Evaluasi Implementasi Sport Education Model (SEM) Dalam Pendidikan Jasmani Di Sekolah Dasar
DOI:
https://doi.org/10.26877/jo.v11i1.202Keywords:
Evaluasi, Sport Education Model, Pendidikan Jasmani, Sekolah DasarAbstract
Penelitian dilakukan untuk menganalisis guru Pendidikan Jasmani dalam menerapkan Sport Education Model (SEM) di sekolah dasar di Kota Semarang. Fokusnya adalah mengidentifikasi sejauh mana guru menerapkan SEM secara konsisten sesuai prinsip dasar model, serta faktor-faktor pendukung maupun penghambat dalam implementasikan SEM. Metode penelitian yang digunakan adalah survei daring kepada guru Pendidikan Jasmani yang telah mengikuti Program Pengembangan Keprofesian Guru (PKG) Pendidikan Jasmani. Guru Pendidikan Jasmani yang di survei untuk diteliti yaitu guru Pendidikan Jasmani Sekolah Dasar yang sudah memiliki sertifikat pendidik di Kota Semarang sejumlah 79 Guru Pendidikan Jasmani SD. Instrumen penelitian berupa kuesioner disusun berdasarkan fitur utama SEM, meliputi perencanaan pra-musim, pembentukan tim tetap, peran siswa, sistem kompetisi, pencatatan hasil, dan perayaan akhir musim. Pengambilan data melalui google form, dianalisis secara deskriptif. Hasil penelitian menunjukan bahwa penerapan model SEM di sekolah: a) 68.8% kurang dari 7 pertemuan, b) 27.7% 7 s/d 10 pertemuan, c) 6.4% 11 s/d 14 pertemuan, d) 2.1% lebih dari 14 pertemuan. Kesimpulan bahwa penerapan model SEM sudah semua guru SD menerapkan, hanya saja tingkat pertemuannya masih kurang dari 7 pertemuan menunjukan hasil yang tinggi yaitu 68.8%. Penerapan SEM di pembelajaran PJOK tidak hanya fokus pada pengembangan fisik, tetapi juga untuk pembentukan karakter, keterampilan sosial, dan tanggung jawab siswa melalui pengalaman belajar.
References
Bechtel PA and O’Sullivan M (2007). Enhancers and inhibitors of teacher change among secondary physical educators. Journal of Teaching in Physical Education 26(3): 221–235. https://doi.org/10.1123/jtpe.26.3.221
Brown, T., & Penney, D. (2013). Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education. European Physical Education Review, 19(1), 39-61. https://doi.org/10.1177/1356336X12465508
Casey A (2014). Models-based practice: Great white hope or white elephant. Physical Education and Sport Pedagogy 19(1): 18–34. https://doi.org/10.1080/17408989.2012.726977
Casey A and Goodyear VA (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest (Grand Rapids, Mich ) 67(1): 56–72.2. https://doi.org/10.1080/00336297.2014.984733
Casey A and MacPhail A (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy 23(3): 294–310. https://doi.org/10.1080/17408989.2018.1429588
Casey, A., & Kirk, D. (2020). Models-based Practice in Physical Education (1st ed.). Routledge
Collier CS, Oslin J, Rodríguez D, et al. (2010). Sport and games education: Models of practice. In Butler J and Griffin L (eds) More Teaching Games for Understanding. Champaign, IL: Human Kinetics, 49–65.
Dyson, B. (2014). Quality Physical Education: A Commentary on Effective Physical Education Teaching. Research Quarterly for Exercise and Sport, 85(2), 144–152. https://doi.org/10.1080/02701367.2014.904155
Fernandez-Rio, J., & Casey, A. (2020). Sport education as a cooperative learning endeavour. Physical Education and Sport Pedagogy, 26(4), 375–387. https://doi.org/10.1080/17408989.2020.1810220
Gutiérrez D, Segovia Y, García-López LM, et al. (2020). Evaluation of a program to expand use of sport edu cation model: Teachers’ perception and experience. Journal of Human Sport and Exercise 15(2proc): S345–S358. https://doi.org/10.14198/jhse.2020.15.Proc2.26
Harvey S and Jarrett K (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy. 19(3): 278–300. https://doi.org/10.1080/17408989.2012.754005
Hastie PA and Wallhead T (2016). Models-based practice in physical education: The case for sport education. Journal of Teaching in Physical Education. 35(4): 390–399. https://doi.org/10.1123/jtpe.2016-0092
Johnson, T. G., & Turner, L. (2016). The Physical Activity Movement and the Definition of Physical Education. Journal of Physical Education, Recreation & Dance, 87(4), 8–10. https://doi.org/10.1080/07303084.2016.1142192
Kirk D (2011). The normalization of innovation models-based practice and sustained curriculum renewal. In: Association Internationale des Ecoles Superieures d’Education Physique (International Association for Physical Education in Higher Education) Conference. University of Limerick, Ireland, 25–28 July 2018.
Kirk D (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory. 45(9): 973–986. https://doi.org/10.1080/00131857.2013.785352
Kloeppel T, Kulinna PH, Stylianou M, et al. (2013). Teacher fidelity to one physical education curricular model. Journal of Teaching in Physical Education 32(2): 186–204. https://doi.org/10.1123/jtpe.32.2.186
Ko B, Wallhead T and Ward P (2006). Professional development workshops: What do teachers learn and use. Journal of Teaching in Physical Education 25(4): 397–412. https://doi.org/10.1123/jtpe.25.4.397
Méndez-Giménez A andMartínez de Ojeda D (2016). El efecto de la tutorización en el proceso de la formación permanente del profesorado: Estudio de caso longitudinal en educación deportiva (tutoring effect in teacher continuous learning process: A longitudinal case study in sports education). Ágora para la Educación Física y el Deporte 18(2): 133–150.
Pozo P, Grao-Cruces A and Pérez-Ordás R (2018). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review. 24(1): 56–75. https://doi.org/10.1177/1356336X16664749
SHAPE America – Society of Health and Physical Educators. (2015). The essential components of physical education. Reston, VA: Author.
Siedentop, D., Hastie, P., & Van der Mars, H. (2019). Complete guide to sport education. Human Kinetics.
Sinelnikov OA. (2009). Sport education for teachers: Professional development when introducing a novel cur riculum model. European Physical Education Review 15(1) 91–114. https://doi.org/10.1177/1356336X091052
Downloads
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 Jendela Olahraga
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
