PHYSICAL ACTIVITIES OF SOUTH KALIMANTAN PRIMARY SCHOOL STUDENTS OUTSIDE SCHOOL HOURS

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Uniska – PPJ – Riyadhoh : Jurnal Pendidikan Olahraga

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PHYSICAL ACTIVITIES OF SOUTH KALIMANTAN PRIMARY SCHOOL

STUDENTS OUTSIDE SCHOOL HOURS

Edwin Wahyu Dirgontoro^1*, Akhmad Amirudin², Lazuardy Akbar Fauzan³, Nor Hayati⁴, Sa'wadzatul Adawiyyah^5*

1,2,3,4,5Lambung Mangkurat University

[email protected] 10.31602/rjpo.v0i0.11949

ABSTRACT

The aim of physical education is to develop physical abilities. Good physical abilities have an impact on students' ability to think and concentrate on learning. Children aged 5 to 17 years are recommended to do physical activity with a duration of 60 minutes in the moderate to vigorous intensity category. Physical activity done more than 60 minutes a day can provide body health. Learning PE at school, all the time available for learning is not fully used effectively so that to gain physical fitness students must spend time doing physical activities outside of learning hours. The aim of this research is to determine the physical activity carried out by students outside school hours. The sample for this research was 174 students in elementary schools throughout South Kalimantan. This research uses quantitative descriptive research methods. The technique used in taking samples is purposive sampling. The instrument used to obtain research data was the IPAQ questionnaire. The research results showed that physical activity carried out by students with heavy activities was mostly carried out for 3 days with a percentage of 28%, the time range used was 60-90 minutes a day. Students who do moderate activities mostly do it for 2 days with a percentage of 24%, the time span used is less than 60 minutes a day.

Students' walking activities are mostly carried out for 7 days with a percentage of 61%, the time range used is 60-90 minutes a day. Students do most of the sitting activities for 7 days with a percentage of 59%, the time range used is 60-90 minutes a day. Elementary school students do a lot of physical activity in the moderate category with a range of 600 – 6000 MET-minutes/week as much as 51.72%.

Keyword

:

Physical Activity; Learners; Outside School Hours; South Kalimantan Submitted : 11 July2023, Accepted : 21 November2023, Published : 3 December2023.

INTRODUCTION

According to the education system law contained in article 37 paragraph 1, it is explained that the application of physical education and sports study material aims to shape the character of students so that they are physically and spiritually healthy to foster a spirit of sportsmanship (Irianto, 2014). Physical education plays an important role in forming a complete human being because the aim of physical education is very comparative which is fundamental to the development of students in terms of psychomotor, cognitive and affective aspects (Nasution & Syaleh, 2021) (Widodo, 2018). The general objective of implementing Physical Education subjects at all levels of educational units has three main targets which include 1) Increasing the potential physical abilities of students, 2) Instilling a culture of sportsmanship, and 3) Growing awareness of healthy living (Gandasari &

Manurung, 2020). Physical education is an important subject which is part of the educational process designed to increase the level of human performance by implementing physical activity performance. (Haryani et al., 2022).

The main aim of Physical Education in elementary schools is to help students improve their movement abilities (Kusmiyati et al., 2020). Based on the explanation above, the implementation of Physical Education must be able to explore the potential movement abilities possessed by students so that it can encourage them to carry out various movement activities as part of creating a healthy body and a sporty spirit. Through effective Physical

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213 Education learning, participants will be encouraged to explore the potential of physical activity through their involvement in sports and other physical activities. Students who are active in sports and physical activities can have good physical fitness. Students who have a good degree of physical fitness can have a positive impact on achieving good student learning outcomes. This statement is also in accordance with the results of research from (Kuswandi, 2018) and (Silitonga & Verawati, 2019) that physical fitness possessed by students can increase high learning concentration, thinking power, and can provide opportunities for students to improve learning achievement. Students who have a good level of physical fitness can have a healthy body so they can reduce fatigue and maintain their concentration level in studying.

According to (WHO, 2017) A person's little physical activity can result in musculoskeletal disorders, obesity and non-communicable diseases. Based on this fact, WHO recommends that children and adolescents aged between 5 and 17 years should do physical activity for a minimum duration of 60 minutes in the moderate to vigorous intensity category. Physical activity of more than 60 minutes a day will provide health benefits. And you should also do activities that strengthen muscles and bones at least 3 times per week. Physical fitness can be formed through several sports activities or physical activities that are carried out well. Guidelines for carrying out physical activities and sports in order to improve physical fitness include 1). The frequency of physical activity and exercise is carried out regularly 3 to 5 times/week, 2). The intensity of the movements performed must reach 70% - 80% of a person's maximum heart rate, 3). The duration or length of time for physical activity and exercise in the aerobic category is good, namely 20 to 60 minutes, carried out continuously using large muscles, 4). Effectiveness in improving fitness by using suitable forms of exercise or types of exercise, namely aerobic exercise categories such as walking, jogging, running, swimming, cycling and aerobic exercise (Budayati, 2015).

In an effort to maintain students' physical fitness, the school, through its education curriculum, includes Physical Education, Sports and Health (PE) subjects at every grade level. The implementation of PE is explained through a curriculum which is realized through PE activities carried out for 2 x 35 minutes per week at elementary school level. Based on the time provided for PE learning, teachers need to distribute time in a way that can increase the intensity and frequency of students' physical activity in implementing PE learning at school (Adjie Mas Achmad Nur Aulia Arifaen et al., 2020). In an effort to increase the efficiency and effectiveness of PE, one of the things that must be done is that teachers can generate or stimulate through the distribution of time allocations packaged in such a way with the hope that the learning situation will become interesting (Sugiarto, 2017). In the 2013 curriculum at the elementary school level, aspects of the material taught include games and sports, physical fitness, gymnastics, rhythmic activities, individual health, basic movements and games, gymnastics without equipment, and body development activities. Physical Education, Sports and Health (PE) learning is structured based on physical activity movements related to several types of sports/physical movements as well as various efforts to maintain health in accordance with student development. (Al Fathan et al., 2022).

In implementing PE learning at school, all the time provided for learning is not fully used effectively for PE learning. This is due to several factors such as using learning time to change clothes, prepare tools, attend to students' attendance and time to rest. These activities have an impact on reducing the effective time for students to carry out PE learning. Based on research results (Andiyanto et al., 2020) The effective use of students' movement learning time in following physical education, sports and health subjects. The proportion of effective time used by students for movement is 63.33% with the total effective time allocation of 57 minutes, 46.67%

with the total effective time allocation of 42 minutes, 44.44% with an effective time allocation of 40 minutes, and 46.67% with an effective time allocation of 42 minutes.

There are several problems in implementing PE learning in schools (Alfani, 2022). One of the problems that arises is the effectiveness in managing PE learning (Sceisarriya, 2021) with the limited time given. The limited PE learning hours given to students is a problem in itself in efforts to realize the goals mandated for PE.

Teachers must be able to provide memorable learning so that children have the awareness to do physical activity and exercise outside of learning hours. Through physical activity and exercise for students outside of learning hours, there is hope that the requirements for improving physical fitness can be met so that the main hope, namely the goals mandated for PE, can also be achieved.

After learning activities at school are completed, students can carry out other activities independently in their respective environments. After learning is complete, the school provides a forum for extracurricular sports activities to channel talents, interests and hobbies (Mas’an Al Wahid & Prayoga, 2021). Almost all junior high

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214 schools in the country have extracurricular activities (Gani et al., 2021). Extracurricular sports are activities facilitated by schools to develop students' physical potential. The large amount of time available outside school hours creates the potential for students to be able to develop physical activities in order to improve physical fitness. Activities outside school hours can support the development of physical activity if these activities are carried out in accordance with physical activity rules. If these physical activities can be carried out well, the general goals of physical education, which include increasing physical potential, cultivating sportsmanship, and awareness of healthy living, will be realized (Gandasari & Manurung, 2020). The aim of this research is to obtain an overview of the physical activities carried out by elementary school students in South Kalimantan after learning activities at school are completed. By knowing the physical activities carried out by students outside of school learning hours, it is hoped that this can be input for schools and PE teachers to provide recommendations to students in developing physical fitness.

METODE

This research is research in descriptive quantitative form. Quantitative research methods are a method used by researchers to answer research problems related to data in the form of numbers through statistical program processing (Wahidmurni, 2017). The technique for collecting data carried out by researchers in obtaining primary data in this research is that researchers carry out data collection in the field by distributing questionnaires from IPAQ displayed in minutes-MET (Metabolic Equivalent of Task) units (Mendes et al., 2018) (Hagströmer et al., 2006).

Researchers want to obtain the expected data through the data collection process in the field. The data collection process was carried out by researchers using tools, namely in the form of questionnaires from The International Physical Activity Questionnaire (IPAQ). Through this questionnaire, researchers can see the activities of respondents carried out every day in the last 7 days. IPAQ is a questionnaire to determine and measure a person's physical activity. In this study, researchers used IPAQ to obtain a score for the pattern/form of physical activity carried out by a person in an area. The data obtained will later be translated into the form of quantitative descriptions.

Data collection is carried out directly in the field. Researchers created a questionnaire in the form of a Google form with questions in Indonesian. The Google form that was created was then distributed to the sample to be filled in, guided by the research assistant in the field. From this questionnaire, it is hoped that accurate data will be obtained which can then be developed into a description based on field data regarding students' physical activity outside school hours in the South Kalimantan area. Researchers use this method because the research instrument uses a questionnaire which contains several written questions which the sample will then answer in writing. This instrument has a numeric value. Based on the numerical values selected by the sample, it will then be processed into research data that can be described and the results concluded.

Researchers took research data in the field from May to June 2023 at 10 elementary schools in each district city in South Kalimantan. The population in this study were elementary school students in South Kalimantan. The sample taken for this research was 174 students spread across Elementary School Pasar Arba Tabalong, Elementary School Binuang 3 Tapin, Elementary School Sungai Miai 7 Banjarmasin, Elementary School 1 Banjarsari Tanah Bumbu, Elementary School 4 Angsau Tanah Laut, Elementary School Belawang 2 Barito Kuala, Elementary School 1 Guntung Paikat Banjarbaru, Elementary School Sungai Kuini 2 Hulu Sungai Utara, Elementary School Tambak Raya Banjar, and Elementary School 1 Kapuh Tengah Hulu Sungai Selatan.

The sampling technique used in this research was purposive sampling technique. Purposive sampling is a sampling technique using several predetermined considerations (Sugiyono, 2016). The researcher determined considerations in determining the sample in this study, namely elementary school students with several special criteria, such as the sample being students who were actively registered in the elementary school used for the research location, the students had an age range of 9-11 years, and the students were in good condition.

physically and mentally healthy.

The technique for analyzing data is by processing the results of questionnaires regarding the level of physical activity patterns carried out by elementary school students in South Kalimantan. In the data analysis process, researchers used quantitative descriptive analysis techniques through the IPAQ questionnaire.

Quantitative descriptive analysis is a method that aims to provide descriptive information by describing situations objectively and by drawing conclusions through phenomena that can be observed using numbers (Sulistyawati & Trinuryono, 2022). The scores for each IPAQ questionnaire have been determined based on the

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215 physical activity questionnaire for children guidelines manually. In this process, the researcher first determines the final score for each questionnaire that has been filled out by the respondent. The value of total physical activity is then calculated using MET-minutes/week. The data obtained from respondents will then be multiplied by a predetermined constant and then included in the formula calculation which has been modified by the IPAQ Team Committee in 2005 and the following calculation will be obtained :

Total physical activity MET minutes/week=

[(P2 x P3 x 8) + (P5 x P6 x 4) + (P8x P9 x 4) + ( P10 x P11 x 8) + (P14 x P15 x 4)]

After obtaining the final score, the next step is to add up the scores and find the average and percentage of all the questionnaire results. To obtain the average, median, number and percentage using tools in the form of SPSS so that more valid and definite results are obtained.

RESULTS AND DISCUSSION

In this study, a sample of 174 elementary school students was obtained. All of them were willing to become research subjects. After the researchers carried out data analysis, the following results were obtained.

Table 1. Number of Days Elementary School Students Do Physical Activity Heavy Activity

total days 1 2 3 4 5 6 7

Frequency 30 22 49 13 15 10 35

Percentage (%) 17 13 28 7,5 8,6 5,7 20

Medium Activity

total days 1 2 3 4 5 6 7

Frequency 31 42 37 11 14 4 35

Percentage (%) 18 24 21 6,3 8 2,3 20

Aktifitas Jalan Kaki

total days 1 2 3 4 5 6 7

Frequency 12 7 15 11 11 12 106

Percentage (%) 6,9 4 8,6 6,3 6,3 6,9 61 Sitting Activities

total days 1 2 3 4 5 6 7

Frequency 18 9 10 14 12 9 102

Percentage (%) 10 5,2 5,7 8 6,9 5,2 59

Description: Research Data Source

From the table above, it shows that in one week outside school hours, students do Heavy Activities for a maximum of 3 days with a percentage of 28%, students do Medium Activities for a maximum of 2 days with a percentage of 24%, students do walking activities for the most most for 7 days with a percentage of 61%, and students do the most sitting activities for 7 days with a percentage of 59%.

Table 2. Total Duration of Time Elementary School Students Do Physical Activities Heavy Activity

Time range (minutes) < 60 60-90 120-150

Frequency 75 90 9

Percentage (%) 43,1 51,7 5,17

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216 Medium Activity

Frequency 78 54 27

Percentage (%) 44,8 31 15.5

Walking Activities

Frequency 32 109 20

Percentage (%) 18,4 62.6 11,5

Sitting Activities

Frequency 42 73 58

Percentage (%) 24,1 42 33,35

The table above shows that the time span for carrying out Heavy Activities is mostly in the range of 60-90 minutes a day with a percentage of 51.7%, the time span used by students to carry out Medium Activities is at most less than 60 minutes a day with a percentage 44.8%, the time span for carrying out walking activities is mostly in the range of 60-90 minutes a day with a percentage of 62.6%, and the time span for carrying out sitting activities is mostly in the range of 60-90 minutes a day with a percentage of 42%.

Table 3. Physical Activity Levels of Elementary School Students Category MET-minutes/week Frequency %

Low <600 3 1,73

Medium 600 – 6000 90 51,72

High ≥ 6000 81 46,55

Total of samples 174 100

From the table above, it can be concluded that the physical activity carried out by elementary school students is in the Low Category as much as 1.73% (3 people), 51.72% (90 people) in the Medium Category, and 46 in the High Category. .55% (81 people).

Researchers have carried out research on physical activity carried out by elementary school students in South Kalimantan regarding physical activity carried out outside school hours. From the research results, it was found that the majority of subjects carried out medium physical activity as much as 51.72%, namely MET in the range 3000 – 6000 MET-minutes/week and high physical activity as much as 46.55%, namely MET in the range

≥ 6000 MET-minutes/week. From the results of this research, the energy expended by students in carrying out physical activities can be determined through MET. The results of MET accumulation (manifested in MET- hours or MET-minutes) are carried out every day with the most frequently used quantitative calculations. This unit has been standardized so that it can be applied to people with varying body weights. Physical activity calculations can be done using MET units. This MET unit is a physiological calculation used to show a person's energy expenditure and intensity in carrying out physical activity.

Students do the most heavy activities in the range of 60-90 minutes a day with a percentage of 51.7%.

From the results of this research data analysis, it was found that students had carried out physical activities in accordance with WHO recommendations. From the results of this research, the sample range used for this research fell into the 9-11 year age category. WHO recommends that children and adolescents aged five to seventeen years should engage in physical activity with a minimum duration of 60 minutes of physical activity in the Medium to high intensity category. Based on (WHO, 2017) Lack of physical activity by a person can result in musculoskeletal disorders, non-communicable diseases and obesity.

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217 From the research results, in one week outside school hours, students did Heavy Activity for a maximum of 3 days with a percentage of 28%, students did Medium Activity for a maximum of 2 days with a Percentage of 24%. Students who do Heavy and Medium Activities can contribute to obtaining good physical fitness. The results of this research are in line with research conducted by (Alghozi, 2021) Each student's physical activity has an influence on a person's physical fitness by 12.40%. The results of this research have a positive value which can then be interpreted that the better the physical activity carried out by a person, the impact on the better physical fitness he has, conversely, if the physical activity carried out is in the Low Category, then the level of physical fitness possessed by students are also low. All activities carried out by humans require physical support, so it can be interpreted that physical ability is a fundamental factor for human activities (Giriwijoyo, S. & Sidik, D.Z., 2013). By having a good degree of physical fitness, various forms of daily activities and work can be carried out optimally. For students, good physical fitness support has an impact on students' ability to be able to carry out every task carried out at school. These tasks can be in the form of main activities in carrying out learning activities or other supporting activities. In the school environment, students are directed to be able to develop cognitive, affective and psychomotor abilities (Sucipto, 2019) (Wijaya & Ks, 2015). Students are recommended to have a good degree of physical fitness because with a good degree of physical fitness students can complete cognitive tasks well.

CLOSING

Based on the results of research and data analysis, conclusions can be drawn showing that the physical activity carried out by elementary school students in South Kalimantan outside of school hours is that students do Heavy Activity at most for 3 days with a percentage of 28% with a time span of 60-90 minutes. a day.

Medium Activity students can do the most for 2 days with a percentage of 24%, with a time span of less than 60 minutes a day. Students carry out the most walking activities for 7 days with a percentage of 61%, with a time span of 60-90 minutes a day. Most students do Sitting Activities for 7 days with a percentage of 59%, with a time span of 60-90 minutes a day. Elementary school students do a lot of physical activity in the Medium Category, namely in the range of 600 – 6000 MET-minutes/week as much as 51.72%.

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