This study aims to assess teachers' competence in learning process. Research used is quantitative approach designed descriptively. The research paticipant are 76 studens determined by proportional stratified random sampling technique (class A to F). The data for teaching competency were collected using questionnaire developed by the Ministry of Education and Culture (2015), involving 28 closed-statements with Likert scale model. The questionnaire was responded on a scale of 5 to 1 (very good/very high/always up to not good/very low/never). All data is processed bydescriptive analysis using SPSS 20.00 for windows. The result is that the 9 courses which are assessed formatively by the participants indicated that the teaching competence is in the very high category (69%) so that it needs to be maintained and developed continuously.

Tujuan penelitian ini adalah untuk melakukan uji perbandingan motivasi berolahraga antara atlet atletik dan atlet tinju di Pusat Pendidikan dan Latihan Pelajar Provinsi Nusa Tengara Timur dengan melibatkan 26 orang sampel (13 atlet atletik dan 13 atlet tinju). Penelitian ini menggunakan pendekatan kuantitatif dengan desain komparatif. Data penelitian dikumpulkan menggunakan The Sport Motivational Scale (SMS) yang dikembangkan oleh Luc G. Pelletier, Michelle Fortier, Robert J. Vallerand, Nathalle M. Briere, Kim M. Tuson, dan Marc R. Blais pada tahun 1995. Hasil penelitian menunjukkan bahwa motivasi berolahraga atlet atletik dan tinju tergolong baik, masing-masing 69.2% dan 92.3%. Nilai rata-rata atlet tinju lebih tinggi daripada atlet atletik, namun nilai standar deviasi atlet atletik lebih tinggi daripada atlet tinju. Secara umum, tidak ada perbedaan yang signifikan antara rata-rata variabel motivasi berolahraga atlet atletik dan atlet tinju (0.703 > 0.05). Akan tetapi, pada sub variabel motivasi intrinsik-to experience stimulation, terdapat perbedaan yang signifikan (0.004 < 0.05) dari kedua kelompok sampel penelitian. Sport motivation of athletic and boxing athleetes AbstractThe objective of this research is to do a comparison test between athletic and boxing athletes’ sport motivation in Student Education and Training Center, East Nusa Tenggara  by involving 26 athletes as the sample  (13 athletic athletes and 13 boxing athletes).This research used quantitative approach with comparative design.  Data was collected using The Sport Motivation Scale (SMS) created by Luc G. Pelletier, Michelle Fortier, Robert J. Vallerand, Nathalle M. Brierre, Kim M. Tuson, and Marc R. Blas in 1995. The result indicates that the level of athletic and boxing athlete’s’ sport motivation was good, respectively 69.2% and 92.3%. The average value of the boxing athletes is higher than the athletic athletes while the standard deviation value of the athletic athletes is higher than the boxing athletes. Generally, there is no significant difference between sport motivation toward the two sample groups (0.703 > 0.05). However, there is a significant difference (0.004 < 0.05) in sub-variables of intrinsic motivation to experience stimulation from both research sample groups.

<p>This study aims to examine the relationship between self-esteem and learning responsibility and group learning commitment of physical education students. We used a quantitative approach, with a correlation design. During the research, there were 88 physical education students from semester VI involved. In collecting the data, we used the State Self-Esteem Scale from Heatherton and Polivy (1991), the Personal Responsibility Questionnaire from Mergler (2007), and the Organization Commitment Scale from Allen and Meyer (1990). The research data were analyzed descriptively and used Pearson correlation with the assistance of SPSS. The descriptive test revealed that self-esteem is quite good (67%), responsibility for learning is relatively good (54.6%), and students’ group learning commitment is quite good (65.9%). Whereas, the Pearson test indicated that there is a positive and significant relationship between self-esteem and learning responsibilities (0.468) and the students’ group learning commitment (0.282). This study emphasizes that lecturers and peers need to support, maintain, and develop positive self-esteem through supportive feedback to encourage students’ learning behavior, such as being responsible and committed to group learning in completing various learning tasks.</p>

Educators expect that the students perform optimally in order to support the achievement of learning objectives. However, they need to reflect the internal and external environments created to support the direction of the totality of students or vice versa. This study reports a qualitative investigation concerning to strategies that train the development of students' academic self-concepts during the learning process. There were four sixth semester students of Physical Education, Health, and Recreation program who are willing to be actively involved in sharing their learning experiences, including: 1) Lodolaleng D, 2) Lassa YY, 3) Nalle FJB, and 4) Nama LR (M = 21.5 years). Researchers used participation observation techniques, in-depth interviews, field notes, and focus group discussions when collecting data. The results proved the students’ academic self-concept is trained using six strategies, including: 1) Logical consequences, 2) Challenging responsibilities, 3) Dynamic expression media, 4) Solution-based feedback, 5) Direct evaluation of learning outcomes, objective, and transparent, and 6) Integrating thoughts and behaviors that motivate

Innovation of analytical thinking skills instrument for throwing and catching game activities for elementary school students.