4 research outputs found
STIMULASI MOTIVASI BERPRESTASI ATLET MENGGUNAKAN UMPAN BALIK
No full textUmpan balik sebagai alat untuk mendapatkan informasi tentang suatu aktivitas, olahraga salah satunya. Umpan balik menjadikan aktivitas olahraga menjadi bermakna, tidak statisioner, melainkan menampilkan perubahan-perubahan terstruktur hingga menuju kepada standar ketetapan. Ada dua umpan balik yang lazimnya digunakan pelatih dan atlet dalam “mendramatisasi” proses latihan dan kompetisi, baik yang datang dari atlet sendiri berupa informasi-informasi yang real time (misalnya melewati pelari lainnya). Ataupun yang datang dari luar, misalnya jauh lompatan untuk atlet lompat jauh. Umpan balik positif mendorong atlet untuk meningkatkan motivasi berprestasinya. Prestasi-prestasi yang telah diukir atlet bisa dijadikan pula sebagai strategi umpan balik. Atlet semakin terobsesi untuk mempertahankan dan bahkan meningkatkan prestasinya dengan memecahkan rekornya sendiri. Selain itu, pelatih perlu mendokumentasikan setiap performa atlet dengan melakukan perbaikan dan pengembangan umpan balik yang berorientasi kepada prestasi sehingga tumbuhnya sikap optimistik pada kemajuan. Karena setiap atlet berbeda satu sama lain, pelatih mesti mengenali emosi setiap atletnya. Sehingga saat memberikan umpan balik tidak terjadi kesalahpahaman antara pelatih dan atlet untuk tujuan prestasi olahraga yang akuntabel
PENILAIAN FORMATIF PESERTA DIDIK ATAS KOMPETENSI PENDIDIK DALAM PROSES PEMBELAJARAN
No full textThis study aims to assess teachers’ competence in learning process. Research used is quantitative approach designed descriptively. The research paticipant are 76 studens determined by proportional stratified random sampling technique (class A to F). The data for teaching competency were collected using questionnaire developed by the Ministry of Education and Culture (2015), involving 28 closed-statements with Likert scale model. The questionnaire was responded on a scale of 5 to 1 (very good/very high/always up to not good/very low/never). All data is processed by descriptive analysis using SPSS 20.00 for windows. The result is that the 9 courses which are assessed formatively by the participants indicated that the teaching competence is in the very high category (69%) so that it needs to be maintained and developed continuously
Student’s Self-Confidence Restoration with Peer Mentoring Strategy
No full textThe research objective is to restore students’ self-confidence in learning process using peer mentoring strategies. The research design used is classroom action research by involving students who experience selfconfidence problems determined purposively (five participants). Data were collected using participant observation, in-depth interviews, and field notes. Data were analyzed quantitatively (frequence and percentage) and qualitatively using Creswell’s model with seven segments of analysis, ranging from the process of collecting data to interpreting themes. The results prove that the efforts to restore students’ self-confidence succeed in five strategies, including three initial strategies (cycle 1), forming limited and intimate group discussion, placing peers who inherit caring, supportive, and inspiring, attitude and providing clear or detailed assignments. While the next two strategies (cycle 2) are to give full trust to students to execute their duties in form of performance and to conduct evaluations based on improvement using students advantages. Consequently, the increase from the first cycle to the second cycle for each participant are P1 = 18.75%, P2 = 17.1875%, P3 = 23.4375%, P4 = 17.1875%, and P5 = 20.3125%. Peer mentoring is very helpful for educators to share roles in an effort to improve student learning performance, for instance improving self-confidence. In addition, peer mentoring can be used by educators to improve the quality of learning in other aspects such as learning outcomes, social intelligence, transformational leadership, and so forth
THE CORRELATION BETWEEN TIME MANAGEMENT AND STUDENT LEARNING OUTCOMES IN PHYSICAL EDUCATION
No full textThis research was conducted with an aim to examine the relationship of time management with the physical education learning outcomes in high-school students of both genders, aged 17.60±0.89 (Mean±SD). The data of Time management from respondents were taken using the Time Management Questionnaire (Alay & Kocak, 2002). Data on learning outcomes were taken from the learning value of Physical Education students in the first semester of the school year 2018/2019. The results of the descriptive test indicates that the time management of students was classified as fair (62.71%) and their learning outcomes were also good (83.05%), while the results of the Pearson test showed a significant relationship between time management with physical education learning outcomes (0.314) Thus, educators can train students to develop time management skills by arranging plans before doing, determining and setting work priorities, being responsible for work time and priorities, and avoiding unfavorable activities
