desti Rahmasari; Herna Aulia; Ghaida Putri Adella; Adam Firman Ferdiansah; Rahmat Permana
Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 3 No. 3 (2025): September : Perspektif: Jurnal Pendidikan dan Ilmu Bahasa
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/perspektif.v3i3.2669

Abstract

Violence in the elementary school environment has a significant impact on the psychological, social, and academic development of students. This study aims to describe the perceptions of Physical Education, Sports and Health (PJOK) teachers and classroom teachers regarding the role of physical education in preventing violence in elementary schools. A combination of descriptive quantitative and qualitative methods was applied, with a sample of 6 teachers (3 physical education teachers and 3 class teachers) from SDN Liunggunung, Tasikmalaya. The participants were selected using proportional stratified random sampling to ensure representativeness. Data collection techniques included a 4-point Likert scale questionnaire, which was validated through expert judgment and tested for reliability using Cronbach’s Alpha (≥ 0.70), along with in-depth interviews to gain richer insights. The results revealed a consensus among both groups of teachers that physical education has a positive and strategic role in preventing violence. This is achieved through the internalization of core character values such as sportsmanship, cooperation, empathy, and discipline. Additionally, physical education serves as a medium to channel students’ physical energy into constructive activities and foster emotional regulation. Structured physical activities—such as team-based games, rhythmic gymnastics, and cooperative challenges—can reduce tendencies toward aggressive behavior and promote social interaction, inclusion, and mutual respect. However, the study also found significant challenges, including inadequate sports infrastructure, limited time allocation within the school curriculum, and the need for professional development among teachers. The conclusion emphasizes that physical education is a vital component in building a safe, inclusive, and character-driven school climate, but its success depends on consistent institutional support and ongoing teacher empowerment.
Co-Authors Adam Firman Ferdiansah Adrian Nurul Arifin Ahmad Zidan Sulaeman Alipia Oktapiani Chalifa Chairunnisa Desti Rahmasari Dwiky Novaldi Ramdhani Ghaida Putri Adella Herna Aulia M Fajar Nurdiansyah Rahmat Permana Rara Nurrahmah Sunanih ⁠Desti Rahmasari