PHYSICAL EDUCATION LEARNING MODEL BASED ON TEAM PLAY TOURNAMENTS TO BUILD STUDENT PERFORMANCE CHARACTER

The purpose of this research is to (1) develop a in learning Physical and Sport Education learning model through small games in increasing a disciplined and confident attitude that was practical and effective of Volley Ball state vocational high school Bengkulu and (2) knowing the validity and reliability of the learning model, so that it could be used to measure students’ discipline and self-confidence. The type of this research is a research and development that followed up with the development of education. Procedure development on Physical Education and Sports Skills, Skills model through small games in instilling based on the ADDIE model, consisting of five stages, namely analysis, design, development, implementation, and evaluation. The location of these product trials conducted among students vocational high school Bengkulu. The instruments used to collect the data were questionnaire and evaluation sheet. Data analysis techniques of this research use descriptive analysis technique in the form of the percentage. Subject of this study was class X (34 students). Data were obtained by observation techniques and analyzed by descriptive analysis. The result of this research shown that learning model develop a in learning Physical Education and Sports Skills model through small games in instilling a disciplined and confident attitude that was practical and effective to enhance the effectiveness of learning organized by teachers and attended by students sampled in this research. The results of this study use affective assessment by observation, namely variable of students in instilling discipline and confident in learning phsysical education and sports skills, with the acquisition of a good average score then the highest score of 76 % who got a very good criteria and criteria less than 0 % did not exist.

Physical education is a subject given at the school level that prioritizes physical activity. The existence of physical education subjects at the school level will help children to develop their movement skills activities. Movement skills in physical education include three things, namely locomotor motion, non-locomotor motion and manipulative motion. Students' understanding of locomotor motion material is very low in physical education learning. Students are easily bored and not enthusiastic when participating in physical education learning, therefore there is a need for innovation in physical education learning by modifying the learning model with games. This study aims to describe the process of developing a TGT learning model with a modified game of ball throwing jump games on locomotor motion material for grade 3 elementary school. This study uses development research with the research model used is the ADDIE research model where there are 5 stages, namely analysis (analyze), planning (design), development (development), implementation (implementation) and evaluation (evaluation). The data source selected was grade 3 SDN Mojorejo II Modo Lamongan for the 2020/2021 academic year, which consisted of 12 students. This research was conducted on June 16, 2021. The research was conducted in one meeting. The results of this study are from the validation of the material experts who get a percentage of 89%, which means the material developed is very valid and worthy of testing, the validation of the learning model experts gets a percentage of 91%, which means that the learning model developed is very valid and worthy of testing, expert validation the game got a percentage of 86% which means that the modified game developed is feasible and valid to be tested, the results of the physical education teacher's response get a percentage of 95% which means that the learning is feasible to be applied in the field or in physical education learning and the results of the 12 student responses get average results The average percentage is 88%, which means the learning is interesting and feasible to be applied in physical education learning. The suggestion from the writer is that it is recommended to be used as a reference in physical education learning and for further researchers it is recommended to develop other modified games in order to perfect the development of the TGT learning model with this modified game of ball throwing jump games.

This study aims to determine students’ perceptions of physical education learning models through games based on (1) Perceptions of physical education learning knowledge, (2) Perceptions of teacher teaching styles, (3) Perceptions of easy-to-use media, (4) Perceptions of interest in learning physical education, (5) Perceptions about the need to develop a physical education learning model through games. This research is descriptive quantitative research. The results of this study indicate that (1) the perception of physical education learning knowledge obtained a score of 90.50% in the very good category, (2) the perception of the teacher’s teaching style obtained a value of 75.50% in the good category, (3) the perception of the media used is easy used to obtain a score of 87% in the very good category, (4) Perceptions about interest in learning physical education obtained a value of 97% in the very good category, (5) Perceptions about the need to develop a learning model for basic volleyball techniques through a play approach obtained a value of 100% in the category very well, which means students agree if the development of physical education learning models through games is developed. The results of this study indicate that students’ perceptions of the development of physical education learning models through games in elementary schools in North Musi Rawas Regency are positive, for this reason it is necessary to develop physical education learning models through games.

The digital age has changed the landscape of physical education (PE), with technology playing an important role in the learning process. This article reviews various studies on the use of technology in physical education to understand the trends, benefits, and challenges in implementing digital learning models. The search in this study used the Harzing Publish or Perish application. The search was initiated using the Scopus database with keywords ("learning model" AND "physical education" OR "sports education" AND "digital era"). Initially, 12.654 publications were identified through the database search (Scopus: 2,831 articles). After following exclusion criteria, only 10 articles remained. The search was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review showed that technologies such as mobile apps, e-learning, virtual reality, digital media, and video games can improve student motivation, engagement, and understanding. However, challenges such as infrastructure limitations, user readiness, and potential reduction of physical aspects in physical learning need to be considered. Therefore, a balanced approach between the use of technology and physical activity is needed, as well as adequate support to maximize the benefits of technology in physical education. Further research is recommended to explore more effective strategies in integrating technology into physical education learning across different contexts. Although there are many studies on adolescent girls' lack of engagement in Physical Education (PE) in the literature, most only investigate the root causes, while few take initiatives to address the inherent problems. Keywords: learning model, physical education, digital era, technological advancement

Physical education teachers are required to be creative in carrying out learning, especially if there are problems with sports facilities and infrastructure in schools. The learning model must be adaptive, especially to the limited facilities and infrastructure of physical education. In addition, the implementation of physical education learning, most of which still uses the drill method, cannot be used in physical education learning, especially if the facilities and infrastructure owned are limited, because it will create boredom in students because of the time waiting for their turn to do motion tasks. This article aims to determine the value of the content validity index (CVI) from development research to create a learning model for the basic skills of basketball passing for students which are expected to be a solution to the problems. The learning model that will be developed later is a learning model using traditional play and sports approaches. CVI was developed by education experts and has been widely used in sharing research to determine the validity of the content. Three experts consisting of education, basketball, and learning experts were asked to evaluate the development of a learning model for basic basketball passing skills. The results of expert validation on the development of a learning model of basketball passing basic skills obtained i-CVI was 0.867 and the average proportion of items considered relevant in the three experts was 0.8; 0.8; and 0.93. The conclusion of this study is the production of products that are declared valid and can be continued at the trial stage using learning materials for traditional games of Orekan, bentengan games, and cat and mouse games. The implementation of this research is expected to be used by teachers in learning so that it is expected to improve basketball learning outcomes, especially the passing skills.

This study aims to determine the relationship between learning facilities and the learning achievement of Physical Education, Sports, and Health students at SMA Negeri 1 Sayegan during the Covid-19 pandemic. This type of research is quantitative with a correlational approach. The population in this study were students at SMA Negeri 1 Sayegan, amounting to 97 students who were taken based on the total sampling technique. The learning facility instrument uses a questionnaire, while the Physical Education, Sports, and Health learning achievement uses report cards. The data analysis technique used Pearson Correlation Product Moment analysis. The results showed that there was a significant relationship between learning facilities and the Physical Education, Sports, and Health learning achievement of students at SMA Negeri 1 Sayegan during the Covid-19 pandemic, with a count of 0.552 and a significance value of 0.000 < 0.05. Learning facilities have a relationship with the Physical Education, Sports, and Health learning achievement of students at SMA Negeri 1 Sayegan during the Covid-19 pandemic by 30.50%. These results indicate that if the learning facilities are getting better or fulfilled, the Physical Education, Sports, and Health learning achievement will also be getting better.

This research is a pilot study aimed at analyzing the intensity of male and female students' learning movement comparison using a polar global positioning system (GPS). It is a comparative study, and participants in this study were junior high school students aged 12-13 years, totaling eight students (four males and four females). The research instruments used were Polar GPS RC3 and Polar Heart Rate Sensor H3 to measure the distance and heart rate of students during the learning process. All participants were given a tactical learning model and a technical learning model on different physical education learning days. After that, they were analyzed comparatively to find out the difference. The results showed differences in the intensity of movement in male and female students, with the tactical learning group had higher intensity of movement. Besides, the average male students had higher movement intensity than female students. This study's findings could be used as evaluation material for teachers to improve the physical education teaching and learning process quality. Furthermore, the use of technology, such as the Polar Global Positioning System (GPS), helps teachers monitor their students' level of physical activity. Since this research is a pilot study, further research is needed to determine the differences between the two learning models and gender-based student movement intensity more comprehensively. Besides, the comparison of giving feedback during the lesson is also suggested for further research.

Physical Education is part of overall education which prioritizes physical activity and to realize this there are many ways carried out by the government, for example sports coaching and Physical Education in schools. The function and objectives of the education system illustrate that physical education and sports are one of the factors that can help in improving the quality of national education. Therefore, physical education needs to be implemented well and consistently starting from elementary school, junior school, high school and university. This assessment aims to determine the relationship between the level of physical fitness and the learning outcomes of class XI students at MA Negeri 1 Meranti Islands. The type of research used is quantitative descriptive research. The subjects of this research were 30 students in Senior High School. The data analysis technique in this research uses descriptive statistical techniques with significant product moment correlation tests. Data analysis used in this research uses descriptive analysis techniques with average values. The results of data processing using manual calculations and the SPSS program obtained several categories of physical fitness levels, namely very good (10%), good (73.33%), fair (16.67%), poor (0%), and very poor (0%) with an average of 3.33 and a standard deviation of 0.45. Meanwhile, the percentage of daily physical education learning results in the categories very good (0%), good (0%), sufficient (20%), and needs guidance (80%) with an average of 71 and a standard deviation of 1.008. The calculated r value is 0.209 and r table 0.361, so that calculated r < r table (0.209 < 0.361) so that H0 is accepted and H1 is rejected. This shows that the level of physical fitness has no relationship with physical education learning outcomes through the physical education skill scores obtained by class XI students at MA Negeri 1 Meranti Islands.

Background and Study Aim. Motor skills, cooperation, and discipline are important for elementary school children. The purpose of this research is to develop a game-based physical education learning model that is effective in improving motor skills, cooperation, and discipline in elementary school students. Material and Methods. This type of research is Research and Development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The validation subjects of the game-based learning model are six expert lecturers with professors and doctoral degrees. The effectiveness test subjects were 46 upper grade elementary school students (aged 10-12 years). The statistical analysis used was Aiken validity analysis and Intraclass Correlation Coefficients, and to analyse the effectiveness of the product using paired sample test analysis. Results. The results show that the game-based learning model is effective for improving motor skills (p-value 0.000 < 0.05), cooperation (p-value 0.000 < 0.05), and discipline (p-value 0.000 < 0.05) in upper grade elementary school students. The developed learning model is valid and reliable, so it is very effective to be used by Physical Education teachers for the learning process. Conclusions. The learning model through this game is expected to be able to bridge the shift in the character values of students in a good direction, along with the development of games and technology that are very strong magnets. For further researchers, further studies and developments are needed to add to the repertoire of game models to improve motor skills, cooperation, and discipline. This will support the learning process of physical education in elementary schools in accordance with the applicable curriculum.

The research problem is the students' low attitude of responsibility. The research intends to find out how much influence the peer tutor learning model has on students' responsible attitudes in physical education. The type of research is a real experiment, the treatment variables are the peer tutor learning model (MTS) and the direct learning model (MTB). The dependent variable is the attitude of responsibility (STJ). The population in this study were all students of class VIII SMP Negeri 13 Makassar as many as 418 people, with a sample of 76 people who were divided into two groups, namely 38 people in the control group and 38 people in the experimental group. The study lasted for seven meetings in seven weeks, with details of the treatment in five meetings and before and after the treatment was given a pretest and posttest. The data were analyzed by paired t-test. The results showed that (1) there was a significant effect of MTB on students' STJ in physical education learning (p<0.05) (2) there was significant influence of MPL on students' STJ in physical education learning (p <0.05) (3) MTB is better at improving students' STJ in physical education learning than MPL (p<0.05). In conclusion, MTB is very good at improving STJ..

Purpose: The incorporation of VR virtual teaching has garnered significant attention, with its applications spanning various disciplines and fields. Notably, in the realm of physical education, VR integration has not only contributed to the enhancement of instructional effectiveness but has also played a pivotal role in fostering the holistic development and personality growth of students. The primary objective of this study is to investigate whether VR virtual teaching can elevate the interest of high school students in the learning of physical education. Methods: Eighty students in high school were recruited and randomly divided into experimental and control groups (40 students of each gender in each group). The classes were taught for 8 weeks, once a week, and 90 minutes each time. The experimental group was taught by VR virtual teaching and the control group was taught by traditional teaching method. Questionnaires were administered to the experimental group and the control group before and after the teaching experiment to analyze the degree of change in students' interest in physical education. SPSS26.0 software was used for data processing to understand the changes in the experimental group and the control group. Results: There were more significant differences in four sub-dimensions of physical education learning interest in the experimental group compared to the control group (positive interest in physical education learning t=-4.23, P < 0.01; negative interest in physical education learning t=-2.99, P < 0.01; sports participation t=-4.42, P < 0.01; concern for physical education t=-5.03, P < 0.01); independent and inquiry learning t=-2.06, P < 0.05). The overall significant change in interest in physical education learning (t interest in physical education learning=-4.98, P < 0.01). The difference between the experimental group and the control group in the pre-test of physical education learning interest was not significant (t=0.37, P > 0.05), and the difference between the experimental group and the control group in the post-test of physical education learning interest was significant (t=2.13, P < 0.05). The results indicated that the experimental group had a significantly better effect than the control group in improving physical education learning interest under VR virtual teaching. Conclusion: VR virtual instruction was effective in improving high school students' attitude towards physical education including positive interest in physical education, negative interest in physical education, sports participation, and concern for physical education.

This research aims to determine the implementation of Physical Education and Orchestra Learning at State Elementary School 85 Lubuklingggau; the implementation of physical education learning consists of several problems, namely the factors of Physical Education Teachers, Facilities and Infrastructure, and Student Motivation at School. The method used in this research is descriptive research. Sampling used a purposive sampling technique, namely representatives of school principals and physical education teachers from each of the 85 Lubuklinggau State Elementary Schools used as research samples. Data collection techniques using observation and distributing questionnaires to students at State Elementary School 85 Lubuklinggau who were selected as research samples. The research results show that motivation is reasonable. This is caused by several causes, one of which is the high enthusiasm and motivation of physical education teachers in providing physical education learning materials in class. Student motivation is also an essential factor in influencing the implementation of physical education learning in schools. Apart from that, the conclusion of the discussion above regarding modifications is reasonable. The facilities and infrastructure assessed by the class teacher as modified in Physical Education, from the assessment results, are reasonable. This is because the facilities and infrastructure at SDN 85 Lubuklinggau can still be used. In conclusion, implementing physical education learning in terms of motivation, modification, and infrastructure is in the excellent category.
 Keywords: motivation, physical education, infrastructure

The background of this research is the lack of realm of developing physical research is the lack of realm of developing physical education learning models. The problem in this study is how the modified form of the soccer game is suitable for the VIII grade students of SMP Negeri 5 Tanah Sepenggal. This research method is development research that refers to the modified Borg & Gall development model, namely: (1) conducting preliminary research and gathering information, including field observations and literature review, (2) developing the initial product form (in the form of game activities soccer) (3) expert evaluation using one physical education expert and one learning expert, as small-scale trials, using an evaluation sheet which was then analyzed, (4) the first product revision based on the results of expert evaluations and small-scale trials, (5) large-scale trials, (6) revision of the final product, (7) the final result of the modification of the learning game “Football Soccer Gacone”. The research data are in the form of product quality, suggestions for product improvement, and the results of filling out questionnaires by students. Data was collected using expert evaluation sheets (one physical education expert and one learning expert), small-scale trials (8 students ), and large-scale tests (30 students). The data analysis technique used is the descriptive percentage to reveal students' cognitive, affective, and psychomotor aspects after using the product. From the test results obtained expert evaluation data, namely Physical Education experts 89% (good), Learning experts 86% (good), small-scale trials 75,83% (good), and large-scale trials 69,66% (good enough). From the existing data, it can be concluded that the development of physical education learning through the Football Soccer Gacone game can be used in the physical education learning process for junior high school students. Based on the results of research and discussion, it can be concluded that the Football Soccer Gacone game is effective, so it can be school students. Based on the results of research and discussion, it can be concluded that the Football Soccer Gacone game is effective, so it can be applied as a learning model in physical education teachers at the 5 Tanah Spenggal Junior High School can use the Football Soccer Gacone Game model product in the physical education learning process.

Learning carried out through limited face-to-face learning during the Covid-19 pandemic has been determined according to government regulations to increase the effectiveness of student learning in physical education learning. The purpose of this study was to find out how the implementation of physical education learning during the Limited Face To Face Physical Education (PTMT) period in the Covid-19 pandemic. The method used in this research is descriptive quantitative. The instrument was used through a questionnaire distributed to the sample, namely physical education teachers at SMPN Metro Lampung, totalling 26. The sample selection of the research was purposive technique because the sample was selected from schools that had already implemented limited face to face in physical education learning. The validity of the instrument with a validity value of 0.693, then the reliability value in this study was 0.935. The study results revealed that if the teaching hours applied by limited face to face physical education have reduced teaching hours. Then for infrastructure, indicators and learning applications are included in the sufficient category, and the best learning model used in limited face to face is individual learning. The results are expected to become a reference for the application of limited face to face physical education so that the results obtained are maximal.

Purpose: This study compares differences in physical fitness (PF), learning motivation, and learning outcomes based on senior high school students' BMI (BMI). It examines students' PF across different BMI categories, the relationship between BMI and learning motivation, and Physical Education learning outcomes based on BMI. Materials and Methods: This study uses a quantitative approach of ex-post-facto type and comparative studies. The research population is 859 senior high school students. The sample was 95 students, who were selected using random cluster sampling and purposive random sampling techniques. The instruments used are TKJI, learning motivation scales, and grades. The data was analyzed using a multivariate statistical analysis of variance (MANOVA). Result: 1) There were differences in PF, learning motivation, and learning outcomes of students based on BMI (sig 0.000); 2) There is a difference in students' PF based on BMI (sig 0.000); 3) There was no difference in student learning motivation based on BMI (sig 0.867); 4) There is a difference in the learning outcomes of Physical Education students based on BMI (sig 0.000). Conclusion: This study found differences in PF and Physical Education learning outcomes based on BMI but not in learning motivation. The results highlight the need for tailored learning models, improved strategies, and a more decisive role for Physical Education in student well-being and learning quality.