Nonlinear learning pedagogy: Does it have an impact on physical education in elementary schools?

Abstract

Abstract. Nonlinear pedagogy has the potential to be an effective strategy for teaching and studying physical education in elementary school a way that allows students to develop their skills. This study aims to determine whether there is an effect of physical education teacher readiness in implementing nonlinear pedagogy learning in Indonesia, Malaysia, and the Philippines. This Study used an experimental method with one group pre-test-post-test design. The research participants were physical education teachers in elementary schools in Indonesia, Malaysia, and the Philippines (n = 90). 40 question online survey with a validity level of 0.74 and a reliability level of 0.80 is used to assess teacher preparedness for implementing nonlinear learning. With the aid of a literature review, secondary data was gathered. The paired sample t-test results revealed that 0.05 > 0.000, indicating that the data variance was the same. The significance result indicates that 0.000 < 0.05 (confidence interval = 99%) when looking at the assumed equal variances, which means that H0 is rejected. According to the data, there are 25 teachers or 27,8% who are ready to carry out nonlinear pedagogy learning, 42 teachers or 46,7% are not ready, and 23 teachers or 25,5% are unprepared. Nonlinear pedagogy learning has an effect on PE teachers' readiness in the three countries. The intended effect is to demonstrate that PE teachers are not ready to use nonlinear pedagogy in their lessons. The recommendation from the finding is that teachers need training in nonlinear pedagogy and adequate support to succeed in nonlinear pedagogy learning. Key words: Elementary school, Nonlinear pedagogy, Physical education.

Integration of multiple intelligence in the learning process of physical education in elementary school based on teacher gender

“…The teaching of physical education has shifted into sports education, which means that physical activity, which should create a learning environment in physical activity situations, has shifted into learning in sports situations in the form of exercises to master the movement skills of specific sports (Widodo, 2018). The teacher places a lot of emphasis on learning that focuses on structured technical skills, not paying attention to the environment and students' desires (Kaloka, Nopembri, & Yudanto, 2023). Such conditions are similar to the finding that evaluation of Physical Education subjects tends to produce practices that prioritize physical appearance and/or attitude aspects (López Ávila, Arcila-Rodríguez, & Betancur Agudelo, 2021).…”

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