DESIGNING
PHYSICAL EDUCATION (PE) LEARNING USING SCIENTIFIC APPROACH
by Aris Priyanto,
Pengawas Dinas Pendidikan Kota Yogyakarta
aris_smasiji@yahoo.com
Abstract
Curriculum,
as stipulated in Law Number 20 Year 2003 about National Education System, is a
set of plans and management regarding the purpose, content, teaching materials
and methods used by learning organization to achieve specific educational
goals. Curriculum is dynamic and always requires change and renewal in order to
meet the internal and external demands and challenges.
How
to arrange the most ideal curriculum for Physical Education (PE) subject is not
easy to answer. Because, in the end, curriculum is the result of agreement
among various stakeholders, including policy makers, education experts, and
practitioners e.g. core teachers, instructors, superintendents, and teachers in
general. Based on Regulation of Education Minister Number 69 Year 2013 about
Curriculum Framework and Structure for Junior High School, Physical Education
(PE) Subject is included in Group B, as mandatory subject, with time allocation
3 (three) hours per week in class X, XI, and XII.
In
implementing Curriculum 2013, it is expected that teachers use scientific
approach in the learning process as stated in Regulation of Education Minister
Number 65 Year 2013 about the Process Standard. Consequently, teachers have to
be creative in designing a good planning that can be implemented well in order
to enhance efficiency and effectiveness of the achievement of graduation competence.
Key words: Curriculum
2013, Physical Education (PE) learning, scientific approach, planning
Introduction
One of the most
difficult challenges for education in this globalization era is how to prepare
Indonesian people to be intelligent, excellent, and competitive. Having intelligent,
excellent, and competitive human resources, we will be able to make partnership
and compete at a global level.
Ministry of National
Education has launched curriculum 2013 in the academic year 2013/2014, started
on Monday July 15, 2013. This curriculum has been implemented at limited number
of pilot schools. It is expected that all elementary schools (SD), junior high
schools (SMP), senior high schools (SMA) or vocational schools (SMK) be ready
to do so in the academic year 2014/2015. It means that the old program must be
completed until the academic year 2015/2016. Based on the Circular Letter of
the Minister of Education and Culture No.156928/MPK.A/KR2013 dated 8 November
2013 about the implementation of Curriculum 2013 that in the academic year
2014/2015, together with the Ministry of Religious Affairs will implement the
curriculum at all educational units in 2013: Elementary School at class I, II,
IV, V. Junior High School at class: VII, VIII, and Senior High School at X, XI throughout Indonesia.
Promoting competence
of Physical Education (PE) teachers at Junior High School Senior High School about
learning based on curriculum in 2013 includes: changing of mindset,
understanding and an open attitude towards the interpretation of the curriculum
in 2013, the analysis and development of teaching materials, the understanding
and practice of creating lesson plans and its implementation by using scientific
approach and a variety of learning models, as well as an understanding and
practice of authentic assessment.
Teachers have a very
important and strategic role in guiding, directing, and educating
students. Their roles are so important
that teachers’ position is not replaceable by anyone or anything, including
advanced technology. Consequently,
teacher must obtain the widest opportunity to develop professionalism and be
dignified to prepare excellent and competitive human resources. With the implementation
of the curriculum 2013, teachers are required to improve their competence to be
successful in creating effective learning using the scientific approach and
authentic assessment.
Discussion
The backgroung of Curriculum 2013
Organizing education as mandated by the Act
No. 20 Year 2003 on National Education System is expected to realize the
developing of the students’ personal qualities as the future generation. It is
believed that students as future generation are determinant factor for the
growth of the nation and the state of Indonesia.
Curriculum
is one of important educational elements that make a significant contribution
to the development process of realizing the potential quality of the learners.
So there is no doubt that a well-developed curriculum based on competence is significant
as an instrument to direct learners to be: (1) qualified human being that is
able to proactively respond to the challenges and ever-changing of era, and (2)
an educated person who is faithful and obedient to Almighty God, having good
behavior, healthy, knowledgeable, skilled, creative, independent, and (3) democratic
and responsible citizens.
Curriculum
as defined in Article 1 paragraph (19) of Law No. 20 of 2003 is a set of plans
and management regarding the purpose, content, and teaching materials and
methods used to guide the organization of learning activities to achieve
certain educational goal. Curriculum2013 development is the follow up
Competency Based Curriculum Development that has been initiated in 2004 and
2006, which includes attitudes, knowledge, and skills in an integrated manner.
Curriculum 2013, which put into effect from the academic year 2013/2014 meets
the second dimension.
The
rational of curriculum 2013 development was based on internal factors related
with the educational conditions associated with the demands of education, which
refers to the eight (8) National Education Standards namely: content, process,
graduation competency, educators and education personnel, facilities and
infrastructure, management, finance, and educational assessment. Other internal
challenge is how to transform from productive human resources into competent
human resources through education and skills so they don’t be a burden.
External challenges related to future challenges, competencies needed in the
future, public perception, the development of knowledge and pedagogy, as well
as various negative phenomena which arise.
Curriculum Structure of Senior High School and
Vocational School (SMA/MA/SMK/MAK)
Curriculum Structure consists of
Group A, B, and C. Group A and B are compulsory subjects that must be followed
by all learners, Group C consits of specialization subjects which are followed by
learners according to their talents, interests, and abilities. This grouping is
intended to implement the principle of equality between High School and Vocational
School. There are 9 (nine) compulsory subjects with time allocation 24 hours
per week. Groups of specialization subjects for SMA / MA consists of 18 hours
per week at class X, and 20 hours per week at class XI and XII. Groups of
specialization subjects SMK / MAK 24 hours each per class. Groups of
specialization subjects SMA / MA has characteristic as academic subject, while
at the SMK / MAK is vocational. This structure puts the principle that learners
are the subjects in the study and they have the right to choose according to
their interests.
Table 1: The curriculum 2013
framework based on Regulation of Education Minister Number 69 Year 2013 for
Senior High School (SMA/MA and SMK/MAK)
|
Subject
|
Time Allocation per week
|
|
X
|
XI
|
XII
|
|
Group A (Compulsory)
|
|
|
1
|
Religious and Moral Education
|
3
|
3
|
3
|
|
2
|
Pancasila and Citizenship Education
|
2
|
2
|
2
|
|
3
|
Indonesian Language
|
4
|
4
|
4
|
|
4
|
Mathematics
|
4
|
4
|
4
|
|
5
|
Indonesian History
|
2
|
2
|
2
|
|
6
|
English Language
|
2
|
2
|
2
|
|
Group B (Compulsory)
|
|
|
7
|
Culture and Art
|
2
|
2
|
2
|
|
8
|
Physical Education
|
3
|
3
|
3
|
|
9
|
Handy craft and Entrepreneurship
|
2
|
2
|
2
|
|
Time Allocation Group A and B
|
24
|
24
|
24
|
|
Group C (Specialization)
|
|
|
Academic
Specialization (SMA /MA)
|
18
|
20
|
20
|
|
Vocational Specialization (SMK /MAK)
|
24
|
24
|
24
|
|
Time allocation per week for SMA/MA
|
42
|
44
|
44
|
|
Time allocation per week for SMK/MAK
|
48
|
48
|
48
|
|
Total time allocation (SMA/MA/SMK/MAK)
|
48
|
48
|
48
|
PE Teacher Task Analysis
The
uniqueness of PE teacher task lies in
the mission he carried to achieve the comprehensive goals of education.
Although the occurrence of learning process is characterized by a variety of
physical activities as a learning experience, the whole educational scene, also
focused on improving the ability of reasoning and the development of
personality traits, according to the characteristics of the curriculum 2013 approach.
Tousignant
and Siedentop (1982) classify tasks performed by PE teachers into 1) managerial
tasks, including checking the presence and completeness of clothing. 2) instructional
tasks that focus on the transition phase, organizing groups, and placement and
setting equipment. PE teacher duties to achieve a satisfactory level of
teaching effectiveness includes several dimensions of management: 1) teaching
management tasks, 2) behavior management, and 3) management of time and
equipment. PE teacher has role as
planners, managers, colleagues, professional physical education, counselor
(guidance counselor), and a representative of the school (Siedentop, Herkowitz,
and Rink, 1984).
Being
a PE teacher is more complicated than that of other subject. As a learning
experience that is packed in the curriculum, PE is more complicated for several
reasons. First, the objectives are
comprehensive, as not only to improve the physical aspect with some relevant
elements but also to stimulate the growth and development of organs. Second, the achievement of the intended
goals depend on the tasks of teaching, which in this case, in the form of
physical activity in the form of play or sport activities. Third, how teaching methods to deliver teaching duties as a
stimulus for around growth also contributed to the achievement of educational
goals. Fourth, environmental factors
include physical aspects, such as sports facilities and infrastructure
determine how teaching and learning activities take place. Fifth, factors and learning atmosphere,
which is reflected in the psychological atmosphere of emotional reaction to all
school personnel, including teachers and students .
To
achieve these objectives, the key lies in the competence of teachers to manage
learning including several management: tasks of teaching, student behavior,
tools and sporting facilities, administration, and time.
Scientific
Approach in Learning based on Permendikbud RI Nomor 65 Tahun 2013
The Essence Scientific Approach
Learning
process can be regarded as a scientific process. Therefore, Curriculum 2013
mandates a scientific approach to be used in learning. The scientific approach
is believed to be the golden bridge in the development of attitudes, skills,
and knowledge of learners. In the approach or process that meets the criteria
of scientific work, it emphasizes inductive reasoning (inductive reasoning)
rather than deductive reasoning (deductive reasoning). Deductive reasoning is a
common phenomenon to see and then draw specific conclusions. Instead, look at
the phenomenon of inductive reasoning or specific situations then draw
conclusions as a whole. Indeed,
inductive reasoning put specific evidence in relation to the broader idea. The
scientific method generally puts a unique phenomenon with specific and detailed
study then formulate general conclusions.
Scientific
method refers to investigation techniques towards some phenomenon or symptoms,
acquiring new knowledge, or correcting and integrating previous knowledge. To
be called scientific, the searching method (method of inquiry) should be based
on evidence of the object that is observable, empirical and measurable with the
principles of the specific reasoning. Therefore, the scientific method includes
a series of data collection activities through observation and experimentation,
information or data processing, analyzing, and then formulating and hypotheses examination.
Learning Steps using Scientific Approach
The
learning process of the curriculum in 2013 to be implemented at all levels by
using a scientific approach. The learning process should determine three
domains, namely attitudes, cognitive/knowledge, and skills. In the learning
process based on a scientific approach, the attitude domain refers to
learning material that lead students to know ‘why’.
Skill
domain refers to the transformation of material substance to lead the students
to know ‘how’. Cognitive domain
refers to the question about ‘what’.
The final result is the improvement of balance between the ability to be a good
man (soft skills) and people who have the skills and knowledge to live a decent
live (hard skills) that includes attitudes, skills, and knowledge aspects
.
Curriculum
2013 emphasizes modern pedagogical dimension in learning, using a scientific
approach. Scientific approach includes digging information through observation,
questioning, experimentation, and then processing the data or information,
delivering data or information, followed by analyzing, reasoning, drawing conclusion, and creating.
The application of a scientific approach in PE learning
The step
of scientific approach in PE learning can be explained as follows:
- Observing; Observing means that
students are invited to see, either watch the audio-visual or through
movements practiced or demonstrated by the teacher. It is intended to explore the thinking of learners, the extent to
which early mastery of the material they have. These observations will
determine the following step done by the teachers. Observing could be done
by viewing such visual or documentary video if the schools have adequate
facilities . But for teachers or schools that do not have audio-visual
means of support, observing can be done by looking at the display, by
direct observation in the neighborhood, to invite students to look outside
the school environment , for example observing people’s activity in
everyday activities or look at animal behavior . Observations in this
learning material must be in accordance with the material or the purpose
of learning, so teachers must be good or be selective in choosing the material
. For example, in the learning material about under passing in volleyball
, then video, images, or caption to be provided should be identical to the
good volleyball game, whether it is real or modified game. In addition to
observing video learning or observing human activities , a teacher can
give examples of images both photos and illustrations , which is
associated with learning materials to be delivered . After observing video,
images or caption, learners are given the opportunity to give opinion, or
a review the new things they have observed. Teachers should provide
opportunities as much as possible to students. With this step the teacher is expected to
be able to summarize the opinions and provide conclusions, so the teacher
will easily design
the next learning step .
- Questioning; After all students doing
observation, the next step is questioning about under passing material. This activity is to facilitate the students to get to know about
the meaning of a movement/motion or basic technique the material
submitted. It is expected that questioning happens interactively from both
sides, teachers give opportunity for learners to ask, and at the same
occasion the teacher should respond question from the students clearly.
The next turn, the teacher give questions to students. It is intended that
teachers know how far the students’ knowledge so that teachers will easily
design the next learning steps.
- Experimenting; in this step, learners are
given the opportunity to practise a movement/action based on the observations
they have done. In the process of experimenting the teacher should provide
an opportunity for all learners to practice a movement skills as much as
possible. The role of teacher is observing every movement that learners
performed in accordance with the video.
The important thing is all the students dare to try to practice as
much as possible without looking right or wrong the movement they perform.
The goal is to have all students experience a lot of movement.
In PE learning, the experimenting step is an
obligation. This phase gives teachers the freedom for the students to practice
what they get from the previous learning step, ie observing, questioning and
discussion. One of
the materials that will be studied is a big game - under passing volleyball. Passing
in a volleyball game is an effort of volleyball player by using a certain technique
that aims to turn over the ball to his friend. The basic element of a good under passing is: (a) to
move to take the ball, (b) to set the right position, (c) to hit the ball, (d) to
direct the ball towards the target.
To
be able to perform basic technic of under passing, students must first be able
to understand and know the basic techniques that are in accordance with the material
since there are a lot of techniques that must be done
starting from sight, body position, foot position, hand position up to the follow
throw. With the only
technique of under passing with many kinds of techniques, the practice step
should have bigger portion. For example, the percentage between explanation and
practice can be said to be 20% versus
80%.
Here
is an example of the implementation of the under passing in volley ball : 1)
Marching, praying, presence, and apperception; 2) Motivate and explain the
purpose of learning; 3) Warming by playing and catching large balls as well as static
and dynamic stretching; 4) Under passing
basic techniques above means performing under passing begins with bouncing ball
to friends and after bouncing on the floor the ball is driven with two arms (individual).
Perform under passing the ball bounced in place followed friends while walking
forward and sideways motion of the right and left (individual). Perform under passing
directly in pairs, in groups, forming a circle formation, or in a line. Doing under
passing by pushing the ball, bouncing the ball on the spot, catching while
walking forward (individual). Doing under passing begin with bouncing the ball on
the spot after the ball bouncing on the floor, it is driven by two arms
(individual). Doing under passing while walking right and left in lateral
movement (individual).
With the above example the role of a teacher is not
dominant, but only to observing and taking notes about what is lacking and must
be corrected, or giving appreciation for students who are able to perform in
accordance with the right techniques and will be implemented by the teacher at
the end of the lesson.
4. Processing;
After the students try to do movement skill, the next step is to repeat the movement skill, especially in
parts of movement skills that have not been mastered. Learners should pay attention to
the correct step of motion in accordance with what has been on display in the
observation step.
5. Presenting;
At this stage, learners are given the opportunity by the teacher to present the
results of movement skills they do in the previous step. Here the teacher must
pay attention to all steps of the movement made by the students during the presentation.
6. Reasoning; in
general it is a process of thinking logically and systematically over the
empirical facts that can be observed to obtain a conclusion in the form of
knowledge. Reasoning can be meaningful resemblance (associating) and can also
significantly effect (reasoning). Reasoning could be implemented with a variety
of methods including discussion. With discussion it will be many opinions
expressed by learners with a wide variety of reasons. The position of a teacher
in this step is only as a mediator until all opinions can be expressed. The next
step is the teacher concludes from a wide variety of opinions from students. At
this step, learners are already able to understand the steps of movement that
should be done in accordance with the correct movement pattern.
7.
Creating; after the students
understand the correct movement patterns that must be done in a movement skill,
the students are expected to make practice as much as possible in accordance
with the correct pattern of movement. It is possible for them at this step to
do variations and combinations of motion techniques.
Conclusion
With the implementation of
Curriculum 2013, Physical Education (PE) teachers are required to improve their
competence in order to be able to create an ideal learning. In this case,
teacher should master how to implement scientific approach and authentic
assessment.
PE teachers play an important
role in educating the whole child as planners, managers, colleagues,
professional physical education, counselor (guidance counselor), and a
representative of the school, consequently they should work hard to be more
professional. Curriculum 2013 emphasizes on pedagogical dimensions in learning,
using a scientific approach, covering gather information through observing,
questioning, experimenting, and then data or information processing, presenting
data or information, followed by analyzing, reasoning, then making conclusion,
and the last is creating.
Reference
Oemar Hamalik. (2003). Proses Belajar Mengajar. Jakarta: PT. Bumi Aksara
Permendikbud
RI Nomor 65 Tahun 2013 Tentang Standar
Proses Pendidikan Dasar Dan
Menengah
Permendikbud Nomor 69 Tahun 2013, Tentang Kerangka Dasar Dan Struktur Kurikulum
SMA/MA
Saud, Udin Saefudin, (2009), Pengembangan Profesi Guru, Penerbit: CV. Alfabeta,
Bandung
Sukmadinata,
Nana Syaodih, 2009. Pengembangan Kurikulum,
Teori dan Praktik. Bandung:
PT, Remaja Rosda Karya
