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Jurnal Pendidikan Jasmani Indonesia

jpji
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Published by Universitas Negeri Yogyakarta

ISSN : 02161699 EISSN : 25812300 DOI : 10.21831

Core Subject : Education,

Education

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Articles 368 Documents

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Pengembangan Bahan Ajar Multimedia Interaktif Pencak Silat Berbasis CourseLab 2.4 Prayogi Dwina Angga; Eko Hariyanto; Agus Tomi
Jurnal Pendidikan Jasmani Indonesia Vol 16, No 1 (2020): April 2020
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

Penelitian ini bertujuan untuk mengembangkan bahan ajar multimedia interaktif matakuliah pencak silat untuk mahasiswa Jurusan Pendidikan Jasmani dan Kesehatan Universitas Negeri Malang, sehingga mahasiswa mempunyai bahan ajar yang bisa dipergunakan untuk media belajar pada saat perkuliahan maupun di luar jan perkuliahan. Prosedur penelitian dan pengembangan menggunakan pendekatan instructional system design (ISD) yang terdiri dari beberapa tahapan pengembangan yaitu: (1) analysis, (2) design, (3) development, (4) implementation, dan (5) evaluation. Pengembangan ini menghasilkan produk berupa multimedia interaktif matakuliah pencak silat dengan menggunakan software courselab 2.4 yang merupakan piranti lunak, digunakan untuk menyusun bahan ajar multimedia berbasis e-Learning (authorings tools e-learning) yang powerfull dan mudah digunakan. CourseLab 2.4 Based Interactive Multimedia Teaching Material Development for Pencak Silat AbstractThis study aims to develop interactive multimedia teaching materials for pencak silat subjects for students of the Department of Physical Education and Health, State University of Malang, so that students have teaching materials that can be used for learning media during lectures and outside of lectures. The research and development procedure uses the instructional system design (ISD) approach which consists of several stages of development, namely: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. This development resulted in a product in the form of interactive multimedia pencak silat subjects using courselab 2.4 software which is software, used to compile multimedia teaching materials based on e-Learning (e-learning authorings tools) that are powerful and easy to use.

Penggunaan permainan tradisional untuk meningkatkan keterampilan gerak fundamental siswa Sekolah Dasar Ariyanto Ariyanto; Andika Triansyah; Uray Gustian
Jurnal Pendidikan Jasmani Indonesia Vol 16, No 1 (2020): April 2020
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

Penelitian ini dilatarbelakangi banyak siswa yang memiliki keterampilan gerak fundamental yang kurang optimal. Penguasaan keterampilan gerak fundamental yang kurang optimal akan berpengaruh terhadap pencapaian keterampilan gerak tahap berikutnya. Berdasarkan hal tersebut, penelitian dilakukan bertujuan untuk meningkatkan keterampilan gerak fundamental dengan menggunakan permainan tradisional. Penelitian menggunakan metode eksperimen dengan menggunakan desain one group pretest-posttest design. Penelitian dilakukan dengan mengimplementasikan permainan tradisional dalam pembelajaran pendidikan jasmani. Subjek penelitian adalah siswa sekolah dasar kelas satu dengan jumlah partisipan 30 orang yang terdiri atas 16 siswa dan 14 siswi dengan rata-rata umur 6 tahun. Teknik pengumpulan data menggunakan Test of Gross Motor Skill-Second Edition (TGMD-2) dan dianalisis menggunakan deskripsi kuantitatif dan uji beda. Hasil penelitian menunjukkan bahwa telah terjadi peningkatan keterampilan gerak fundamental siswa sekolah dasar. Adanya peningkatan dikarenakan permainan tradisional mampu menstimulus siswa untuk aktif dalam melakukan gerak dan aktivitas yang menyenangkan bagi siswa. Berdasarkan hasil analisis tersebut maka dapat ditarik kesimpulan terdapat pengaruh secara signifikan permainan tradisional terhadap keterampilan gerak fundamental siswa sekolah dasar. Use of traditional game to improve fundamental movement skills of elementary school studentsAbstractmovement skills. Mastery of fundamental movement skills that are less than optimal will affect the achievement of the next stage of motion skills. Based on this, the research carried out aims to improve fundamental movement skills by using traditional games. The study used an experimental method using one group pretest-posttest design. The study was conducted by implementing traditional games in physical education learning. The research subjects were first grade elementary school students with 30 participants consisting of 16 boys and 14 girls with an average age of 6 years. Data collection techniques using the Test of Gross Motor Skill-Second Edition (TGMD-2) and analyzed using quantitative descriptions and different tests. The results showed that there had been an increase in the fundamental skills of elementary school students. There is an increase due to traditional games able to stimulate students to be active in doing movements and activities that are fun for students. Based on the results of the analysis it can be concluded that there is a significant influence of traditional games on the fundamental movement skills of elementary school students.

Identifikasi kesulitan belajar renang gaya dada mahasiswa PJKR S1 angkatan 2018 Hedi Ardiyanto Hermawan; Kurnia Nurmasari
Jurnal Pendidikan Jasmani Indonesia Vol 16, No 1 (2020): April 2020
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

Penelitian ini bertujuan untuk mengetahui Kesulitan Belajar Renang Gaya Dada Mahasiswa PJKR S1 Angkatan 2018. Jenis penelitian ini merupakan penelitian deskriptif kuantitatif dengan metode survei. Instrumen yang digunakan adalah angket Kesulitan Belajar Renang Gaya Dada Mahasiswa PJKR S1 Angkatan 2018 dengan validitas dan reliabilitas 0,916. Subjek dalam penelitian ini adalah Mahasiswa PJKR S1 Angkatan 2018 sebanyak 38 responden yang tidak lulus renang gaya dada. Teknik analisis data menggunakan statistik deskriptif dengan rumus persentase. Berdasarkan hasil penelitian setiap indikator didapatkan presentase indikator fisiologis sebesar 27,45 %; indikator psikologi sebesar 23,02%; indikator non sosial sebesar 23,56% dan indikator sosial sebesar 25,96%. Sehingga dari hasil tersebut diketahui bahwa indikator yang mempengaruhi kesulitan belajar renang gaya dada mahasiswa PJKR Angkatan 2018 adalah fisiologis. Identification the difficulty of learning breaststroke swimming technique for undergraduate student (S1) of PJKR 2018 AbstractThis study aims to determine the Difficulty of Learning Breaststroke Swimming Technique for S1 Students of PJKR 2018. The type of this research is a quantitative descriptive study with a survey method. The instrument used was a questionnaire for Difficulty of Learning Breaststroke Swimming Techinque for Students S1 PJKR 2018 Classes with validity and reliability 0.916. The subjects in this study were the 2018 PJKR Undergraduate Students, 38 respondents who did not pass the breaststroke swimming test. The data analysis technique uses descriptive statistics with percentage formulas. Based on the results of each study obtained a percentage of physiological indicators of 27.45%; psychological indicators of 23.02%; non-social indicators by 23.56% and social indicators by 25.96%. So from these results it is known that the indicators that influence learning difficulties for breaststroke swimming for PJKR students in 2018 are physiological.

MENINGKATKAN KETERAMPILAN SENAM MERODA MELALUI PERMAINAN TALI PADA SISWA KELAS VIIIA MTS MA’ARIF NU KEMIRI PURWOREJO Kun Wuryantoro dan Nur Rohmah Muktiani
Jurnal Pendidikan Jasmani Indonesia Vol 9, No 2 (2013): November
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

This study aims to determine the enhancement of learning through rope games to improve their wheeling skills gradeVIIIA MTs Maarif NU Pecan Purworedjo in physical education subjects. This research is a class act. Subjects in thisstudy were all students in the class VIIIA MTs Maarif NU Pecan Purworedjo, which amounts to 32 students and is 2cycles and each cycle held 2 meetings. Data analysis techniques are used descriptive analysis. The instrument inthis study using observation sheets, questionnaires, interview guides were filled by students, teachers, and friendsobserver. The study concluded that learning through rope games can further enhance students’ skills in the wheelingfloor gymnastics practice. This is evidenced by the value of the practice has increased significantly. Indicator ofachievement is the KKM (minimum completeness criteria) is 75. Based on the test data value measures students’skills before getting a value less than 75 is 20 students or 62.5 % and the value of more than 75, there were 12students, or 37.5 %. After receiving the first action (cycle 1) students who scored less than 75 live 7 students or21.87 % so in this cycle there is an increase of 40.63 %, meaning students who achieve full KKM to 25 studentsor 78.13 %. In the second cycle students who scored less than 75 is not there or achieves an increase of 100 %.Keywords: Skills, Gymnastics, Wheeling, Rope Games.

PENGEMBANGAN SISTEM ASESMEN HASIL BELAJAR SISWA SEKOLAH MENENGAH ATAS DALAM PENJASORKES MATERI PERMAINAN BOLAVOLI - Guntur
Jurnal Pendidikan Jasmani Indonesia Vol 9, No 1 (2013): April
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

The purpose of this research is to develop a system of assessment of student learning outcomes in sports educationsubjects, the volleyball game that valid and reliable. This type of research is the development of research. Theresearch model is the model of development chosen educational research and development developed by Borgand Gall, with the procedure: through four phases: a preliminary study, the development stage, trial phase, anddissemination phases. Subjects of this study consisted of two elements, namely educators and high school studentsin the five districts in the province including SMAN 1 Yogyakarta, Wates SMAN 2, SMAN 1 Seyegan, SMAN 1 Sewon,SMAN 1 Tanjung Sari. Determination of the coefficient of reliability assessment instruments performed using theprogram package genova by Cric and L.Brennan the variance component is person, rater, item, person and raterinteractions, and errors, as well as the interrater Cohen’s Kappa coefficient. Conclusion The results of this studyare: (1) learning outcomes assessment instruments of sports education is observation sheet (check list) and rubric,(2) Characteristics of learning outcomes assessment instruments in sports education high school volleyball game inparticular materials that include validity, reliability, tested, (3) competence profile volleyball game practice results insports education subjects in High School showed that, 93 % or as many as 112 students were declared competent.It is declared that incompetent by 7 % or as many as eight students.Keywords: Development, Assessment, Learning Outcomes, Sports Education and Health, Volleyball.

Kompetensi guru pendidikan jasmani olahraga dan kesehatan ditinjau dari usia dan jenis sekolah Sri Winarni; Lismadiana Lismadiana
Jurnal Pendidikan Jasmani Indonesia Vol 16, No 1 (2020): April 2020
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

Kompetensi pedagogik dan profesional sebagian guru pendidikan jasmani, olahraga, dan kesehatan (PJOK) ditengarai lemah, terutama pada guru berusia lanjut. Hal ini ditandai dengan adanya data guru PJOK berusia lanjut kesulitan mengikuti perubahan kurikulum, menyusun RPP dengan sistematika lama, melaksanakan pembelajaran dengan cara lama, dan tetap mengajarkan teknik-teknik dasar kecabangan olahraga. Penelitian ini bertujuan untuk mengetahui hubungan kompetensi pedagogi dan kompetensi professional guru PJOK dengan usia, serta jenis sekolah. Penelitian ini dilakukan dengan metode deskriptif kuantitatif, data diperoleh dengan menggunakan data sekunder, yaitu terkait kompetensi pedagogik, kompetensi professional, yang diperoleh dari Dinas Pendidikan kota Yogyakarta. Data dianalisis dengan teknik statistic Anova untuk komparasi atau uji beda kompetensi guru berdasarkan usia, dan dengan Uji t untuk uji beda antara kompetensi guru sekolah negeri dan yang sekolah swasta. Hasil Uji korelasi, baik kompetensi total dengan usia, kompetensi pedagogik dengan usia, maupun kompetensi professional dengan usia guru, menunjukkan perbedaan yang signifikan. Berturut-turut nilai r = -0,143, r = -0,05, r = -0,173. Sedangkan hasil uji-t menunjukkan p value untuk nilai profesional, pedagogik, dan total kurang dari 0,05, maka terdapat perbedaan mean atau rerata yang signifikan (untuk ketiga nilai tersebut) antara sekolah negeri dan swasta. Sekolah negeri memiliki rerata skor hasil uji kompetensi guru pendidikan jasmani yang lebih tinggi dari sekolah swasta. Physical Education Teacher Competencies Base On Age and Type of School AbstractThe pedagogical and professional competence of some physical education, sports, and health (PE) teachers is suspected to be weak, especially in older teachers. This is indicated by the data of elderly PE teachers having difficulty following curriculum changes, compiling lesson plan with old systematics, implementing learning the old fashioned way, and still teaching basic techniques of sports branching. This study aims to determine the relationship between pedagogical competence and professional competence of PE teachers based on the teacher’s age and type of school. This research was conducted with a quantitative descriptive method, the data were obtained using secondary data, namely related to pedagogical competencies, professional competencies, obtained from the Yogyakarta City Education Office. Data were analyzed using ANOVA statistical technique for the comparison or differences in teacher’s competency tests based on age, and with T test for differences in tests between competencies of public and private school teachers. Correlation test results, both total competence with teacher’s age, pedagogical competence with teacher’s age, and professional competency with teacher’s age, showed significant differences. Consecutive values r = -0,143, r = -0.05, r = -0,173. While the results of the t-test showed p values for professional, pedagogical, and total values of less than 0.05, there were significant mean or mean differences (for all three grades) between public and private schools. Public schools have a higher average score of physical education teacher competency scores than private schools.

PERAN GURU PENDIDIKAN JASMANIDALAM IKUT MENGEMBANGKAN PERSEPAKBOLAAN NASIONAL Nurhadi Santoso
Jurnal Pendidikan Jasmani Indonesia Vol 8, No 1 (2011): April
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

AbstractPeople used to come to the soccer field to watch a game that is beautifully displayed by the They favouriteplayers and relieve fatigue after working all day. But now, people to the football field are no longer watching thebeautiful game instead of chaos/tumult by players and even by the spectator. Physical education teacher aslearner agents both at school and the community in physical education and sports activities, and thus have amajor contribution to the improvement of football achievements in both school and community. Physical educationteachers are always involved in the learning process of physical activity, where the sport is a vehicle for developmentin physical activity on students taught. physical education teacher who taught some of the vehicle or medium forthe development of physical activity in order to develop physical fitness, motor skills in a variety of physicalactivity, knowledge and positive attitude, honesty, cooperation, perseverance, sportsmanship, and respect forfriends of every physical activity and sport performed. Physical education teachers should provide the knowledge,motor skills, and affective-related rules and techniques of each sport that are taught in their students. Byunderstanding the knowledge, skills, and affective-related rules and techniques of each sport game is good andright (especially soccer) are expected to understand the true learners will game good and not good accordinggame regulations issued by FIFA.AbstractOrang untuk datang ke lapangan sepak bola untuk menonton pertandingan yang indah ditampilkan oleh pemainfavorit mereka dan melepas kepenatan setelah bekerja seharian. Tapi sekarang, orang ke lapangan sepakbolatidak lagi menyaksikan permainan indah, tetapi kekacauan/keributan pemain dan juga penonton. Gurupendidikan jasmani sebagai agen pembelajar, baik di sekolah dan masyarakat dalam pendidikan jasmanidan kegiatan olahraga, dan dengan demikian memiliki kontribusi besar untuk peningkatan prestasi sepakboladi kedua sekolah dan masyarakat. Guru pendidikan jasmani selalu terlibat dalam proses pembelajaran aktivitasjasmani, dimana olahraga adalah kendaraan untuk pembangunan di aktivitas jasmani pada siswa diajarkan,guru pendidikan jasmani yang mengajarkan beberapa media untuk pengembangan aktivitas jasmani dalamrangka untuk mengembangkan kebugaran jasmani, keterampilan motorik dalam berbagai fisik, pengetahuanaktivitas dan sikap positif, kejujuran, kerjasama, ketekunan, sportif, dan menghormati teman-teman dari setiapaktivitas fisik dan olahraga yang dilakukan. Guru pendidikan jasmani harus memberikan pengetahuan,keterampilan motorik, dan afektif yang berhubungan dengan aturan dan teknik dari masing-masing olahragayang diajarkan pada siswa mereka. Dengan memahami pengetahuan, keterampilan, dan afektif yangberhubungan dengan aturan dan teknik setiap permainan olahraga yang baik dan benar (khususnyasepakbola) diharapkan untuk memahami peserta didik yang benar akan permainan yang baik dan tidak baiksesuai peraturan yang dikeluarkan oleh FIFA.Kata kunci: guru, sepakbola, pendidikan jasmani

Bagaimana Jika Ki Hajar Dewantara Mengajar Pendidikan Jasmani? Hari Amirullah Rachman
Jurnal Pendidikan Jasmani Indonesia Vol 2, Edisi Khusus Mei 2005
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

In the learning process of the physical education at the elementary school,actually there are many thoughts of Ki Hajar Dewantara, the national education’sfather, still relevant to and necessary to contemplate to be applied by the physicaleducation teachers.His thoughts, such as independence principality as the educational principality, arecharacterizing the self-supporting, productive and creative, and also high-disciplinedhuman being. Implicitly the thoughts are in accordance with the target of the physicaleducation that is to develop discipline, skill, fitness, reasoning, and social emotion.If Ki Hajar Dewantara becomes a physical education teacher, there will be no doubtthat his thoughts will be used as main foundations for efficiently and effectively physicaleducation learning process, to reach the targets of national education.Keyword: Ki Hajar Dewantara, Physical Education, Elementary School teacher.

Model Pembelajaran Kemampuan Koordinasi Pada Siswa Sekolah Dasar - Sukadiyanto
Jurnal Pendidikan Jasmani Indonesia Volume 3, No. 1, 2005
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

The coordination is ability that constituting of basic movement and movementfundamental to various skill of athletic branch. It is require to be taught early possibly thatis since children age. Because learning coordination after passing childhood will get ofmany constraints for learner. Almost all children age there are at formal education level ofelementary school. The goal of physical education at elementary school ought to orientedfor enrichment various skill of all motor determined by ability of coordination. There areseven factors which determined coordination ability, that is: ability to (1) link, (2) differentiate,(3) balance, (4) adapt, (5) find and maintain rhythm, (6) react, and (7) change.Students of elementary school grouped become two groups, first, low group studentconsisting of class of I, II, and III, and second, upper group student consisting of class ofIV, V, and VI. Low group student is play group situation, so that is the best time to putdown base skill of motion. The upper group student is the best time to develop variousskills of athletics. All of the students at elementary school are potential for multi lateraltraining, and construction of various athletic skills.The items of coordination ability consist of recognition of feeling to object, controlling toobject, balance, reacting, and accuracy to object. The principle of study coordination atelementary school were started from easy to difficult, from simple to complex, from lightto heavy. That is needed teacher creativity to create a model of coordination learning. Itcould be exploit the environment as a media and a source of learning.Kata Kunci: Pembelajaran, Koordinasi, Siswa Sekolah dasar.

MENJADI GURU PENDIDIKAN JASMANI YANGTRANSFORMATIF (SEBUAH KAJIAN KRITISDAN SOLUSI KURIKULUM 2002) Muhammad H. Anwar Caly Setiawan
Jurnal Pendidikan Jasmani Indonesia Volume 6, Nomor 2, Mei 2006 Edisi Khusus
Publisher : Departement of Sports Education, Faculty of Sport Sciences Yogyakarta State University

A curriculum is a blue print of education output. Curriculum must bring awareness to studentsof their self reality and their surroundings. If the content of the curriculum cannot conveythose awareness, it will only make education an alienation process for students. This articletries to analyze 2002 PJKR curriculum from the view of content, its logical system, andparameter of output. This analyzes refer to Fernandez Balboa writing that analyze andcompare several trends in Physical Education curriculum worldwide. From the analyzeshows that 2002 PJKR similar with traditional curriculum which emphasize on bio scientific.Positivism paradigm in 2002 PJKR can influence sensitivity of student’s analyzing skill insocial reality and social changes. This will contribute to produce students, that in the futurewill be teachers, will merely only become distribution agent of knowledge. They cannotbecome a social transformation agent. Therefore, there is need to change 2002 PJKRcurriculum to include subject matter that can train student’s critical ability and sensitivity onsocial reality.Keyword: curriculum, critical study, social reality, teacher, transformative.

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