scholarly journals Multicolor Flag Game (MFG) as an alternative learning for adaptive students

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Sutaryono Sutaryono ◽  
Fajar Awang Irawan ◽  
Dhias Fajar Widya Permana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Phase Ii ◽  
Student Learning Outcomes ◽  
Test Phase ◽  
Physical Education Class ◽  
Final Test ◽  
Cognitive Aspect ◽  
Deaf Student ◽  
Improve Student Learning

Physical education is the component can unify the cultures, languages, and nations. One of the current issues in the physical activity can be shown in the adaptive student. The purpose of this study was to facilitate the deaf student to get correct information and motivation to attending and joining physical activity in their class. Multicolor Flag Game (MFG) was a Research and Development model. The physical fitness elements are running back and forth, zig zag running, and running past the obstacles. Total participants in the trial and test I was 8 students, 10 students in trial and test phase II, and total 15 students used in the final test.  The results of trial and test in phase I showed two of three aspects were Very Good, but one aspect needs attention for the perfection of the results. Cognitive aspect showed 93%, affective aspect 94%, and psychomotor 83%. The result of trial and test phase II significantly different, cognitive aspect in the trial and test phase II was 96%, affective 94%, and psychomotor 87%. The percentage of final test in cognitive was 98%, affective 96%, and psychomotor 90%, and all aspects were in Very Good category. These Multicolor Flag Game makes the atmosphere being excited and help the deaf student attending and participating in physical education class without any reason. MFG can improve student learning outcomes in cognitive, affective, and psychomotor aspects. MFG also can be one of the solutions for the teacher to select the alternative game and may be used as a reference in teaching physical education. 

scholarly journals MODEL PEMBELAJARAN INSIDE OUTSIDE CIRCLE DALAM MENINGKATKAN HASIL BELAJAR SISWA SMA NEGERI 7 AMBON

2020 ◽  
Vol 6 (2) ◽  
pp. 101-108
Author(s):  
Rina Juliana Sahuleka ◽  
Ali Awan ◽  
Stevin Melay
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Good Information ◽  
Final Test ◽  
Optimal Learning ◽  
Final Grade ◽  
Biology Student ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Improve Student Learning

Background: Learning is a process of interaction between teachers and students that is shown to make changes in students' attitudes and mindsets to achieve optimal learning outcomes. The teacher designs learning biology using a contextual approach that is confusing and time-consuming. In learning biology student success is determined by the final outcome of learning. Methods: The subjects in this study were class XI Science 2 and the data obtained by observation, interviews and learning outcomes tests were analyzed descriptively using a list of initial and final test scores. Results: The cognitive aspects of the assessment there were 11 students who scored at intervals (80-100) with a percentage of 68.75% very good information and 5 students who scored at intervals (66-79) with a percentage of 31.25% good information. Evaluation of affective aspects obtained a percentage of 100%. For the Final Test, there are 12 students who score at intervals (80-100), with a percentage of 75% and very good information, and 4 students who score at intervals (66-79), with a percentage of 25% and good information. At the final grade there are 16 students who score at intervals (80-100), with a percentage of 100% and with very good information. Conclusion: The application of the Inside Outside Circle (IOC) type of cooperative learning model to the concept of the human excretion system can improve student learning outcomes by achieving KKM 70.

Abstract P269: Examining the Unique Contribution of Physical Education and Sports Team Participation to Overall Levels of Adolescent Physical Activity

Circulation ◽  
2012 ◽  
Vol 125 (suppl_10) ◽  
Author(s):  
Clare M Lenhart ◽  
Alexandra Hanlon ◽  
Youjeong Kang ◽  
Brian P Daly ◽  
Michael Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Regression Model ◽  
Depression Symptoms ◽  
Activity Levels ◽  
Physical Education Class ◽  
Sports Teams ◽  
Highly Active ◽  
Education Class ◽  
Sports Team

Background: Adolescent females are significantly less likely to meet physical activity recommendations than males; this gender disparity is also evident among adults. Physical education class and sports teams represent an important opportunity for physical activity among youth. Females, in particular, may rely on these opportunities since they are less likely to be active during unstructured time as compared to males. This study examined the relative contribution of participation in physical education class and sports teams to overall levels of physical activity for females and males, independent of known correlates of physical activity in this group of adolescents. Methods: Cross-sectional data was examined from 591 9 th −12 th grade students from Philadelphia public schools who completed the 2009 Youth Risk Behavior Assessment. The relationship between the independent variables (participation in physical education class and sports teams) and other selected correlates (race, grade level, body mass index, depression symptoms and suicidal ideation, eating habits and weight concern, drug use, television watching and computer use) and physical activity was evaluated using chi-square tests. Variables with an association of p<.3 were entered into a stepwise regression model to estimate the relative association of each variable with activity levels. A final regression model stratified by gender was generated to estimate gender differences. Results: Sixty-two percent of the sample was female, 50% were African American, 19% were overweight, and 33% reported five or more days of activity in the last week. Females were less likely to be active than males (x 2 (2, N = 591) = 33.72, p = <.01): 27.9% of females were sedentary as compared to 10.6% of males. PE class was not significantly related to overall physical activity among males, while highly active females were seven times more likely to report participating in PE class every day than sedentary females (Exp(B)=7.06; p=.001). Playing on one or more sports teams was significantly associated with low-to-moderate (Exp(B)=2.14; p=.02) and highly active females (Exp(B)=3.24; p<.01). Among males, sports team participation was only associated with high levels of activity (Exp(B)=2.79; p=.05). Conclusions: Participation in sports teams and physical education class contribute more to overall activity levels in female than male adolescents. A more rigorous assessment of this hypothesis is warranted to inform efforts to promote adolescent activity levels, particularly among females.

scholarly journals POTENTIAL FACTORS IN ENGAGING PHYSICAL ACTIVITY BEYOND PHYSICAL EDUCATION CLASS

2021 ◽  
Vol 6 (10) ◽  
Author(s):  
Marino A. Garcia ◽  
Marlon T. Bojos ◽  
Geraldine U. Sy
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary Students ◽  
Autonomy Support ◽  
Strong Support ◽  
Learning Resources ◽  
Physical Education Class ◽  
Cross Sectional Survey ◽  
Education Class ◽  
Potential Factors

The study determined the potential factors in the engagement of students’ physical activity beyond regular physical education class. Participants were 476 secondary students aged between 16 and 22 from randomly selected public and private schools of Metro Cebu, Philippines. Cross-sectional survey design was used to examine the potential factors of students in engaging physical activity such as autonomy support, behavioural regulations, and intentions outside school. The study highlighted on the presence of physical learning resources or equipment as perceived by students as strong support in the continuous engagement in physical activity. Moreover, internal regulation is more accepted reason for students in allowing themselves to participate in any physical activity. Further, the intention of the students in partaking in physical activity is a form of leisure time for them. It is concluded that students and/or individuals will participate or engage in physical activity if they perceived supported and motivated. Additionally, it is recommended to provide and/or maintain high quality P.E. learning resources and fortify the engagement of students in physical activity in school through physical education subject to ensure higher transcendence at home and in the community. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0743/a.php" alt="Hit counter" /></p>

scholarly journals The development of homogeneity psycho cognition learning strategy in physical education learning

2021 ◽  
Vol 10 (3) ◽  
pp. 1047
Author(s):  
Albertus Fenanlampir ◽  
Marleny Leasa ◽  
John Rafafy Batlolona
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
School Students ◽  
Future Studies ◽  
Improving Student Learning ◽  
Improve Student Learning

<p><span>Many future studies have been developed by scientists today in the form of methods, models, strategies, and techniques in improving student learning outcomes that are oriented to psychology and the development of students' intelligence. One of the latest innovations in learning offered in this study is the homogeneity psycho cognition (HPC) strategy. The research objective was to develop the latest learning strategies in physical education, sports, and health learning. This development research uses a 4D model consisting of four stages: define, design, develop, and disseminate to produce products in the form of an HPC learning strategy. This study involved 115 elementary school students in several sample schools in Ambon City as participants. This study found that the HPC learning strategy had been developed following the relevant development directions and procedures. The validation of the HPC strategy by experts indicates that the HPC strategy is feasible to implement with due regard to minor revisions. The results of small and medium-scale trials show that the HPC strategy can improve student learning outcomes.</span></p>

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