LEARNING (NEURO PSYCHOLOGY LEARNING AND LEARNING)
II. RESULT AND DISCUSSION
1. Characteristics of Children With behaviour and emotional problems
General characteristics of children with behaviour and emotional problems described by Hallahan, et al (2009: 4), that there are four dimensions: 1) Chaos behavior, 2) Often anxious and withdrawn, 3) Less mature, and 4) Aggressive in socializing.
Nandiyah Abdullah (2013: 6) provides for the classification of children disruption of social behavior amongchildren, psychotic and neuroticchildren with emotional disorders and juvenile delinquents (delinquent).According to sources in the commission of social behavioral disorders classification can be divided into: (1) with behaviour and emotional problems emotion, which is an extreme deviation social behavior as a form of emotional distress, (2) social with behaviour and emotional problems, in socially deviant behavior as a form of abnormalities in social adjustment because it is functional.
More detailed characteristics described IGAK Wardani, et al (2007: 31-32) that the characteristics of children with behaviour and emotional problems into three aspects, among others:
a. Academic Characteristics
With behaviour and emotional problems child behavior disorders implicated in learning
achievement barriers below the average child of the same age. With behaviour and emotional problems child has a lazy tendency to learn and wants to do things his way.
b. Social and Emotional Characteristics
Social characteristics of children affected with behaviour and emotional problems emotional characteristics. Social character is usually characterized by causing interference to others, with traits: behavior is not accepted by the environment and usually violate the norm in family, school, peers, and community. Emotional character marked aggressiveness that cause disruption to his friend.
c. Physical Characteristics andof Health
Physical Characteristicsand Health is not much different with children in general, but if the child aggressiveness high impact on health patterns of eating disorders, sleep disorders, as well as the tendency slob (do not pay attention to health).
2. Physical Education Sport and Health
HelmyFirmansyah (2009: 42) defines physical education sport and health activities of learners to improve motor skills and values of a function which includes cognitive, psychomotor, and affective, so that through these activities is expected that learners can grow and developing bodied.
Keep in mind that physical education activity seen from three aspects: the cognitive, psychomotor, and affective. The earliest processes of these three aspects, namely cognitive aspects related to brain development in learners. Affective and psychomotor behavior originating motion on whether or not the performance of the brain through the nervous response. That is important for educators to know the performance system neurons (nerve cells) to increase motion psychomotor and affective behavior of learners. The general picture of the effect of exercise on behavior change described as follows:
Figure 1. Mechanism in General Physical Activity
Behavior Change due Laurale Sherwood (2013, 128-136)
In figure 1.above are generally described by Laurale Sherwood (2013, 128- 136), generally that physical activity (exercise) managed properly will lead to a series of mechanisms to influence the performance of a centralized organ. Any changes in organ performance can not be separated from the control of the central nervous system(CentralNervous System /CNS).The activity took place as an attempt by the body in response to stimuli as a result of physical activity (exercise). As a result, when the homeostatic system in this state under pressure then the body responds to stressors in the form of negative feedback by activating the mechanisms of other systems, for example, stimulates the secretion of several hormones that specifically have certain roles and functions to help maintain homeostatic condition of the body. In this regard, according to Lakshmi RachmahAmbardini (2009: 6-7) secretion of several hormones such as norepinephrine, serotonin, and dopamine supposed to influence the behavior of physiological changes such as hormone that can both improve mood (psychological).
3. The mechanism of communication between neurons
Physical activity involves a series of mechanisms to systematically organ performance is closely linked to the mechanism of the central
nervous system control of the body's biochemical
communication. In this regard
RachmahLaksmiAmbardini (2009: 68) explains that physical activity involving performance of nerves in the brain electrochemically. Along nerve fibers, the flow of electrical impulses run, due to differences in the levels of ions inside and outside the cell. In nerve synapses to communicate chemically through neurochemicals called neurotransmitters.
Figure 2. How Neural Communication RachmahLaksmiAmbardini (2009: 68)
Ratey in RachmahLaksmiAmbardini (2009:
6-7) outlines threeThe main neurotransmitters associated with physical activity, as follows:
a. Norepinephrine, works to improve mood, intrinsic motivation, and confidence, the perception, and learning the cellular level. It said acute or chronic physical exercise can improve brain norepinephrine.
b. Serotonin, serves to set the mood, impulse control, raises confidence, against the toxic effects of stress hormone levels in height, and improve the learning process in a cellular level.
c. Dopamine, physical exercise is said to affect the synthesis, release, and retrieval of dopamine.
Dopamine increases for the duration of motor behavior. The greater the intensity, the greater the improvement. Regular exercise can increase the amount of the enzyme that makes dopamine and dopamine employment change in postsynapticmembrane.
4. Traditional Games
AgusMahendra (2007: 4), is a form of traditional games or sport games and activities that develop a habit of certain people. In the further development of traditional games often serve as a kind of game that has a genuine regional characteristics and tailored to local cultural traditions.
HakimehAkbari, et al. (2009: 126), traditional games to effectively contribute to the formation of character in learning through manipulative and locomotor movement skills. In this regard, traditional games
allegedly able to give a positive effect on improvement of character education in schools.
In general, traditional games in Indonesia has begun to experience a shift in thegame.
modernAs a result not too many traditional games that still persist or sustainable (awake) until now.
Traditional games in Indonesia spread from Aceh to Papua Province. In particular, the traditional game in Yogyakarta and Central Java, suspected to be potentially sustainable (awake) in the community including, gasing, egrang, gobaksodor, patoklele, kasti, jamuran, dancublak-cublaksuweng.
5. Character Education
Maya Bialik, et al (2015: 1) explains that the Center for the Study curricula in Boston dividing education in the 21st century into four dimensions of education, among others: a) Knowledge must be able to balance the subjectivity between traditional knowledge and modern, b) Skill has a correlation of cause and effect to knowledge, which skill shows thelevel of a person's knowledge, c) Character related to the behavior in life around. d) Metacognition as part of the process of self-reflection and learning in a good learning by building a three- dimensional aspects.
Figure 3. Dimensions of 21st Century Education
Maya Bialik, et al (2015: 1)
One-dimensional in the 21st century is that in jabarkankakater into six aspects. namely: a) Mindfulness, b) Curiosity, c) Courage, d) Resilience, e) Ethics, and f) Leadership Further Maya Bialik, et al. (2015: 1) describes that character education is about the acquisition and the strengthening of good (quality), values (ideals and concepts), and the capacity to make wise choices for life knowledgeable and developing societies (Maya Bialik, et al., 2015 : 1).
Alex Agboola and Kaun Chen Tsai (2012:
164) explains that"theUSA Department ofEducation"defines the character education as
"learning process is explicit from which students in a school community to understand, accept, and act on ethical values such as respect another, justice, civic virtue and citizenship, and responsibility for self and others. education character by Berkowitz and Hoppe (2009: 132) is a deliberate attempt to promote character development of students in the school, the purpose of planting the characters focus on values is to reduce behavioral problems and increase academic engagement in schools.
Figure 4. Development of the value of character education in Indonesia
Kemendikbud (2016: 5)
6. Discussion (Optimization of character Education through Traditional Games in physical Education Children With behaviour and emotional problems)
physical education is divided into three domains, namely cognitive , psychomotor, and affective. the process of the earliest of the three cognitive domains are related to brain development, it is because the behavior of affective and psychomotor movement rooted in whether or not the response performance of the brain through neurons (nerve). The learning-based approach to learningneuro that occursdominant in the left hemisphere of learners. According to Dale H. Schunk (2012: 89), educational practiceapproachneuro learning include: problem-based learning, simulations and role-plays, active discussions, visual appearance, and a positive climate.
The second domain is the domain of psychomotor movement through traditional games and the third is the affective domain through character education. In this regard, raiseslearning approach phsycology learning (going dibelahan right brain) where massive game activities traditionally associated with psychological aspects through character education. According Kemendikbud (2016:
5), character education curriculum in 2013 bring as:
religious, nationalist, integrity, mutual cooperation, and self-contained.
With behaviour and emotional problems child's learning should not only useapproach to
phsycologylearning,but withapproach. neuro learning It is known that the child's condition with behaviour and emotional problems interruption at the neuron, shown with their children's behavior disorders such as aggressive behavior, opposed, and other behavioral disorders. Therefore, the physical education of children with behaviour and emotional problems optimization can occur if there is a merger between the two approaches learning neuro learning via the left brainandphsycology learning through the right brain. In this regard, according to KushartantiWara (2013: 10) to these two learning that is grounded in the left hemisphere and the right is called the quantum learning.The picture-Based Optimization Traditional Games Character education in physical education as the Figure 5. Children With behaviour and emotional problems follows:
Figure 5. Optimizing the Traditional Game- Based Character educationin physical
educationChildrenWithbehaviour and emotional problems
Educationtraditional game character based on the physical education of children with behaviour and emotional problems can be applied throughmodel of quantum learningfrom compoundAmong models of neuro learning through learning stimulus in the left hemisphereandphsycology learning through stimulus right-brain learning. As for the more detailed applicationdescribed as Figure 6 below:
Figure 6.ApplicationsModelof Quantum Learning (NeuroLearningandPsychologyLearnin g)through Traditional Games based Character Education In Children With behaviour and emotional problems III. Conclusion
Optimization of learning takes place through the contribution of synergies between neuro
learning with learning
phsycologyproducelearning model quantum learning, Adaptation of these mechanisms can reduce behavioral disorders in children with behaviour and emotional problems controlled so that the child is more emotional and social side.
In this regard it can be concluded that the optimization of the traditional game-based character education will give with behaviour and emotional problems Children behavior change through learning modelphysical education quantum learning.
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