Pengaruh Pendekatan Tradisional dan Pendekatan Pendidikan Gerak dalam Pembelajaran Penjasorkes terhadap Kebugaran Jasmani dan Kemampuan Memecahkan Masalah - sejati, Restian Gigih; Kristiyanto, Agus; Doewes, Muchsin (Universitas Negeri Semarang, 2016)
Tujuan : (1) Mengetahui perbedaan pengaruhterhadap kesegaran jasmani antara siswa yang diajar dengan pendekatan pendidikan gerak dengan siswa yang diajar dengan pendekatan tradisional serta pengaruhnya kepada kelompok siswa kelas tinggi,kelompok siswa kelas rendah.(2) Mengetahui interaksi pendekatan pembelajaran pendidikan jasmani terhadap kesegaran jasmanikelompok siswa. (3) Mengetahui yang lebih efektif Â memberikan kemajuanpendekatan tradisional atau pendidikan gerak.Penelitian ini eksperimental. Populasinya : siswa SD N 01,02 dan 03 Kemiri.160 sampel yang diambil (purposive sampling).Variabel bebas : Pendekatan tradisional,pendekatan pendidikan gerak. Variabel terikatnya :Kesegaran jasmani, dan memecahkan masalah.Pengumpulan data : Randomized group pre-test-post-test design. Analisis data menggunakan(ANAVA). Simpulan : (1) Ada perbedaan pengaruhkesegaran jasmani siswa diajarpendekatan pendidikan gerak dengan siswa diajar pendidikan tradisional dengan nilai signifikasi 0,0000 adalah 0,05 dari F=1.491 serta perbedaan pengaruhnya kelompok kelas tinggi dan kelompok kelas rendahdengan nilai signifikasi 0,0000 adalah = 0,05 F=1.7773 (3) Ada interaksi pendekatan pembelajaran pendidikan jasmani terhadap kesegaran jasmani sekelompok siswa .(4) Ada perbedaan pengaruhkemampuan memecahkan masalah antara siswa diajarpendekatan pendidikan gerak dengan siswa diajar pendekatan tradisional.(5) Terdapat interaksi pendekatan pembelajarn pendidikan jasmani terhadap kemampuan memecahkan masalah.Kelompok siswa pendekatan pendidikan gerakunggul dibandingkan pendekatan tradisional probabilitas 0,002 dari Tabel of between subjects effects Fhitung.Purposes: (1) To know the difference of influences towards physical fitness between students who were taught using movement education approach with ones who were taught using traditional approach as well as the impacts on high class student groups, low class student groups. (2) To know the interaction of physical education learning approach towards physical fitness of student groups. (3) To know which one is the most effective advancement traditional approach or movement education. This research is experimental. The population: students of SD N 01,02,03 Kemiri. 160 samples were collected (purposive sampling). Â Free variables: traditional approach, movement education approach. Bound variables: physical fitness, and problem solving capabilities. Data collection: randomized group pre-test-post-test designs. Data analysis used (ANAVA). Conclusions: (1) There were different impacts between physical fitness of Â students being taught using movement education approach with students being taught using traditional education with significance value 0.000 is 0.05 of F=1.491 as well as differences of impacts on the high class group and low class group with significance value 0.0000 is = 0.05 F=1.7773 (3) There were interactions of physical education learning approach towards the physical fitness of a group of students. (4) There were differences of impacts on the problem solving capabilities between students being taught using movement education approach and students being taught using traditional approach. (5) There were interactions of physical education learning approach towards problem solving capabilities. Movement education approach student group was more advanced than traditional approach probability 0.002 from the Table of between subjects effects Fhitung.