Fleksibilitas Belajar Mengajar Melalui Metode Blended Learning

The aims of this study was evaluate the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency based on the aspects of context, input, process, and product model. The subjects of this evaluation were school principals, sports, health and physical education teachers, and students at Senior High School 1 Tanjungpandan, Belitung Regency. The sampling technique used was purposive sampling, with the criteria: respondents who are willing to be the sample and fill out a questionnaire from the researcher. The sample consisted of 1 school principal, 3 sports, health and physical education teachers, and 30 students with details of 10 students in class X, 10 students in class XI, and 10 students in class XII. Data collection techniques using observation, interviews, questionnaires, and documentation. The data were analyzed with descriptive quantitative and qualitative analysis. The results showed that the evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency was 2.47 (poor). Based on each evaluation component, the following conclusions were obtained. (1) Context evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, at 2.70 was good. (2) The input for the evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, was 2.41 (poor). (3) The evaluation process for the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, was 2.35(poor). (4) Product evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency was 2.29 (poor).

Although the role of health education is widely recognized in promoting and maintaining of a good health status, it can be noticed that a fairly large proportion of children - youngers and adults - do not express basic knowledge and skills concerning health and food education. In this respect, an important component of health education - nutrition education - seen as a conjunction of various educational strategies, together with a clear environmental support, designed to make easier and with full knowledge the food choices and nutrition related behaviors, with the view to promote health and well-being, becomes “a must” and a real urgency in the process of educating children and teen-agers. Answering to the actual needs concerning the strengthening of the importance of nutrition education in schools, the Erasmus+ European project entitled “Raising the Awareness of the Triad Nutrition-Health-Food Safety in School Education”, proposed a 15-credits teacher training program entitled: “Modern Approaches in Health Education” - consisted of two sections: (a) Innovative Aspects related to Teaching and Learning in Health Education, and (b) Actual Challenges in Food Science - which tried to enrich the primary and secondary teachers’ knowledge concerning food and related issues, to present suitable pedagogical strategies for designing health education activities and to produce didactic materials and guidelines able to sustain the optimal projection of teaching activities. In this sense, the paper tries to illustrate the feedback offered by the Romanian trained teachers, related to the entire training process, expressed at the moment of their graduation.

PurposeIn Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.Design/methodology/approachUsing in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.FindingsThe authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.Practical implicationsThis research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.Originality/valueThe shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

Experiential learning is an innovative learning method that knowledge is gained through experience. The aim of this paper was to review the application of experiential learning in health education and suggest an oral health education program using experiential learning. Experiential learning has been used in the past successfully in health education mostly in university curricula. In oral health education, its use is limited and without following a comprehensive structure. An experiential learning oral health education program, implemented in the classroom by a trained teacher, is proposed to be integrated in the school's curriculum. Initially, using brainstorming students express their opinions and feelings toward oral health. Then, students are allocated to working groups to develop oral health projects. The outcome of these projects is presented in the classroom to their peers through role playing, posters, songs, games, etc., Finally, a discussion is stimulated by the teacher to encourage children to express their feelings about oral health issues and thus experientially recognize the importance of oral health. Experiential learning has been effectively used in health education and can be a successful method for oral health education. For optimal results, a predetermined experiential method structure has to be followed.

This study aims to develop the DONE Model approach for teaching and learning in Physical Education and Health Education. The model is built on the foundation of higher-order thinking skills (HOTS) and Revised Bloom’s Taxonomy. The research design employs a one-shot case study method involving 9 expert panels to assess validity and 30 Physical Education and Health Education teachers for a pilot study to evaluate the DONE Model. Library research was conducted to establish the DONE Model approach, which consists of four main constructs: Direction, Observation, Nomination, and Evaluation. The validity analysis, using the Content Validity Index (CVI), demonstrates an acceptable value of 0.89 for the four constructs in the DONE Model. Reliability assessment through a pilot study, based on four constructs (content, understanding, clarity, and ease of use), indicates that the developed DONE Model has Cronbach’s Alpha reliability values ranging from 0.88 (high) to 0.90 (very high). Overall, the DONE Model serves as a valuable guide for Physical Education and Health Education teachers, offering an effective method for delivering learning content based on topic appropriateness.

BackgroundBlended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education.ObjectiveThe aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education.MethodsWe performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies.ResultsA total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant.ConclusionsFrom this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.

Chapter 8 - Access and Equity in Higher Education in Indonesia: A Review from the Periphery

Vaspitnoobrazovna efikasnost i najčešći remetilački faktori nastave fizičkog i zdravstvenog vaspitanja i obrazovanja u starijim razredima osnovne škole

Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE and PE teachers' health literacy teaching intentions and professional competency and to investigate their relationships. This study adopted a cross-sectional design. A questionnaire survey was administered to 906 middle school HE and PE teachers in Taiwan by mail, and 545 provided valid data with consent. Participants had a favorable health literacy (47.78/50), positive health literacy teaching beliefs and attitudes, and acceptable efficacy. They intended to implement health literacy instruction within the subsequent year. Teaching beliefs, attitudes, and efficacy were all positively correlated with intentions (all p < .001). Demographic variables, health literacy, and teaching beliefs, attitudes, and efficacy explained 33.5% of the variance of teaching intentions. Teaching beliefs, attitudes, and efficacy were crucial predictors of health literacy teaching intentions. To improve students' health literacy, educational authorities and schools should pay attention to HE and PE teachers' intentions and vital factors, thereby enhancing teachers' willingness to perform health literacy instruction.

This article explores both the process and outcomes of a working Partnership between Solomon Islands College for Higher Education and the University of Waikato that explored the development of the initial teacher education health education courses. Through a process of co-construction and inquiry, teacher educators from the Solomon Islands and New Zealand developed a metaphorical context-specific model to represent understandings of health education in the Solomon Islands. The model and what this has meant for teaching and learning in health education at both SOE and in schools is examined.

PurposeHealth education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and challenging taken for granted assumptions, including the socially critical approach which investigates the impact of social and economic inequalities on, for example, health status and cultural understandings. The purpose of this paper is to explore the conditions of possibility for a socially critical approach to health education in schools. It examines the ways in which preservice health and physical education (HPE) teachers talked about their experiences of health education during their school-based practicum.Design/methodology/approachIn total, 13 preservice HPE teachers who were about to graduate with a Bachelor of Health and Physical Education from a university in New South Wales, Australia were interviewed for the study. Five group interviews and one individual interview were conducted. The interviews were coded for themes and interpreted drawing on a biopedagogical theoretical framework as a way of understanding the salience of particular forms of knowledge in health education, how these are promoted and with what effects for how living healthily is understood.FindingsThe HPETE students talked with some certainty about the purpose of health education as a means to improve the health of young people – a certainty afforded by a medico-scientific view of health imbued with individualised, risk discourses. This purpose was seen as being achieved through using pedagogies, particularly those involving technology, that produced learning activities that were “engaging” and “relevant” for young people. Largely absent from their talk was evidence that they valued or practiced a socially critical approach to health education.Practical implicationsThis paper has practical implications for designing health education teacher programmes that are responsive to expectations that contemporary school health education curricula employ a critical inquiry approach.Originality/valueThis paper addresses an empirical gap in the literature on the conditions of possibility for a socially critical approach to health education. It is proposed that rather than challenging HPE preservice teachers’ desires to improve the lives of young people, teacher educators need to work more explicitly within an educative approach that considers social contexts, health inequalities and the limitations of a behaviour change model.

Health education teachers have a crucial role to play in delivering sexual health education in schools, with their own knowledge being key to providing comprehensive sexual health education to adolescents. The purpose of this study was to describe the sexual health education knowledge required by health education teachers in Finland. Qualitative methods were used to explore the perspectives of Finnish health education teachers using semi-structured interviews and e-forms. Data collection from 15 health education teachers took place in March and April 2023. The data were analysed using inductive content analysis. Findings highlight the importance of health education teachers having sound knowledge about: 1) the diversity of adolescent sexual health, 2) the functions of the adolescent body, 3) factors threatening adolescent sexual health, 4) factors promoting adolescent sexual health, and 5) relevant relevant forms of pedagogy. The findings from this study offer a unique perspective on the wide-ranging knowledge required by health education teachers regarding sexual health education in Finland. It is imperative that present and future health education teachers are well-trained and qualified. Both pre- and in-service training should be comprehensive and accessible to enable the delivery of high-quality sexual health education to adolescents and, consequently, the promotion of sexual health.

The primary purposes of this study were to determine national certification practices in health education and physical education, the frequency of states that permit certified health and physical education teachers to teach outside of their area, and trends in statewide testing in health education and physical education. A survey instrument was sent to state-level administrators of health education and physical education of all 50 state Departments of Public Instruction in the United States in 1988, 1992, and 1998. Response rate was 100% for each data collection period. Results indicated that issuing separate health education and physical education certificates increased from 84 to 94% during the 10-year period. The issuing of combined certificates dropped from 46% in 1988 to 36% in 1998. The percentage of states issuing both separate and combined was 32 in 1988 and was at the same rate in 1998. States allowing certified health and physical education teachers to teach outside of their area has slowly increased. Both health education and physical education statewide testing decreased during the study. Fifty-four percent of the states responded that the best way to implement the two areas was as two separate courses; 26% believed that they should be combined; and 20% responded with “other.”

Learning objectives By engaging with the text in this chapter, students will be able to: describe the general capabilities framework in the new Australian Curriculum apply the elements of the general capabilities framework to the health and physical education learning entitlement understand how information and communication technology (ICT) can be effectively incorporated into health and physical education teaching and learning practice to support the learning of students with diverse needs describe social justice principles relevant to access to ICT in terms of gender, ability, social class and ethnicity. Casey is in her first year of teaching at the local early childhood centre. The director of the centre has called a meeting to discuss the implications of the impending Australian Curriculum. The centre will be required to encourage the children to be literate across a range of areas. Casey recalls her pre-service teacher educator presented many different approaches to teaching health and physical education, but she didn’t see many ways of modelling how to use ICT for the young children in the preschool. In fact, screen time was noted as a factor in the increasing levels of overweight and obesity among children. How can play be accommodated with ICT? Alternatively, how can ICT progress children’s development around the issue of play? Jennie has been working with Year 4 this year. Although some sporty children are in her class, the gap is widening between the skilled and those disinterested in the game play. Jennie is seeking new ways of teaching physical education to close this gap in students’ attitudes and skill levels and avoid as much as possible the behaviour management challenges arising in her active lessons. How can she incorporate ICT into her teaching to engage the disinterested and poorly skilled? Is that possible or will ‘PE’ be just a ‘busy, happy, fun’ alternative to engaging students in the challenge of skill acquisition?

Objectives The purpose of this study was to explore what student teachers in health education had experienced during their teaching practicum at a Health Care Specialized High School. Methods The author interviewed five student teachers of health education who conducted their teaching practicum at a Health Care Specialized High School which was Bada High School during four weeks. The author also collected and analyzed the documents of teaching practicum logs of the student teachers. Results At Bada High School, a Health Care Specialized High School, exposed student teachers in health education to diverse roles and career exploration opportunities. The student teachers took various roles including vice-homeroom teachers and nursing instructors, in addition to the role of health teachers in the school nurse's offices. As vice-homeroom teachers, they monitored and guided students' overall behavior and formed a rapport with them. As nursing majors, they supported nursing lessons and provided career counseling in the health and medical fields. Additionally, they conducted health education instructions and providing health services as health education teachers and school nurses. At Bada High School, the student teachers were deeply impressed with the teacher collaboration in which that health teachers cooperated with each other and reduced the burden of emergency medical treatments. Through their teaching practicum at this Health Care Specialized High School, the student teachers in health education were able to develop their expertise by experiencing various roles, enabling them to explore new career paths as nursing subject instructors and homeroom teachers, in addition to health teachers in school nurse's offices. Conclusions The results suggested that the teaching practicum of Health Care Specialized High School would contribute to the professional development of student teachers in health education by providing them diverse roles and career exploration opportunities.