Hybrid Learning Space as an Alternative for Physical Education Learning Post Covid-19 Pandemic

Abstract

The Covid-19 pandemic has resulted in educational disruptions in around 80% of children worldwide and has had a devastating impact on the effectiveness of physical education (PE) learning. This research aims to design a hybrid learning space (HLS) as an alternative to PE learning post the pandemic. The participants consisted of 72 PE teachers spread across 35 Senior High Schools and covered in 12 sub-districts in Central Lombok Regency, West Nusa Tenggara. This research used a mix of methods with embedded design, which combined qualitative and quantitative methods with data collection techniques through Focus Group Discussion (FGD), interviews, and teacher's assessment questionnaires. Qualitative data analysis uses inductive content analysis, which includes data collection, data coding, theme mapping, finding reporting, and interpretation of the meaning of the findings. Meanwhile, quantitative data analysis uses statistic descriptive which aims to get an overview of the assessment results from teacher. The results of qualitative data analysis showed that the design of HLS had conformity with the conditions, needs, and characteristics of high school students, and can be implemented directly in PE learning. Meanwhile, the results of quantitative analysis showed a high percentage of assessment from teachers about the efficiency of the design of HLS, although there were still various internal and external factors that hinder the PE learning.

Blended learning versus online education: impact to elementary students’ engagement in physical activity and Body Mass Index

“…The primary objective of blended education is to facilitate the development of students into individuals who possess the ability to engage in continuous learning and enhance their competencies and passions [19][20][21]. Multiple investigations have indicated that fulltime online learners exhibit considerably lower rates of school and extracurricular club participation compared to blended learners [22][23][24]. The potential consequences of this phenomenon on the future social behaviors of pupils are likely to be detrimental.…”

“…To optimize students' longterm productivity and efficiency, this educational approach prioritizes the provision of opportunities for selfdirected and sustainable learning [19][20][21]. Recent study findings have revealed that students who only participated in online education exhibited notably diminished levels of engagement in extracurricular pursuits and school when compared to their peers who were enrolled in a blended learning approach [22][23][24]. The potential social skills of the child would be negatively impacted as a result.…”