The Influence Of The Peer-Teaching Learning Model On Student  Responsibility Attitude In Physical Education

The research problem is the students' low attitude of responsibility. The research intends to find out how much influence the peer tutor learning model has on students' responsible attitudes in physical education. The type of research is a real experiment, the treatment variables are the peer tutor learning model (MTS) and the direct learning model (MTB). The dependent variable is the attitude of responsibility (STJ). The population in this study were all students of class VIII SMP Negeri 13 Makassar as many as 418 people, with a sample of 76 people who were divided into two groups, namely 38 people in the control group and 38 people in the experimental group. The study lasted for seven meetings in seven weeks, with details of the treatment in five meetings and before and after the treatment was given a pretest and posttest. The data were analyzed by paired t-test. The results showed that (1) there was a significant effect of MTB on students' STJ in physical education learning (p<0.05) (2) there was significant influence of MPL on students' STJ in physical education learning (p <0.05) (3) MTB is better at improving students' STJ in physical education learning than MPL (p<0.05). In conclusion, MTB is very good at improving STJ..

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Pengaruh Model Team Game Tournament (TGT) Terhadap Peningkatan Responsibility siswa dalam Pembelajaran Penjas Kelas VIII SMP Negeri 4 Kota Tasikmalaya

Jendela Olahraga ◽

10.26877/jo.v5i1.5225 ◽

2020 ◽

Vol 5 (1) ◽

pp. 30

Author(s):

Resty Agustryani ◽

Melya Nur Herliana ◽

Novi Soraya

Keyword(s):

Physical Education ◽

Junior High School ◽

Control Group ◽

Student Responsibility ◽

Before And After ◽

Class Viii ◽

Team Game ◽

Effect Of Treatment ◽

Responsibility Model ◽

Experimental Group

The Effect of Team Game Tournament (TGT) Model on Increasing Student Responsibility in Physical Education Class VIII Junior High School Public 4 of Tasikmalaya CityThis study aimed to determine the effect of Team Game Tournament (TGT) Cooperative Learning on Increasing Students' Responsibility in physical education learning. The research variables were as follows: 1) TGT and conventional learning methods as the independent variables, 2) eight grade students of SMPN 4 Tsikmalaya as the attribute variable, and 3) increased responsibility as the dependent variable. The results of this study were Mann-Whitney test results obtained in the control group before being given a small ranking treatment that is 90 and a large ranking that is 102, as well as in the small ranking experimental group that is 90 and a large ranking that is 102. Whereas in the control group after being given rank treatment the small one is 90 and the big ranking is 108, and in the experimental group the small ranking is 105 and the big ranking is 120. Conclusion of this study that there is an increase in the questionnaire score of the attitude of responsibility before and after treatment is given. Test the effect of treatment on the value of post responsibility between the control group and the experimental group obtained significant results that there are differences that affect the responsibility of students of SMP N 4 Tasikmalaya City.Keywords: Responsibility, Learning Model, Team Game Tournament (TGT) Penelitian ini bertujuan untuk mengetahui: (1) Pengaruh Model Pembelajaran Kooperatif Tipe Team Game Tournament (TGT) Terhadap Peningkatan Responsibility Siswa dalam Pembelajaran Penjas. Variabel penelitian sebagai berikut: 1) variabel bebas yaitu model pembelajaran Team game tournament dan konvensional. 2) variabel atribut yaitu kelas VIII SMP Negeri 4 Kota Tasikmalaya. 3) variabel terikat: peningkatan responsibility. Hasil penelitian ini adalah Hasil uji test Mann-Whitney didapat pada kelompok control sebelum diberikan perlakuan rangking yang kecil yaitu 90 dan rangking yang besar yaitu 102, serta pada kelompok eksperimen rangking yang kecil yaitu 90 dan rangking yang besar yaitu 102. Sedangkan pada pada kelompok kontrol setelah diberikan perlakuan rangking yang kecil yaitu 90 dan rangking yang besar yaitu 108, serta pada kelompok eksperimen rangking yang kecil yaitu 105 dan rangking yang besar yaitu 120. Kesimpulan dalam peneliain ini bahwa terdapat peningkatan skor angket sikap tanggung jawab sebelum dan setelah diberikan perlakuan. Uji efek perlakuan terhadap nilai sikap tanggung jawab post antara kelompok kontrol dan kelompok eksperimen didapatkan hasil yang signifikansi yaitu terdapat perbedaan sehingga memberikan pengaruh terhadap responsibility siswa SMP N 4 Kota Tasikmalaya.Kata kunci: Responsibility, Model Pembelajaran, Team Game Tournament (TGT)

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Una unidad didáctica intermitente de acondicionamiento físico solo mejora los niveles de capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable de condición física (An intermittent physical fitness teaching unit only improves cardior

Retos ◽

10.47197/retos.v38i38.73605 ◽

2019 ◽

pp. 8-15

Author(s):

Santiago Guijarro-Romero ◽

Daniel Mayorga-Vega ◽

Carolina Casado-Robles ◽

Jesús Viciana

Keyword(s):

Physical Activity ◽

Physical Education ◽

Physical Fitness ◽

Cardiorespiratory Fitness ◽

Control Group ◽

Activity Levels ◽

Physical Activity Levels ◽

Before And After ◽

Teaching Unit ◽

Experimental Group

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

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Effects of a periodized functional strength training program (FST) on Functional Movement Screen (FMS) in physical education students

Physical Education of Students ◽

10.15561/20755279.2020.0306 ◽

2020 ◽

Vol 24 (3) ◽

pp. 162-167

Author(s):

Michał Sawczyn

Keyword(s):

Physical Education ◽

Strength Training ◽

Statistical Significance ◽

Rank Test ◽

Training Intervention ◽

Control Group ◽

Before And After ◽

Signed Rank Test ◽

The Difference ◽

Experimental Group

Background and Study Aim: To examine the effects of periodized functional strength training (FST) on FMS scores of sport university students with higher risk of injury. Material and Methods: Thirty three participants (age 21.6±1.3 years, height 177.8±6.9 m, mass 80.4±7.7 kg) with FMS total score ≤ 14 were selected from eighty two volunteered students of University of Physical Education and Sport in Gdańsk and randomly assigned to experimental group (n=16) and control group (n=17). The FMS test was conducted one week before and one week after the 12 week training intervention. The experimental group participated in FST program through 12 weeks. The control group did not engaged in any additional physical activity than planned in their course of study. The collected data were analysed using Statistica 13.3 pl (StatSoft Inc). Wilcoxon signed rank test was used to establish the statistical significance of the difference between FMS total scores within each group and Mann Whitney U test between groups before and after the 12 week training intervention. Results: 45 % of volunteers in the first FMS testing showed total scores ≤14. The experimental group that participated in FST program changed significantly FMS total scores after 12 weeks (p<0.05). There were also significant differences in FMS total score between groups after the experiment (p<0.05). Conclusions: There is a need for injury prevention programs for students of University of Physical Education and Sport in Gdańsk. It is clear from this study that FST is effective in improving FMS total score in students with cut off score ≤14.

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PENGARUH MODEL PEMBELAJARAN PARTISIPATIF MENGGUNAKAN METODE PEMECAHAN MASALAH TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN 3 BATUKLIANG

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v1i2.202 ◽

2013 ◽

Vol 1 (2) ◽

pp. 80

Author(s):

A. Kusumawati ◽

Kosim Kosim ◽

Gunawan Gunawan

Keyword(s):

Problem Solving ◽

Learning Model ◽

Control Group ◽

Cluster Sampling ◽

Control Group Design ◽

Achievement Data ◽

Post Test ◽

Class Viii ◽

Participative Learning ◽

Experimental Group

This study is an experimental study that aims to knows the influence of participative learning model used problem solving methode towards learning physics achievement of studens in SMPN 3 Batukliang. Research design using pre-test - post-test control group design. Sampling using random cluster sampling, the students of class VIII-A as the experimental group and the students of class VIII-B as a control group. The learning physics achievement data of students were analyzed using t-test formula two parties polled variance. At the significant level of 5% and dk of 53 obtained that ttest is less than ttable (1.66< 2.007). Because that ttest is less than ttable therefore H0 is accepted and Ha is rejected. Therefore, it can be concluded that the participative learning model used problem solving methode is not influential significantly towards learning physics achievement of studens in SMPN 3 Batukliang.

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The Effectiveness of applying the Jigsaw Model in Learning Indonesian Exposition Texts for Class VIII State Junior High School 4 Sendana, Majene Regency

Journal of Asian Multicultural Research for Educational Study ◽

10.47616/jamres.v2i1.145 ◽

2021 ◽

Vol 2 (1) ◽

pp. 21-28

Author(s):

Nurani Nurani ◽

Kembong Daeng ◽

Sulastriningsih Djumingin

Keyword(s):

High School ◽

Junior High School ◽

Learning Model ◽

Control Group ◽

Learning Approach ◽

Type Experiment ◽

Quasi Experimental ◽

Experimental Type ◽

Class Viii ◽

Experimental Group

This study aims to describe the effectiveness of the application of the jigsaw model in learning to write Indonesian exposition texts for class VIII SMP Negeri 4 Sendana in Majene. The type of research used is a quasi-experimental type experiment with two groups, namely the control group and the experimental group who were given a pretest and posttest. These two groups aim to prove whether the jigsaw learning model is effectively used or not in class VIII of SMP Negeri 4 Sendana. The results of the study suggest that Jigsaw Model is less successful, as shown by the 17 pupils who can only answer the questions that have been presented. As demonstrated by 51 students who were able to answer questions, the outcomes of studying exposition texts using the jigsaw learning approach in class VIII were successful.

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PENGARUH MODEL PEMBELAJARAN COOPERATIVE SCRIPT DALAM MENINGKATKAN HASIL BELAJAR SISWA

Widya Accarya ◽

10.46650/wa.11.1.828.17-23 ◽

2020 ◽

Vol 11 (1) ◽

pp. 17-23

Author(s):

Lindawati ◽

Mokhammad Wahyudin

Keyword(s):

Data Analysis ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Control Group ◽

Model Learning ◽

Class Viii ◽

Improving Student Learning ◽

Experimental Group

Abstrak Tujuan dari penelitian ini untuk mengetahui pengaruh model Cooperative script dalam meningkatkan hasil belajar siswa pada mata pelajaran ilmu pengetahuan sosial (IPS) kelas VIII MTs Ash-shiddiqiyyah Cempaka. Pendekatan penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan jenis penelitian eksperimen, populasi penelitian yaitu seluruh siswa MTs Ash-shiddiqiyyah Cempaka yang berjumlah 80 orang dengan sampel 30 orang siswa yaitu 15 siswa kelompok kontrol yang diterapkan pada kelas VIII dan 15 siswa di kelompok eksperimen yang diterapkan pada kelas VII. Pengumpulan data menggunakan observasi, tes, dan dokumentasi. Analisis data menggunakan analisis deskriptif dan analisis statistik inferensial. Hasil penelitian terdapat pengaruh dari model pembelajaran tipe cooperative script dalam meningkatkan hasil belajar siswa kelas .MTs Ash-shiddiqiyyah Cempaka Kecamatan Plumbon kelompok kontrol mencapai kategori rendah dan hasil belajar siswa kelompok eksperimen mencapai nilai rata-rata kategori tinggi. Berdasarkan hasil analisis data menunjukkan terdapat perbedaan yang signifikan antara kelompok kontrol dengan kelompok eksperimen, sehingga dapat disimpulkan bahwa pembelajaran cooperative script memiliki pengaruh terhadap hasil belajar siswa. Kata kunci: Cooperative Script, Model Pembelajaran, Hasil Belajar Abstract The purpose of this study was to determine the effect of the Cooperative script model in improving student learning outcomes in social science (IPS) class VIII MTs Ash-shiddiqiyyah Cempaka. This research approach uses a descriptive quantitative approach with the type of experimental research, the study population is all students of MTs Ash-shiddiqiyyah Cempaka, amounting to 80 people with a sample of 30 students namely 15 control group students applied to class VIII and 15 students in the experimental group applied to class VII. Data collection uses observation, tests, and documentation. Data analysis uses descriptive analysis and inferential statistical analysis. The results of the study there is an influence of the cooperative script type learning model in improving student learning outcomes class. MTs Ash-shiddiqiyyah Cempaka Subdistrict Plumbon control group reached the low category and the learning outcomes of the experimental group students reached the average value of the high category. Based on the results of data analysis, there are significant differences between the control group and the experimental group, so it can be concluded that cooperative script learning has an influence on student learning outcomes. Keywords: Cooperative Script, Learning Model, Learning Outcomes

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Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors

Physical Culture and Sport Studies and Research ◽

10.2478/pcssr-2021-0008 ◽

2021 ◽

Vol 90 (1) ◽

pp. 1-9

Author(s):

Gianpiero Greco

Keyword(s):

Physical Education ◽

Self Efficacy ◽

Physical Education Teachers ◽

Control Group ◽

Educational Strategies ◽

Social Emotional ◽

Team Games ◽

Before And After ◽

Bullying Behaviors ◽

Experimental Group

Abstract Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.

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Evaluation of nursing students’ learning using realistic scenarios with and without debriefing

Revista Latino-Americana de Enfermagem ◽

10.1590/1518-8345.2936.3187 ◽

2019 ◽

Vol 27 ◽

Author(s):

Rita de Cassia Silva Vieira Janicas ◽

Nádia Zanon Narchi

Keyword(s):

Nursing Students ◽

Performance Test ◽

Clinical Performance ◽

Randomized Study ◽

Control Group ◽

Baseline Measurement ◽

Post Intervention ◽

Before And After ◽

Teaching Learning ◽

Experimental Group

Objective: to compare the clinical performance of nursing students in learning scenarios with and without debriefing in a simulation center. Method: a longitudinal, prospective, interventional, crossover randomized study, with a quantitative approach and before-and-after type, with a population composed of 120 nursing students distributed randomly between experimental and control group. The study phases included theoretical and demonstrative practice on child immunization; first Clinical Performance Test, which served as baseline measurement; randomization; scenarios with debriefing for the experimental group and without debriefing for the control group, according to clinical performance/intervention examination; exchange of groups or crossover; third Clinical Performance Test. Results: debriefing was proven to be effective in improving the performance of the students in the clinical exams, because improvement in the performance of the experimental group both in relation to the baseline measurement examination and in comparison with the control group in the post-intervention performance examination and in the third examination, after crossover (p<0.001). Conclusion: the use of scenarios with debriefing constitutes a strategy facilitating the teaching-learning process in the undergraduate nursing course.

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Efektivitas Penggunaan Model Quantum Teaching dalam Meningkatkan Hasil Belajar IPA

Journal of Education Technology ◽

10.23887/jet.v4i2.24369 ◽

2020 ◽

Vol 4 (2) ◽

pp. 96

Author(s):

Alice Yeni Verawati Wote ◽

Mardince Sasingan ◽

Okvin Elserlis Kitong

Keyword(s):

Hypothesis Test ◽

Fourth Grade ◽

Learning Model ◽

Average Score ◽

Control Group ◽

Design Data ◽

Significant Difference ◽

Post Test ◽

Teaching Learning ◽

Experimental Group

The aim of this research was to determine the significant difference in the application of quantum teaching learning model in natural science subject. This research was conducted on fourth grade students of SD INPRES Kupa-Kupa with the population of 20 students. The sample of this research divided into control group consisted of 10 students and the experimental group consisted of 10 students. This research used a post-test only design. Data analysis used normality, homogeneity and hypothesis test. The result showed that the average score obtained by post test of experimental group, it was 87 higher than control group, it was 52. The t-count = 14.42 > t-table = 2.228, it could be concluded that H0 was rejected and 𝐻𝑎 was accepted or the application of a quantum teaching learning model could improve the learning outcomes on fourth grade elementary students

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Changes in Psychosocial Adjustment of Adolescent Girls in the Lessons of Physical Education

Medicina ◽

10.3390/medicina48090069 ◽

2012 ◽

Vol 48 (9) ◽

pp. 69 ◽

Cited By ~ 1

Author(s):

Šarūnas Klizas ◽

Romualdas Malinauskas ◽

Diana Karanauskienė ◽

Žibuoklė Senikienė ◽

Irina Klizienė

Keyword(s):

Physical Education ◽

Adolescent Girls ◽

Psychosocial Adjustment ◽

Satisfaction With Life ◽

Communication Disorders ◽

Control Group ◽

Education Material ◽

Before And After ◽

High Life Satisfaction ◽

Experimental Group

Objective. The aim of the present study was to establish the changes in psychosocial adjustment of adolescent girls in the modified lessons of physical education. Material and Methods. An experimental design was used in the study. The experimental group included 14- to 15-year-old adolescent girls (n=128), and the control group comprised adolescent girls of the same school and the same age (n=137). The girls of the experimental group participated in modified physical education lessons. Once a month, they had a theory class where they received knowledge on communication disorders among adolescents and ways of preventing them by means of physical activities. In practical classes, the girls of the experimental group had sports games (basketball, volleyball, and football), enhancing physical abilities, and Pilates exercises. For the estimation of the level of adolescents’ psychosocial adjustment and its components (self-esteem and domination), an adapted questionnaire developed by Rogers and Dymond was applied. An adapted questionnaire developed by Huebner was administered to measure students’ satisfaction with life. Results. The analysis of the data demonstrated that when comparing the psychosocial adjustment of the adolescent girls in the experimental group before and after the experiment, a significant differences in the score of the psychosocial adjustment scale was established (53.81±8.34 vs. 59.41±7.66, P<0.05). After the experiment, high life satisfaction was reported by 42.19% of the girls (P<0.05). Conclusions. After the educational experiment, the index of the psychosocial adjustment scale in the experimental group improved statistically significantly.

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