IMPLEMENTASI PEMBELAJARAN PENDIDIKAN JASMANI PADA KURIKULUM MERDEKA BELAJAR UNTUK MENINGKATKAN PHYSICAL LITERACY
Bibliographic record
Abstract
Pendidikan merupakan suatu kebutuhan bagi seluruh manusia, karena pendidikan merupakan modal awal seseorang untuk melanjutkan kehidupannya. Seseorang yang telah menempuh pendidikan baik formal maupun nonformal tentunya akan diberikan manfaat di kemudian hari, seperti manfaat mendapatkan pekerjaan yang layak. Kurikulum sebagai ruh proses belajar mengajar harus selalu dievaluasi secara berkala untuk menyesuaikan dengan perkembangan saat ini. Kurikulum di Indonesia tentunya telah berkali-kali mengalami perubahan untuk terus beradaptasi dengan tren yang ada saat ini. Hal yang memberikan warna perbedaan antara penelitian sebelumnya dengan penelitian yang akan dilakukan peneliti adalah penambahan variabel. Setelah melihat penelitian terdahulu yang menyatakan bahwa implementasi pendidikan jasmani pada kurikulum belajar mandiri sudah terlaksana dengan baik, maka peneliti menambahkan variabel literasi jasmani. Dalam penelitian ini metode penelitian yang digunakan adalah penelitian kuantitatif eksperimental dimana sampel penelitian akan mendapat pre-test, kemudian diberi perlakuan dan kemudian diberikan post-test. Dalam penelitian ini yang menjadi populasi penelitian adalah seluruh siswa kelas IV SDN 1 Jayawaras Garut yang berjumlah 50 siswa. penelitian ingin membuat generalisasi dengan kesalahan yang sangat kecil. Dalam penelitian ini akan dipilih 25 siswa kelas IV-B sebagai sampel penelitian untuk kelas eksperimen dan 25 siswa kelas IV-A yang dipilih sebagai sampel untuk kelas kontrol. Instrumen yang digunakan untuk mengukur tingkat literasi jasmani siswa adalah Canadian Assessment of Physical Literacy edisi kedua atau CAPL 2 (Active Healthy Kids Global Alliance, 2017) yang kemudian disesuaikan dengan karakteristik budaya dan diubah ke dalam bahasa Indonesia. Berdasarkan hasil penelitian di Sekolah SDN 1 Jayawaras Garut ditemukan bahwa kurikulum belajar mandiri pada literasi jasmani menghasilkan peningkatan yang signifikan antara sebelum melaksanakan tes awal atau pre-test dengan setelah melaksanakan tes akhir atau post-test. tes. Hasil penelitian menunjukkan bahwa tingkat keterlaksanaan pembelajaran menggunakan literasi jasmani pada siswa menjadikan siswa aktif. Education is a need for all humans, because education is the initial capital for someone to continue their life. Someone who has studied either formally or non-formally will of course be given benefits in the future, such as the benefits of getting a decent job. The curriculum as the spirit of the teaching and learning process must always be evaluated periodically to adapt to current developments. The curriculum in Indonesia has of course changed many times to continue to adapt to current trends. The thing that provides a color difference between previous research and the research that will be carried out by researchers is the addition of variables. After seeing previous research which stated that the implementation of physical education in the independent learning curriculum had been carried out well, the researchers added the physical literacy variable. In this research, the research method used is experimental quantitative research where the research sample will receive a pre-test, then be treated and then given a post-test. In this study, the research population was all students in Class IV of SDN 1 Jayawaras Garut, totaling 50 students. research wants to make generalizations with very small errors. In this research, 25 students in class IV-B will be selected as research samples for the experimental class and 25 students in class IV-A will be selected as samples for the control class. The instrument used to measure students' level of physical literacy is the second edition of the Canadian Assessment of Physical Literacy or CAPL 2 (Active Healthy Kids Global Alliance, 2017) which is then adapted to cultural characteristics and converted into Indonesian. Based on the results of research at SDN 1 Jayawaras Garut School, it was found that the independent learning curriculum in physical literacy resulted in a significant increase between before carrying out the initial test or pre-test and after carrying out the final test or post-test. The results of this research show that the level of implementation of learning using physical literacy in students makes students active.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.005 | 0.006 |
| Meta-epidemiology (broad) | 0.006 | 0.004 |
| Bibliometrics | 0.006 | 0.005 |
| Science and technology studies | 0.010 | 0.002 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.006 | 0.006 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.110 | 0.026 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".