MODEL PENDIDIKAN GERAK UNTUK MENINGKATKAN PHYSICAL SELF-CONCEPT PADA PENDIDIKAN JASMANI DI SEKOLAH DASAR - Safithry 'Indy Astuty, - (2019)
Penelitian ini dilatarbelakangi oleh kurangnya pemahaman siswa akan konsep diri terhadap fisik (Physical Self-Concept) pada pendidikan jasmani yang masih rendah, dan banyak siswa yang tidak melihat akan performa jasmani, penampilan jasmani, dan kontrol berat badan pada aktivitas jasmani dan pendidik harus menerapkan pada model pendidikan gerak agar siswa dapat memahami tentang Physical Self-Concept pada kemampuan jasmani siswa. Tujuan dari penelitian yaitu mengetahui pengaruh melalui penerapan model pendidikan gerak untuk meningkatkan Phyical Self-Concept pada pendidikan jasmani di Sekolah Dasar. Pada metode penelitian menggunakan Penelitian Tindakan Kelas dengan 2 siklus, dalam satu siklus terdiri dari 2 tindakan. Pada penelitian dilakukan di SDN 032 Tilil Kota Bandung, dengan sampel peserta didik kelas III A yang berjumlah 29 siswa (13 siswa laki-laki, 16 siswa perempuan). Instrumen yang digunakan yaitu CPSS (Children's Physical Self Scale) untuk mengetahui konsep diri terhadap fisik (Performa jasmani, Penampilan Jasmani, dan Kontrol berat badan) pada siswa sesuai dengan kemampuan yang mereka miliki dan hasil belajar pada model pendidikan gerak. Hasil penelitian observasi awal pada Physical Self-Concept (PSC) dengan presentase keseluruhan sebesar 46% dan hasil belajar pendidikan gerak dengan presentase keselruhan 42%; Siklus I Tindakan I Physical Self-Concept (PSC) dengan presentase keseluruhan sebesar 56% dan hasil belajar pendidikan gerak dengan presentase keseluruhan sebesar 49%; Siklus I Tindakan II Physical Self-Concept (PSC) dengan presentase keseluruhan sebesar 67% dan hasil belajar pendidikan gerak dengan presentase keseluruhan 64%; Siklus II Tindakan I Physical Self-Concept (PSC) dengan presentase keseluruhan sebesar 74% dan hasil belajar pendidikan gerak presentase keseluruhan 76%; dan Siklus II Tindakan II Physical Self-Concept (PSC) dengan presentase keseluruhan sebesar 80% dan hasil belajar pendidikan gerak dengan presentase 85%. Berdasarkan data tersebut, disimpulkan bahwa siswa dapat melaksanakan proses pembelajaran melalui physical self-concept pada pendidikan jasmani di sekolah dasar dengan penerapan model pendidikan gerak dapat meningkat. ------------ The background of this research is the lack of students physical self-concept in Physical Education, and that many student do not pay attention to physical performance, physical appreance, and body weight control in Physical Education. This leads to the need for teachers to apply the movement education model so that students can understand the Physical Self-Concept of their own physical abilities. The purpose of the study is to determine the effect through the application of the movment education model to improve the Phyical Self-Concept in physical education in elementary schools. In the research method using Classroom Action Research with 2 cycles, in one cycle consisting of 2 actions. In the study conducted at SDN 032 Tilil, Bandung City, with a sample of class III A students totaling 29 students (13 male students, 16 female students). The instrument used is the CPSS (Children's Physical Self Scale) to find out the self-concept of the physical (physical performance, physical appearance, and weight control) in students according to their abilities and learning outcomes in the motion education model. The results of preliminary observational studies on the Physical Self-Concept (PSC) with an overall percentage of 46% and the learning outcomes of movement education with a percentage of overall 42%; Cycle I Action I Physical Self-Concept (PSC) with an overall percentage of 56% and learning outcomes of movement education with an overall percentage of 49%; Cycle I Action II Physical Self-Concept (PSC) with an overall percentage of 67% and learning outcomes of movement education with an overall percentage of 64%; Cycle II Actions I Physical Self-Concept (PSC) with an overall percentage of 74% and movement education learning outcomes overall percentage of 76%; and Cycle II Action II Physical Self-Concept (PSC) with an overall percentage of 80% and learning outcomes for movement education with a percentage of 85%. Based on these data, it is concluded that students can carry out the learning process through physical self-concept in physical education in elementary schools with the application of the movement education model can be increased.