Kompetensi guru pendidikan jasmani olahraga dan kesehatan ditinjau dari usia dan jenis sekolah

Winarni, Sri; Lismadiana, Lismadiana

doi:10.21831/jpji.v16i1.29639

Cited by 8 publications

(9 citation statements)

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“…However, blended learning approach and balanced with proficiency in the use of technology, teachers get an improvement in the quality of learning with a variety of information through various social media platforms (Winarni & Lismadiana, 2020;Sujarwo & Rachman, 2020). The use of technology in the modern era in physical education learning and combined with blended learning models, can increase students' understanding cognitively and psychomotorly (Sabillah & Nasrulloh, 2022).…”

Section: Resultsmentioning

confidence: 99%

Implementation of physical education with blended learning based on teacher readiness in Indonesia: systematic review

2022

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This conceptual article is an overview of the implementation of the blended learning model for physical education learning in the modern era, especially in Indonesia. The data obtained in this conceptual article is secondary data using the google schoolar database using a systematic review approach with PRISMA (Preferred Reporting Items for literature reviews) analysis. Based on the results of the conclusions related to the systematic review that has been carried out, it can be concluded that the synergy between teacher readiness in mastering technology, the role of government through constructive programs, and high student literacy awareness. The combination of fulfilling these roles creates a good combination in the application of blended learning to physical education learning in this modern era.

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Section: Resultsmentioning

confidence: 99%

Implementation of physical education with blended learning based on teacher readiness in Indonesia: systematic review

2022

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“…Analysis of length of service states that there is a significant influence between size of service and level of competency, so it can be concluded that the higher the length of service, the lower the level of teacher competency (Prasetyo et al, 2020). The teacher's experience will significantly influence their ability to carry out their duties and increase teacher competence (Winarni & Lismadiana, 2020). For teachers who have only a few years of teaching experience or no experience at all, it will be different from teachers who have had many years of teaching experience.…”

Section: Differences In the Implementation Of Pe Learning Planning Co...mentioning

confidence: 99%

Differences in the implementation of physical education (pe) planning containing 21st-century skills based on period of work and gender

Komari,

Yuliarto,

Solikhin

et al. 2024

Retos

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This research aims to determine the implementation of PE planning incorporating 21st-century skills based on the length of service and gender of junior high school teachers in Yogyakarta. This research was conducted using a 2 x 2 factorial design with length of service and gender as factor variables, while the implementation of PE planning contains 21st-century skills as the dependent variable. The sample in this study was 68 junior high school PE teachers with a working period of 1 - 17 years and 18 - 32 years with male and female gender. The sampling technique uses probability sampling technique. Data were collected through questionnaires distributed to PE teachers. Data were analyzed using descriptive statistics and inferential. This research concludes that the first hypothesis shows no difference in the implementation of PE planning containing 21st-century skills when viewed from the work period. The mean difference in the performance of PE planning having 21st-century skills based on years of service is minimal, and it can be said that the implementation of PE planning containing 21st-century skills among teachers between working periods 1-17 and 18-32 tends to be the same. The second hypothesis shows no difference in the implementation of PE planning containing 21st-century skills regarding gender. The mean difference in the performance of PE planning having 21st-century skills based on gender is minimal. It can be said that the implementation of PE planning containing 21st-century skills for male and female teachers tends to be the same. The third hypothesis shows an interaction between length of service and gender in determining the implementation of PE planning containing 21st-century skills. This means that length of service and gender together influence the achievement of implementing PE planning and having 21st-century skills among junior high school teachers. This research recommends that each school's PE planning formulation team be assigned to competent teachers with sufficient teaching experience and consider gender in certain conditions and situations in each school. Keywords: Planning, Physical Education, 21st Century Skills, Work Period, Gender

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“…Then, several researchers such as Rahman [29] and Kumala [30]8 show that there are differences in teacher competence in public schools and private schools. Nevertheless, there are other researchers such as Sopiana, 2016; Winarni & Lismadiana [31], and Damayanti [32] which show that there are differences in teacher competence in public and private schools.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Description of Elementary School Teacher Competencies in Southwest Sumba Regency

Daga¹,

Wahyudin²,

Susilana³

2023

Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 20

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Implementation of the independent curriculum requires the quality of teacher competence and performance. This research describes the competence of primary school teachers (PST) in the Southwest Sumba Regency. This type of research is comparative quantitative. There were 80 teachers who filled out the questionnaire taken from 25 randomly selected elementary schools. Data analysis includes descriptive analysis, and correlation analysis to test the hypothesis. This research found (1) there were significant differences in the competence of teachers in cities, districts, and villages, (2) there were no significant differences in the competence of public and private teachers, (3) there were no significant differences between teachers in public and private schools. This research proves that teacher competence is significantly correlated with the teacher's place of work, but not significantly correlated with teacher status and school status. This research recommends that teachers in districts, cities, and villages improve their competencies which have an impact on the quality of basic education today.

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Kompetensi guru pendidikan jasmani olahraga dan kesehatan ditinjau dari usia dan jenis sekolah

Cited by 8 publications

References 0 publications

Implementation of physical education with blended learning based on teacher readiness in Indonesia: systematic review

Implementation of physical education with blended learning based on teacher readiness in Indonesia: systematic review

Differences in the implementation of physical education (pe) planning containing 21st-century skills based on period of work and gender

A Comparative Description of Elementary School Teacher Competencies in Southwest Sumba Regency

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