Program PDS UPI dalam Pendidikan Jasmani: Membumikan Penjas Bernuansa Mendidik

Agus Mahendra

Abstract


Physical Education lesson in school still displays a typical impression that deliver a particular feeling coveying that PE is hard, stiff, and often rough and creepy. As the consequence, children in the PE lesson take an indifferent attitude or enjoy it all by being what is expected from the said situations. The LD UPI program for PE in Elementary Schools became a catalyst for the paradigm shift at the school, especially for respected in-service PE teachers, and at the same time for students who were undertaking the internship program as pre-service teachers. With directly seeing the lecturers' actions in teaching for over 8 times repetition, it was believed that the paradigm change has taken place as has been expected, and it was accompanied by changes and improvements in teaching skills, in addition to strengthening their mastery of pedagogical content knowledge. This manuscript is a resume of best practices generated from the LDS in PE program, which can be used as a reference both for improving teachers’ teaching competencies in Schools, and for reconstructing the PETE program curriculum at Higher Learning level.

 

Abstrak

Penjas di Sekolah masih menampilkan wajah yang keras, kaku, bahkan sering kasar dan menyeramkan. Sebagai konsekuensinya, anak dalam pelajaran Penjas mengambil sikap tidak peduli atau sekalian menikmatinya dengan menjadi apa yang seolah diharapkan dari Penjas demikian. Program PDS UPI untuk Penjas di Sekolah Dasar, menjadi katalisator bagi upaya perubahan paradigm Penjas di sekolah, terutama bagi para guru Penjas dalam jabatan, dan sekaligus bagi para mahasiswa yang sedang melakukan PPL serta guru Pra-Jabatan. Dengan melihat aksi dosen dalam mengajar yang berulang hingga 8 kali pertemuan, diyakini perubahan paradigm itu sekaligus diiringi perubahan dan peningkatan keterampilan mengajar, di samping memantapkan penguasaan mereka terhadap pedagogical content knowledge. Naskah ini merupakan sebuah paparan best-practices yang dihasilkan dari program PDS Penjas di Lab School UPI, yang dapat dijadikan rujukan baik bagi peningkatan kompetensi mengajar guru di Sekolah, maupun bagi penyempurnaan kurikulum program PETE di PT.

 


Keywords


Lecturer Deployment in PE, teaching skills, pedagogical content knowledge

Full Text:

PDF

References


Beale, A. (2016). Making a Difference: TPSR, a New Wave of Youth Development Changing Lives One Stroke at a Time. Journal of Physical Education, Recreation & Dance, 87(5), 31–34. https://doi.org/10.1080/07303084.2016.1157392

Brown, D. (2005). An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu’s embodied sociology. Sport, Education and Society, 10(1), 3–23. https://doi.org/10.1080/135733205298785

Castelli, D., & Williams, L. (2007). Health-Related Fitness and Physical Education Teachers ’, 3–19.

Ellison, D. W., & Woods, A. M. (2016). Deliberate Practice as a Tool for Effective Teaching in Physical Education. Journal of Physical Education, Recreation & Dance, 87(2), 15–19. https://doi.org/10.1080/07303084.2015.1119075

Harris, J. (2014). Physical education teacher education students’ knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools. Physical Education and Sport Pedagogy, 19(5), 466–480. https://doi.org/10.1080/17408989.2013.769506

Herkowitz, J., & Kieffer, L. F. (1975). Structuring the Movement Environment for Preschool Children. Quest (00336297), 24(1), 72–79. https://doi.org/10.1080/00336297.1975.10519848

Huang, M. Y., Tu, H. Y., Wang, W. Y., Chen, J. F., Yu, Y. T., & Chou, C. C. (2017). Effects of cooperative learning and concept mapping intervention on critical thinking and basketball skills in elementary school. Thinking Skills and Creativity, 23, 207–216. https://doi.org/10.1016/j.tsc.2017.01.002

Iserbyt, P., Ward, P., & Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 22(1), 71–88. https://doi.org/10.1080/17408989.2015.1095868

Lavay, B., Henderson, H., French, R., & Guthrie, S. (2012). Behavior management instructional practices and content of college/university physical education teacher education (PETE) programs. Physical Education and Sport Pedagogy, 17(2), 195–210. https://doi.org/10.1080/17408989.2010.548063

Lynch, T., & Lynch, T. (2015). Teacher education physical education : In search of a hybrid space Teacher education physical education : In search of a hybrid space. https://doi.org/10.1080/2331186X.2015.1027085

Mahendra, A. (2001). Pembelajaran Senam di Sekolah Dasar, Suatu Pendekatan Pembinaan Pola Gerak Dominan. Jakarta: Ditjen DIkdasmen dan Ditjen Olahraga. Kemendikbud.

Mahendra, A. (2014). Telaah Kritis terhadap Program Pendidikan Guru Pendidikan Jasmani (PGPJ) di Indonesia. Atikan. Journal of Education and Social Sciences. Mindamas.

Mahendra, A. (2015). Filsafat Pendidikan Jasmani: Dasar-Dasar Pembelajaran Penjas di Sekolah Dasar. Bandung: CV Bintang WarliArtika

M.Mosston & Ashworth, S. (2008). Teaching Physical Education. First Online Edition Muska, 32. https://doi.org/10.17226/18314

McDermott, R. J., Mayer, A. B., & The School Health Education Study F. (2011). The School Health Education Study + 50 Years. American Journal of Health Education, 42(6), 330–348. https://doi.org/10.1080/19325037.2011.10599205

Reid, J. A. (2011). A practice turn for teacher education? Asia-Pacific Journal of Teacher Education, 39(4), 293–310. https://doi.org/10.1080/1359866X.2011.614688

Verscheure, I., Amade-escot, C., Sabatier, U. P., Ã, I. V., Amade-escot, C., & Sabatier, P. (2007). Physical Education and Sport Pedagogy The gendered construction of physical education content as the result of the differentiated didactic contract The gendered construction of physical education content as the result of the differentiated didactic contra, (October 2014), 37–41. https://doi.org/10.1080/17408980701610185




DOI: https://doi.org/10.17509/tegar.v2i1.13774

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 TEGAR: Journal of Teaching Physical Education in Elementary School

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Lisensi Creative Commons
This work is licensed under a Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.

  web
statistics

                                                                      View My Stats