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- СтавкаAchievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia(Federacion Espanola de Docentes de Educacion Fisica, 2024) Martono; Sundawan Suherman, Wawan; Nugroho, Sigit; Setyawan, Hendra; Sulistiyono; Pambudi, Duwi Kurnianto; Puri, Lintang Waskita; Septiantoko, Riko; Hermawan, Yudan; García-Jiménez, José Vicente; Pavlovic, Ratko; Eken, Özgür; Widya Pranoto, Nuridin; Darmawan, Arief; Purnomo Shidiq, Abdul Aziz; Rahmatullah, Muhammad ImamThis research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 < 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 < 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 < 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender.
- СтавкаAnalysis of Multiple Intelligence of Elementary Students in Physical Education Lessons in Yogyakarta Indonesia(Federacion Espanola de Docentes de Educacion Fisica, 2024) Gani, Ismail; Tomoliyus; Hariono, Awan; Pavlovic, Ratko; Darmawan, Arief; Purnomo Shidiq, Abdul Aziz; Rahmatullah, Muhammad ImamThe application of learning based on multiple intelligences has implications for collective awareness about diversity, uniqueness and equitable education. The objective of this study is to describe the level of multiple intelligences of students learning physical education in elementary schools, as well as to identify differences in the levels of each type of multiple intelligences based on the gender of the students.This study is a descriptive and comparative quantitative study. Purposive sampling was used to collect the samples. The 124 respondents included 57 male and 67 female students from Yogyakarta’s Syuhada Mosque Elementary School. The instrument employs a questionnaire comprised of 21 statements derived from the substance of multiple intelligences. The instrument employs a Likert scale of 1 to 4. The instrument was developed using theory, with expert consultation, and its validity and reliability were tested. Descriptive statistical data analysis used frequency distribution to describe the state of multiple intelligences, and non-parametric Mann-Whitney Test analysis used to determine differences in multiple intelligences based on gender. Based on the frequency distribution analysis, it was determined that the highest frequency of intelligence corresponds to the following criteria: the "low" category is in logical-mathematical (22.58%), the "moderate" category is in visual spatial (40.32%), the "high" criterion is in intrapersonal (58.06%), and the "very high" category is in bodily-kinesthetic (54.03%). According to the Mann-Whitney Test analysis, The value of Sig > 0.05 indicates that the hypothesis that elementary school male and female students learn physical education differently in terms of their multiple intelligences (musical, verbal linguistic, intrapersonal, visual spatial, interpersonal, bodily-kinesthetic, logical-mathematical) is rejected. Meanwhile, the hypothesis that male and female students have different levels of naturalist intelligence when learning physical education in primary schools is accepted because the Sig < 0.05. Elementary school students' levels of each type of multiple intelligence in physical education are quite variable. The Mann-Whitney Test analysis revealed that there was no significant difference in the level of multiple intelligences (musical, verbal-linguistic, intrapersonal, visual-spatial, interpersonal, bodily-kinesthetic, logical-mathematical) based on the gender of the students, but there were significant differences in the level of naturalist intelligence in learning physical education for elementary schools based on the gender of the students.
- СтавкаFitness Levels of Elementary School Students Based on Gender and Race in Indonesia: Are There Differences?(Federacion Espanola de Docentes de Educacion Fisica, 2024) Widiyanto; Setyawan, Hendra; Suharjana; Purwanto, Sugeng; Indra, Eka Novita; Sujarwo; Prayudho, Sandi; García-Jiménez, José Vicente; Pavlovic, Ratko; Eken, Özgür; Purwanto, Sulis; Darmawan, Arief; Aziz, Abdul; Shidiq, Purnomo; Rahmatullah, Muhammad Imam; Nyoman Wali, CarlesThis research aimed to determine differences in physical fitness levels based on Race and Gender in Indonesia. It used a comparative quantitative approach. The samples in this research were elementary school students in three provinces: Sumsel, DIY, and NTT. They were selected using cluster random sampling and yielded 254 people. Then, the samples were clustered to equalize num-bers based on students’ gender and regional race (South Sumatra, DIY, & NTT). After this process, the remaining 132 people were taken. Students’ physical fitness data were collected using the Indonesian Physical Fitness Test (TKJI). The data were then analyzed using the parametric Two-Way ANOVA statistics. The results of the Two-Way ANOVA test showed that the race factor variable had a value of Sig. 0.00 < 0.05. This value indicates a significant difference in the TKJI test scores between races in the three provinces: South Sumatra, DIY, and NTT. In the gender factor variable, the Sig. 0.001 < 0.05, meaning a significant difference was also found in the TKJI test scores between male and female students. Furthermore, for the combined race and gender factor variables, the Sig 0.485 > 0.05. Since the Sig value was greater, there is no influence or interaction between the race and gender factors in the three provinces in determining the results of the students' TKJI scores. Differences in physical fitness in terms of race can be caused by differences in physical activity, socioeconomic status, and social factors, such as racial discrimination and interpersonal racial discrimination. These differences can manifest as emotional stress due to increased psychological stress and increased risk of unhealthy behavior, including activities. In addition, the difference in physical fitness was also found between genders. The results show that men have a better level of physical fitness than women. One of the reasons is possibly due to increased fat mass associated with growth and puberty in girls. In addition, boys are often more active than girls.
- СтавкаManagement for Strengthening Literacy Learning Culture Physical Education In Secondary Schools in Indonesia(2024) Mardiyah, Siti Umi Khayatun; Setyawan, Hendra; Pavlovic, Ratko; Darmawan, Arief; Susanto, Nugroho; Kozina, ZhannetaThis research explores the management of strengthening literacy culture in Physical Education (PE) 2013 Curriculum learning at Indonesia’s junior high school level, combines concurrent embedded model research, with quantitative methods as primary methods and qualitative methods as secondary methods. The quantitative research sample was 105 junior high school PE teacher respondents in eight provinces who represented descriptions of strengthening the literacy culture of PE learning in their respective schools. The qualitative sample consisted of 6 participants consisting of 2 principals, 3 curriculum representatives, and 1 senior middle school PE teacher. Quantitative data was taken using a 1-4 Likert scale questionnaire, while qualitative data was taken using semi-structured interviews. Quantitative data analysis uses descriptive statistics with the help of SPSS, while qualitative data analysis uses data reduction, data presentation, and conclusion. The quantitative research results show that planning to strengthen literacy culture in learning is included in the good category, with a score of 88.73%. This is supported by qualitative data, which states that the planning to strengthen the PE learning literacy culture has gone well. The implementation of strengthening literacy culture in learning is also in the good category, with a score of 87.08%. This is supported by qualitative data, which states that the implementation of strengthening PE learning literacy culture has been carried out and is going quite well. The assessment of strengthening literacy culture in learning is in a good category, with a score of 84.76%. This is supported by qualitative data, which states that the assessment of strengthening literacy culture in PE learning in the 2013 curriculum has gone well. Supporting factors for the implementation of strengthening literacy culture in PE learning in the 2013 curriculum from the aspects of planning, implementation, and assessment, namely: Availability of supporting facilities and infrastructure, a conducive learning atmosphere, the concept of implementing the 2013 curriculum, local government regulations that encourage school literacy movements, consistency of the head schools, the enthusiasm and skills of teaching staff, student motivation for literacy, as well as the implementation of comprehensive tests to measure student learning outcomes.
- СтавкаThe Differences Result In Serve Skill of Junior Tennis Players Assessed Based On Gender and Age(Federacion Espanola de Docentes de Educacion Fisica, 2024) Widiyanto; Setyawan, Hendra; Suharjana; Purwanto, Sugeng; Indra, Eka Novita; Prayudho, Sandi; García-Jiménez, José Vicente; Pavlovic, Ratko; Nowak, Agnieszka Magdalena; Susanto, Nugroho; Darmawan, Arief; Purnomo Shidiq, Abdul Aziz; AndriansyahThis research aims to determine the differences in serve performance of junior tennis players based on age and gender. The sample comprised 60 males and females aged 10, 12, and 14 years. The data collection instrument used was Hewitt's tennis achievement test. The research results show that the age factor variable for junior tennis athletes has a Sig. Value of 0.00 < 0.05 means there is a significant difference in junior tennis serve results. In the gender factor variable, the Sig. Value is 0.007 < 0.05, which means there is a significant difference in the results of tennis serves furthermore, the Sig. Value of the age and gender is 0.977 > 0.05, which means there is no influence or interaction between age and gender in determining the results of tennis serve shot scores. In conclusion, the serve has an important role in tennis. This serve can be improved and trained throughout a player's career, from beginner to profes-sional. The differences are visible between males and females from an early age. Based on the general result, males can serve 8-10% better than females because of physical strength, movement skills, and anthropometry. Male players have a faster serve speed and generate more serve points than females. It is caused by anthropometric factors: height and weight correlate with service speed in age and gender groups. Height is associated with a higher serve impact point to increase success in serving.
- СтавкаThe Effect Of Implementing Physical Education Class Management Archery Material To Improve Concentration Elementary School Students(Federacion Espanola de Docentes de Educacion Fisica, 2024) Setyawan, Hendra; Suyanto; Ngatman; Purwanto, Sugeng; Suyato; Darmawan, Arief; Purnomo Shidiq, Abdul Aziz; Eken, Özgür; Pavlovic, Ratko; Latino, Francesca; Tafuri, Francesco; Wijanarko, Tiok; HB, Gusliana; Ermawati. SConcentration is needed for students at the stage of physical and psychological growth and development to support success-ful learning achievement. This research was quantitative research. The research design employed a pre-experimental one-group pretest-post-test design. The research sample was 14 students taken using a purposive sampling method. The concentration data collection technique used a GTC test before and after intervension. The data analysis techniques used were paired sample t-test and n-gain score. The results of the descriptive statistical test show a pretest score of 51.79 and post-test 63.00, meaning there is no increase in the average descriptive score. The results of the paired sample t-test show a significance value of 0.067 > 0.05, meaning there is no significant difference between the pre-test and post-test. The effectiveness test results on applying PE archery material obtain an average value of 0.23, included in the low effectiveness category. The conclusion is that the implementation of descriptive archery material PE class management is able to increase elementary school students' concentration, but there is no significant increase. The implementation of PE material on archery with more specific movement activities will encourage training to focus the mind and eyesight. The research results also provide findings that archery can also be used as a means of PE and physical fitness and as a health therapy to focus the eye's gaze in paying attention to an object to increase concentration power in learning various important things.
- СтавкаThe Importance of Archery Education Management in Physical Education Classes and Curriculum Programs for Students to Gain Skills in Many Areas(Federacion Espanola de Docentes de Educacion Fisica, 2024) Setyawan, Hendra; Suyanto; Sumaryanto; Suharjana; García-Jiménez, José Vicente; Pavlovic, Ratko; Nowak, Agnieszka Magdalena; Susanto, Nugroho; Darmawan, Arief; Gusliana HB; Purnomo Shidiq, Abdul Aziz; Hardianto; Rahmawati Suwanto, FeviThe research analyzes the urgency of implementing archery sports management as the development of 21st-century skill values in schools. This research is mixed method research. Samples were taken by purposive sampling. Quan-titative data were taken from 53 PE teachers. Meanwhile, qualitative data were obtained from 30 people, comprised of 15 PE teachers, five archery athletes, five students, and five archery coaches/trainers. Quantitative data were analyzed using descriptive statistics, and qualitative analysis used data reduction, presentation, and conclusion. Quantitative research re-sults showed that archery sports management needs to be implemented. This result was supported by qualitative data, which also showed that PE learning in schools with archery material is needed because it can develop cognitive, affective, psychomotor, and other positive values. This study concludes that it is important and necessary to implement archery sports management in PE to develop 21st-century skill values for students. The results recommend that PE teachers im-prove their competence in archery.
- СтавкаThe integration of social values in physical education and sport to develop teenage students’ character: a systematic review(Federacion Espanola de Docentes de Educacion Fisica, 2024) Suyato, S. Hendra; Setyawan, Hendra; Sukarti, Sri Endang Edi; Purnomo Shidiq, Abdul Aziz; Darmawan, Arief; Zulbahri, Gusliana HB; Eken, Özgür; Pavlović, Ratko; Latino, Francesca; Tafuri, FrancescoThe objective of this study is to examine how social values can be included in Physical Education (PE) and Sports to shape teenage students’ character. The study was conducted by systematically reviewing existing literature on this topic. The data was collected using the Scite software, specifically focusing on the reputable journals indexed in the Scopus and DOAJ databases. The search was limited to articles published between 2019 and 2024. The specified keywords were "Integration AND Social Values AND Physical Education AND Sports". In addition, the PRISMA technique was used as the main reference. According to the result, a total of 122 articles were discovered from these two databases. The study's findings highlighted the significance of incorporating social values into PE in order to develop teenage students’ character. It found the arena of physical exercise as the potential place to enhance student concentration, motivation, mental health, and academic accomplishment. Thus, revisiting the curriculum to align with students' interests and skills, enhance teachers' competency, upgrade facilities, and implement a forward-thinking and consistent sports strategy is crucial. PE and sports enable pupils to internalize social ideals, including respect, equality, cooperation, discipline, and responsibility. Family participation might additionally enhance and promote the assimilation of favourable values. This research also found that Teaching Personal and Social Responsibility (TPSR) and Active Values program are essential for integrating the values of responsibility and independence.