03 proceeding teachers knowledge pes character values elementary school

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PRSCEEI}ING

TH E, I N T E RN

ATI O N AIJ S E M IN A RIO

HC H.4 R.4

C TER

ffirw

fuvrcins

Y. Boucher

(UNSW

Australia)

Mohd. Sofan

Omar

Fauzee

(tlPM Malaysia)

Yudha

M. Saputra

(UPI Indonesia)

Yadi Sunaryadi

(JPI Indonesia)

hiblishedby

The Sehool ofPhysieal Ddueation and Health

iildonesia Llniversity of E dueation

E!!h./

::

trXELCOME

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tl,,,

P R E F A C E

'f

he Seminar of Chzu:rcter Building :urd I Iuman Movement lvals liclcL on Deceltrlrr 14, 2011 at the Scl]ool of Physicrl &lucation ixrd Health Lilucatron, indonesia Un iversily crf Education, B:rnc1ung.

The main purposes of the Seminar werc :

1. to open insight ofthe impoflance of physical eduction activity as an instument in developing national character

2. to ecplore many informations in terms of contnbrition ofphyrsical activi5r on chamcter building

Since the serninar merr.rbers have slrc$ed intel.ests in phlsical educational research and development in lndonesia and other rcgions, collaborations ar.rd exchanges of ideas constitute t-l.e strength of Seminar members in the efforts to enh;u-rce the qllality of physical education and q]1rlt activities in the region. Nowadays, global changes have unavoidably allected behaviour of the people including the students in Indonesia. While physical edLrcators and athletic administrators cal influence the conduct of student athletes and spectators, it is thc physical educators u'ho 1.rave the most impact in determining i,vhich values are demonstrated and promoted in sports to the students. The values of people who participate in sports, inclrLcling s d " n l s . r r o t o n l y s h a p e o r l u l t u r " . t h e l a l s u r ^ f l . , r l r . t h u - ; p , . , o l " involved in sports should be aware and consider the impact of major social trer-Lcls that will inevitabiy affcct the values ar-rd character ol thcmselves. Character is about rvho rve ate inside- It is often reveaLed by how we act r'l-ren we think no onc is looking or when we're sure rve \von t get caught.Three Dimensions of Character Education includes knowledge (lhe coanitiue domain), feclings (the ajftcrlre domain), and actions (the behclL)ioraL domain). It is nlr this reason that tl're Seminar addressed the issues of character building by lqrking hnr the rcle of plrysicai education and sports in r€qronse to the nadonal characier problems, pt-hct trrb' in lndonesh Accordingly, the seminar brouEdrt in the issue of Building Charactcr tluough Physical Education aJlcl Spods as its seminar theme, whic.lt rcpresents .n efort to cdlcctivellr rcs1md to the ch;L1lenges posed b' the mor:l decvlarce cccLlring in our legioc T his theme was thor developed into four sub themcs, i.e. clEracter development tlrougfr sporl education, rcq€aition spol1 ard ]rerlblmance sFtj Wort as a part of characler bunding sp]rt climensiotr in tems of national dlalacter buiding qlod dwelopment imp[cation to$'ad the development of nationa] character: sport for all as a mears ofnational duracter bunding

Ihe Seminar receivecl a wide attention from both acado:oia and ph5,sica1 education in otlrr rcgi,rrrs This seminar also rcceir,ed firil suppo* fiom the

International Seminar

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govemment of kdonesia ttrouglr the Ministy of Youth Atrairs and Sport the Republic ofLrdonesia This was indicated in their enthusiastic parlicipation in the seminar. The Organising Committee received more than 25 papers proposed for presentations, and more than 150 participants registered for the seminar. Unfortrmately, due to time constraint and seat alalat'iity, firany papers and paticipants could not be attsded

to-'Ihe papers submitted to the organising Committee addressing the theme brought by the seminar, and ccu:rtaining anab/blcal pqseectiv€s in the fi'amewod< of drardcbr br-nfding tlTor.€h phS,rsical acti@ arrd sporb 1tis kmirrnr M@

hower€r, contains on$ a few of the papas, selected acmrding to their repr€sdltalilm€ss cf eactr sub-therne as vell as their: brmder col€mge of the issues discussed 1tis apected thftftre, r€ades wiltmie arnore ccarrprehersir'e understanding dthe issues discussed during rl]e seminar.

Editors:

Y. Boucher

Mohd. Sofian Omar Fauzee Yudha M. Sapuba

Yadi Suna4radi

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t>3

72 PARAREL PAPERS

4. Character Formafion ln Sports Football, by Ahnad Atiq "

5. Play As The Initial Character Habituation Of Culture And Early Childhood In Physical Education, by A M Bandi Utana

6. l\,4easurement of Sport Activity Patterns of Malaysian Youth & Adults by Aminuddin Yusof and Parilah Mohd Shah " '

Character And Exercise Habil Establishment on Child Through Islamic Method By Anirotul Qariah ....

Fostering Character Educaiion Through Mecliating Value Based Physical Activities By Bambang Abduliabar ... . .... ...

The Role Of Sports And Physical Eclucation To Educate The Character Of Aihletes Page

42

6 3 10. Overweight and Obesity in Pediatric and Adolescense and Physical Activity

fManagement, by /qbal Gentar Alam .

11. Building Healthy Life Character io Prevention of childhood Obesity Through Human Movement / Physical Activity, by Ha midie Ronald Daniel Ray ' 12. Teacher's Knowledge Of Physical Education's Character Values At Elementary

School, by Ermawan susanto .-. . ....- - .

13. The Influence of Speciflc Preparation Phase Training toward lhe Increase of Softball Predominant Physical Conditioning and Lactic Acid Level of Pelatda

PON Xvlll Jawa Barat's Softball Athletes, by Jaiat Daraiat KN " 94 14. The Effects Of Outdoor Education On Developing Awareness Of Natural

Environment Conservation, by Kardiono 115 15. Character Development Through Pencak Silat Training, by Mulya na - " 123 International Seminar

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16. Periodization: Appllcation of a Spon Science Concept for Student Development'

bv A/har

Yaacob

et 'tt -

' - - 'ri w"r"" e""i"s ;itiil ;"0 w"t"" s"1""'

17. Motif And Menstrual Experience L

Athletes(Descriptivestudyrnwomenathletesforboxingandsoccet\'byNinaS' 18. Nation Character Building lhrough Iniernalization of ldeal Physical Education'

iport unA H"aftn Vafues, by Incha Safari & Nurlan Kusmaed " "

rc i[J Piototins s"lf-confidence Among School Students Through Physical Education Activity, Ru sli lbrahim '

,O O"""apl"n

"n"'"-cter

through Sport Participation' yadl Su'aryadt. "' ;;.;;";;;1;" ^

"nance

ro Build cnaraclet' bv Yudha M' saputr? ':-': "

'

ir. oo"ri"" t-nt"i", Education And Spod Proqram To Produce Physically

Educated "

i"^io""r" tilr,r. Live Active And Healthy Lif; styles In Enhancing self Actualization bv, YudY Hendra{ana

^ il;'ri J";;;;rt|.e and sports

in the Frame

of students

character

Buildins'

Bv Yus S Yusakarim

,. ii" O"",^'" t Uealthy Life Character: Social Cognitive Theory Pe6pectrve

bv Yusul Hida|at

,u ii" trrJt" dt-ir""nanics And Technomoicr Analysis At swimm stvle's ln '"

"*'rn-.

tn Jait procces student Fpok-upi Bandung' by Badrutulu-l ' ^:^: ,, ;;.";;;i;;t;ael For lmprovins Teacher competence Penjasorkes Junior

Hish '"

s"r'""i,qna

"a"inces

lnwest Java' bv Bovke Mulyana'et al "" "' zl i"""r"ptg p""itte Self concept Sludenls ot Elementary School ThroLgn

I he Applic;tion of Feedback' by Dioin Budimdn

,u i'n"'ti""[,-**o _"" oet\teen Physical Filness Level and The Ability Mountain climber a"Jrituiitution'on the Altitude over 3oo0 Meters Above Sea Le"tel' by

LuRy Angkawidiaja R, Fahmy Fadily Suhendat

29. Athetete's Endurance and M-onsrual cycle by Nita suf''esn" -t!::,1"::'!:n ;; il i;i;;;;

"t character Educarion

Ledrnins Throush Mrni tennis bv HanJdl'

3l.Thecorre|ationbetweenParenratuaringandStUdent'sParticipationiniermsof Character Building through Physrcal Ed;at\an' by Helmy Firmansyah' M Yamin

SaPutra,Yogi Akin

32. Phvsical Education nno Character euiiiing of _"nilO'"n' by Nur tn'lri Rahayu

295

"l "'ti.t"", t-n"u "f Heart Heallh Exercrse

calislhenic dnd Llderly Fxerci\e

"' :iltr'*;';;;ra;iJs,.iorr" arooo

p'".s$es'

bv Jakrar

"

" ." .

301

* i"""i"^ O"l r*ents,Role In Developing Educational Values To Students ln School, bY Komaruon

* tr"J'"ii"'i i""i"t" ot The Rugbv sevens Referee Periormance ' by M Nizam 327

137

145

152

162

1 8 3

187

1 9 9

205 229 239 259 260 274

3, ;#;;1ffi;;ical Education with the students social Behavior'

bv Oom Rohmah 329

a, J"i0",,,'"" Ot,*ensrty Effect Of Physical Exercise Towards LeiFVentncle Towards Pon Athletes Gorontalo Pr iin"t ' oy S"tpn Uit" ::

",

--*.^: ' 343

*;;;;il;;;;""":,':i:'li;nHIilJ?;:1"""1'i"J3"":11$:J:","

Improving The Ability Of Fundamental Motur ₃₅₄ ln Padang, by Syahrial Bakhtiar "

* l"*,1-ii i"O'*" Certified Teacher Achievement in Physical Education Learnrng 364

Nazarudin, Mohamad Ratali Abdullah

327

Certilred ano Non-\,er '*" "':- _,,^ 364

irocess, Ay fjetiep Uabibudin, Eka Surya Prase'a " " '

lnternational Seminar

Charocter Building ond Human Movement Activities

286

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40. The Role of Simple Media jn Research Activity (increasing sprint velocrty)'

by Yayo Bahagta .

4l.The Correlation belween Physical Abilily and Agression Behaviourof WestJava 372 BaskerDd" Atfleles. by Fnl"ng Rahnal

!

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Ernarttan Susanto M Pd

Abstract

, and (2) to develop some arl ILrdes like sportfity honesty' discipline' responsiblllty team work, conidence ano oemocracy by physlcal edLlcation The main qoal at lrfst year is io identify pedagogic competence' teacher understanding level' the clescnprlon

o f c h a r a c t e r | o a d i n g a t L e a r n I n g a n C ] c h a r a c t e r V a I u e S a t p h y s i c a l e d u c a t j o n learning.This is a descnptlve research that uses quantitative and qualitative approach

(mixing]. There are four problem formulations' For the first' uses population as much as 144 physical education teacnerat elementary school in DlY This takes Cluster Random Sam'pting as sampling technique The sample is 60 physical education-teachers The instrume-nt uses observation sheet with analysis document iechnique (RPP) Secondly' uses population as much as6oteachers This takes Purposive Random Samplingas sampling technique The Instrument is interview guideline Number of sample is 7 teachers. Thirdly, uses popularion as much as6oteachers' This takes Purposive Random Sampling as sampllng lechnique Research instrllment is interview guideline

w i t h o b s e r v a s i S i t i n c | a s s t e c n n | q u e ' N u m b e r o f s a m p | e i s T t e a c h e r s ' F o r t h e f o u r t h . ,tsespoputation as much as7 teachers This takes Purposive Random Sampling as

sampling technlque lnslrumem of research is observation sheet with sit in class observaiion technique Number of sarnple is 7 teachefs Result of research shows that: (1) Physical educat'on teacner s competence at arranging Learning Proqram Planning (RPP)that havlng cnarader v sron is not golng well This is seen from the RPP that js

S t i | | m i n i m f r o m c h a r a c t e r V a I U e s i n t h r e e a r e a s o f l e a r n i n g ( P l a n , D o ' S e e ) ; ( 2 ) P h y s l c a I education teachers have goocl understand about character learning; (3) Description

about character loading In pnyslcal edLlcation practice in elementary school is not too

g o o d , T e a c h e r s a r e S t ] l | d o m | n a n i a t r . o t o r i s t | e v e | ; ( 4 ) V a | u e s P r o t o t y p e a t p h y s i c a | education are: sportifity, honesty, discipline responsibitity' team work confidence

o o w e r f u l , r e s p e c i , c o m p e t i t i v e c h e e f , c e a n h e a l t h y ' g a t h e r i n g s ' a n d e r n p a i h y

Teacher's Knowledge Of Physical Education's

tt 7,

character Values At Elementary School

academic issues of growing concern to our society and key to the safety of our scnools' Accordino Tommie dan Wendt (1993)' t"'pk'n:('zoos)''ln character education' it s clear we wanl

Intemational Seminar

Character Building and Human Movement Activities

lntroduction

Defining character education

character education is a national movemeni creating schools that foster ethlcal responslole and caring young people by modeling and teaching good characier through emphasis on universal values thai we all share. According Hansen (2008), !t is the intentional proactive effort by schools, districts and states to instill !n their students important core ethical values such as caring, honesty, lalrness, fesponsibility and respect for self and others chafacter education is not a 'quick fix " lt provldes long-term soluiions that address moral' ethical and

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our chjldren are abJe to judge what ts right, care deeply about what is right, and then do what they beiieve to be righfeven jn the face of pressure form without and temptalion from within". The values of characiet ate trustwotThiness, respecl, responsibility, fairness, caring, honesty, courage, diligence, integrity, citizenship, eic.G€ham tsor dan pmka {roo1: 10) eF,,rar. .physical education actMities provide a wide variety of oppoftunities to teach yaungsters imporTant lessons abaut cooperation, winning and losing, and teamwork'As D(. Thomas Lickona, anlhar ol Educating lor Character, stated, "Mofal education is nol a new idea. lt is, in fact, as old as eoucalon itself. Down through history. in countries all over the wodd, education has had two great goals: to help young people become smart and to help them become good." Good character is not formed automaiically; it is developed over time through a sustained process of teaching, example, Jearning and practice. lt is developed through character education. The inteniional teachjng of good character is particularly important in today's society since our youth face many opportunities and dangers unknown to earlier genefations. They are bombarded with many more negative influences through the media and other external sources preva'ent in today's culture. At the same tirne, there are many more day-to-day pressures ir''pingi g on the time that parents and children have together Studies show that children spend only 38.5 minutes a week (33.4 hours a year) in meaningful conversation with their parents, while they spend 1,500 hours watching televis'on. (American Family Research Council, '1990 and Harpels, November 1999.)

knplementation of character education at school

According to Lickona, when a comprehensive approach to character education is used, a positive moral cultLrre is created in the school-a total school environment that supports the values taught in the classroom. This is accomplished through the leadership of the principal, schoolwjde discipline, a sense of community, democratic student governmenr, a moral community among adults and opportunities to addfess moral concerns. Schools recruit parents and the community as paftners and foster carjng beyond the classroom by using inspiring role models and opportuniiies for community service to help students learn to care by giving care.

International Seminaa

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. H u m a n i t y - s e c u n t y . l n i t i ? t i v e . S e l f c o n t r o l . l o v f ! l n e s s S e h s i t i v i t Y . - l ! t ! i . e . s i n c e n t y

- L o y a l t y T h o r o u c h n e s s

M e e k . e s s . T h r i f t i n e t 5 - o b e . l i e n c e T o l e r a n c e

o r d c r l i n e s s . T r u t h f u l n . s s P : t , e n . e

. P e r s u a s i v e n e s 5 w r s d o m

Teachers act as caregivers, modeis and mentors, treating sludents with love and respeci' setling a good example, supporling pro-soclal behavior and correcting hurlJul actions The teacher creates a moral community, helping students respect and care aboui each olher and feel valued within the group, and a democratic classroom environment, where students are involved in decision-making. Teachers practice moral discipline, using the creation and application of rules as opportunties to fosler moral reasoning, self control and a respect lor others, and teaching values through the currculura by using academic subjects as vehicles for exarnining eihical values. They use cooperative learning to teach children to work together, and lhey help develop their students' academic responsibility and regard for the vaue of learning and work They encourage rnofal reflect on through reading, writing discuss on, decision making exerc ses and debate, and they teach conf lct resolutlon to help students earn to resolve conflicts in fair, non-vioLent ways.There is no one pal1icular ook or formLrla, but schools of characler have one thlng in common: a school wide commllment to nLrdure ihe "whole child." They deveop students socialy ethca y and acaderrca y by infusing character developrnent into every part of their cLltalclllum and cu ture Speciflcally. a school committed to character education explcity names and publicly stands for specific core va ues and promulgates them to a I members of the school community They define the values in terms of behaviors that can be observed jn the lfe of the school, and they model' study, clsauss and use them as the basis for all hunlan relations in the school They uphold the valLres by making all schooi members accountab e to consistent siandards of conduct, and lhey celebrate their manifestation in lhe school and communjly

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L O G I K A

{ B e r ! i 5 l , c Q r d . r , ( r e J i i l

S I D D I Q

[image:10.595.53.574.25.817.2]

lGisih, Kerja (€ras, DisiPlin, Be6ib.Berlanscungjawtbi I N T E R .

Gambar 1. Nilai-nilai karakter dalam bentuk /tlra-personal dan inter-persanal

Assessment of character educalion

Through evaluation studies, the impact of characler education can be seen through changes

j n s c h o o l e n v i r o n m e n t a n d s t u d e n t a t t i t u d e s a n d b e h a v i o r ( G a l l o , 2 0 0 3 ' 4 4 - 4 6 ) F o ' e x a m p l e ' many character education schools are reporting reduced violence, discipline referrals and

vandalism, and improved attendance and academic pedo'mance While it is challenging for a clistricl or school to assess its program, educators and administrators agree it is worih the

e f f o r t ' M o r e a s s e s s m e n t i o o | s a r e n e e d e d , b u t s o m e e x i s t i n g t o o | s i n c l u d e s c h o o | s u r v e y s ' behavioral observations and statistics, and self-assessment questionnaires (E*"'r" d"" R"''i' 'z001)

CEP'S assessment database provldes the most comprehensive informaiion available on sssessment tools and instrLlrnents To be effective, character educalion must include the entire school community and must be infused throughout the entire school curriculum and cutiure. Character education promotes cofe values in atl phases of school life and includes proactive straiegies and practices that help children not only understand core ethical values' but to care about and aci upon them Based on researcl-l by the nation's leading character education experts, CEP'S Eleven Principles of Effective Character EducationrM' provide quidelines for the elements needed for effective, comprehensive character education

'1. Promotes core ethical values.

2. Teaches students to understand, care about, and act upon ihese core ethical

values-3. EncomDasses all aspects ofthe school culture 4. Fosters a caring schoolcommunfiy.

5. Offers oDDortunities for moral action 6. Supports academic achievement. Intelnational Seminar

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7 DeveloDs intrinsic mot vatlon B lncludes whole staff tfvo veTnent

I Requires pos tive leadersh p of staff and students '10 lnvolves parents and comrnLtnrty members

'I1 Assesses resLrlts and sifrves 1.j mprcve

P e n e r a P a n P e m b r a s a a n kehid!Pan k.sebarian di r u m a h y a n g s a m a o e n s a n d i s . t u a n P e n d i d i k a n

Bagan 1. Inlegrasl Nilai Karakter ke dalam KBI\,4 pada setiap Mata Pelajaran

Research MethodologY

This is a descriptive research with quantitatlve and qualiative approach (mixing) and wrl answer four problems formulation Firstly, ihere are 144 physical educalion's ier'-he6 as population at DlY, using cluster randonl samp lng as sarnpling lechnLque wilh 60 teachers as sampes. The research rnstrlmeni is observaton sheel by document anayss iecnnque {RPP) Secondly, lhere are 60 physcal ed!caton's teachers at DlY usng Purposive Random Samplng as sarnplng technque, with 7 teachers as sarnpes The research instrument is interview guideline v/lth structural lnterulew technique. Thirdly, there are 60 physical education's teachers as population at DlY, using purposive random sa'npllng as sampling techn;que, with 7 teachersas samples The research instrurneni is intervlew guideline with sit in class observation technique. Foudhly there are 7 physical education s teachers as population at DlY, using purposive random sampling as sampling technique,with 7 ieachers as samples. The research instrument is observation sheet wilh sit in class observation technique.

.

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Discussion

1. Pedagogic competence of physical education's teacher'

Pedagogic competence shows teachels ability in praclicing the levels of physical education's learning process. In this research' pedagogic competence is measured through teacher's ability in arranging learning activity's plan (RPP) which implies character The criteria s oi ieacher s abi!ity could be seen from:

a Plan (learning goals, SK, KD, and success indicator), b Execution (the beginning, core practice, the closing), and c. Evaluation (learning result evaluation)

Atler lt, tnere are the descrrpl;ons'

a) Plan (learning goals, SK, KD, and success indicator)

Teacher's ability in pedagogic compeience will be seen if there are have implied character or not. The elements in learning plan are: learning goal, competence standard, basic competence, and success indicaior' These elements must imply affective values. The result of planning level could be seen from this chart:

Planning Level

Chart 1. Teacher's ability in ananging learning activity's plan which implies chafacter at Planning level

b) Execuiion (The beginning, core pfactice, ihe closing)

The second pedagogic competence for physical educaiion's teacher in arranging learning activity's plan is learning practice which consisls of three steps The result that shows affective values at the three sieps could be seen from this chart:

. lnternational Seminar

40 35 30 25 20 15 10 5 0

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Tahap

Pelaksa

naa

n

Chart 2: Teacher's ability in arranging learning activity s plan at execution level

Evaluation (Learning result evaluaiion)

The next pedagogic competence for physical education teachers at elernentary school in arranging learnlng activity's plan is learning evaluation whlch implies character values that shown at the chart below:

Evaluation level

60 50 40 30 20 10 0

Chad 3l Teacheis ability in a.rangjng learning activiiy's plan al evaluatlon leve

2. The understanding of physical education's teacher to character learning

The understanding of physical education's teacher to character learning is running well

' h i s j n d i c a t o r s h o w s f r o m t e a c h e r , s k n o w | e d g e a b o u t c h a r a c t e r e d u c a t j o n c o n c e p l f o r examples deilnition of afiective values in physical education' teachels central role ln

developing affective values, promoting afiective values lo stLldents and discussng affective values lo students. Here, it seen that' teachers understand affective values In conceptual level but they still cannot implement it in practice Social impact in physical education at elementary school influences students, and thus' teachers have key role They become invidious signiflcantly determine skill and values to their students Learnlng

. ! ! !

lnternational Seminar

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oornt at affect ve level much depends on teachers and lndividua construction environment. Physical education's teachers have to teach philosophical values through sport since it has direct influence to student's experiences Hansen said that (2008)' morality level points at emoiion learning and student s experience relale to behave, talent, attention, conscousness, and values so that students could shows affective behavlor leachers act as caregivers, models and meniors, treating studenls with love and respeci setting a good example, supporting pro-social behavior and correcting hudful actjons The teacher cfeates a moralcommunity, helping students respect and care about each oiher

The description of character loading in physical education practical leatning'

The description of this character loading was gotten from sii in class observation From the observation, affective values that are applied as basic of character learning are still minjm. Teachers still focus to moiorist skill rather than affective. In warming Lrp session, affective values seen when teacher gives some advices to students, and when pray together. After ihis, affective values could hardly found Even in core practice' motorist

rvel are dominant still the ending of learning.Each school has different characteristic rbout character values. Government schools generally have these characters: honest, discipline, obey the rules, smart, solid, friendly, respect, care, and gathering Whlle, religious school for examples SD Budi lilulia and SD Muhammadiyah generally have these characters: responsibility, brave to iake a risk, critical, innovative, have much cLrriositv, reflective, cheer, pious, and honest To develop siudents socialy ethically and rcademically by infusing character development inio every aspect of the school culture and curriculum. To help students develop good character' which includes knowng' canng about and acting upon core ethical values such as respect' responsibiliiy, honesty, fairness and compassion. This chart shows schools and its characters specifically:

SD Hargomulyo 1 Gedangsari Pious, honest, easy to sacrifice, productive, sportive, solid, cooperative, determinative,

Table t. Name of elementary school and ihe characters

1 Sfffurnbuh Yogyakarta Responsible, brave to iake a risk, cfitical, innovative, cheer;

z--SDN Samirono Yogyakarta Honest, obey the rules, smart' solid, friendly, respect, care, gathering;

SD Sambirejo Ngawen Honesi, obey the patriotic, no give nationalist;

rules, responsible, empathy, up, productive, competitive,

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frjendly work hard:

SD Muh Gendol 3 critical cJean and care technology PioLrs honest, falr, ernPathY

heallhy. respect nat ona rsl, or ented.

Pious honest obey the rues sman lr end y respecl care gathefng

SD Budi l\4u ia 2 SedaYU

SD Sidomu yo Honest. of'ey the rules. sanarl so d friendly, respecl care gathering

The Prototipe of character values in physical education learning'

The prolotipe of character values was gotten lrom slt in class observation From

[image:15.595.41.579.16.699.2]

o b s e r v a t i o n ' c h a r a c t e r v a I u e s e x i s i i n t h | e e | e v e I o i | e a r n i n g : T h e b e g i n n i n g , c o r e p r a c t i c e ' and the closing Here they are

Table 2. Character values in learning process

f The bqqnnlng Plous, honest, obey the rules, respeci, cooperauve' tolerant.

t -C*" pra"tb" Cooperative, sportlve, honest, care, responsible' respeG, solid, friendly competitive, cheer, clean' g a I l ' e r r a g _{e n P a l l _ Y}r o o v e u P

ffi, obey the.ules responsible, cooperative' reflective

Those character valLles ooserved from: motorist exploration rnatter' loco motorisi skill. non-loco motorist, manipulative kids athletic, rlrne gymnastic self lesi' body mechanic. football play etc Leafnjng al elementary schoo should be mLlch of games though lt also taught motorist learning ike run' jump, throw, etc Speciiically teachers need a guideline book about developing character values to implemenl it, since character values come from school and teachers Therefore the prototype of jdentifled character values should be developecl by teachers ln teaching physical education ai schools

Characlef education should take place throughout the entire school day as adminjstraiors' leachers and other staff are presented with oppodLlnities to model and teach positive

charactef traiis. Character education should not be relegated to a character educallon class" that is conducted periodically bLlt should be infused throughout ihe structures and pfocesses of the entire school curriculum and culture Forrnalized characler educallon begins when mernbers of a school, along with ihe broad involvement of communlty members, come together to determine the core ethical values that they share and that iorm the basis for good education in their particular school These values then become the foundation for all that the schoot does-curriculum, teaching strategies, school culture,

-Intemational _Seminar

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extracurricular aclivities, etc ChalacteT education is theieby infLjsed jnto the bfoader community.

Conclusions

1. Pedagogic competence of physical education's teacher ln arranging learning program's plan (RPP) with character vjsion is not good. They slill put characler values ln nllnlrn ways to the three steps of physical education learning levels, that are planning level (aims of

learning, SK, KD, and success indicator), executing level (the beginning' core practice, the ending), and evaluating level (study result evaluation). Character evaluation at planning level seems from aims of learning those are for giving elemenis of pious, disclpline, responsible, cooperative, tolerance, respect, self confidence, and brave. ln executing level, character values seems dominantly ior respect to oihers While in evaluating ievel, character values shows from the aciivity pray to Good

2. The undersianding of physica' education's teacher in character learning is prelty good Teachers know characler education concept like definitjon of character values in physical education, character values integration to physical education' teacher central role for promoting character values to children and discussing it to them.

4.

Characler values in physical education at elementary school afe not runnlng well Teachers dominantly present motofist learning in the process Character values siill live apart from the !earning. Teachers still cannot integrate each other in learnlng pfocess Character values prototype in physical education learning that are in executing level are: sportive, discipline, responsible, cooperative, tolerance, tespect, self confidence, and brave, competitive, cheer, clean, gathering, empathy, and solid

Suggestions

'1 Need some training about pedagogic competence of physical education's teacher-Because lhey still pui charactef values in minim ways to steps of physical education learning levels.

2. Need arrangement oi accessibility aksesabilitas of physical education's

teacher-International Seminar

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References

Banvi e, D , dan Rikafd, Llnda (2001) abseNational Toals fot Teachet Refleclnn Joutral of Physlcal Educat on Recreatlon and Dance 72, 4, pgs. 46

Gallo A Marfie. (2003) Assess/tg the Affective Domal, Journalof Physcal Educatlon Recreation & Dance 74.4, PP 44

Graham G , Holt S A, & Parker M \2AA1) Childrcn tnavlt1g: A tefleciive appto"tl l') leaching physical educallot (sih ed.) Ivlountain Vlew CA: t\,4ayfreld

Gua, C. C , dan Dohoney, P , (2009). Strategy lo Evaluation Motivatiati SludeDt for Leaming: A Success Slo/y Strategies 22, (6) B pgs

Hansen, K., (2ooa). Teaching Wilhin All Three Domains to Maximize Student Learning Strafegies; 21, 6, Pgs. 9 - 13.

Lumpkin, A.(2008). Teacher as Role Models Teaching Character and Moral Viftues Jowral of Physical Education Recreation and Dance. 79' 2 p9 45

Tommie, P.M., Wendt, J.C., (1993). Aftective teaching: Psycho-social aspects of physical education. . Journalof Physical Education, Recreation and Dance, 64' 8 p9 66

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