PENGEMBANGAN PROGRESSIVE INTENTIONALLY STRUCTURED PSYCHOSOCIAL MELALUI OLAHRAGA TRADISIONAL BAGI SISWA SEKOLAH DASAR
Bibliographic record
Abstract
Penelitian ini diadopsi dari konsep prinsip untuk mengintegrasikan pengajaran life skills ke dalam latihan Golf di Kanada. Hal ini menjadi sebuah pemikiran bagi peneliti mengantikan life skill dengan psikososial dan mengantikan Golf dengan permainan tradisional. Tujuan penelitian adalah untuk mengetahui perbedaan pengaruh dari pembelajaran konvensional, pembelajaran intentionally structured psychosocial, dan progressive intentionally structured psychosocial. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain penelitian matching only pretest-posttest control group with three levels of variation of the independent variable. Instrumen yang digunakan yaitu questionnaire on psychosocial adjustment needs of grade 7 students. Uji hipotesis penelitian ini dengan menggunakan uji paired sampel t-test, uji independent sampel t-test dan analysis of variance (ANOVA). Hasil penelitian menunjukan terdapat pengaruh antara pembelajaran konvensional, pembelajaran intentionally structured psychosocial, dan pembelajaran progressive intentionally structured psychosocial terhadap perkembangan psikososial melalui olahraga tradisional bagi siswa sekolah dasar. Pembelajaran progressive intentionally structured psychosocial lebih baik daripada pembelajaran intentionally structured psychosocial dan pembelajaran konvensional. Pembelajaran intentionally structured psychosocial lebih baik daripada pembelajaran konvensional. Kesimpulannya pembelajaran yang memberikan pengaruh yang paling besar terdahap perkembangan psikososial adalah pembelajaran progressive intentionally structured psychosocial. This research adopted the principle concept for integrating life skills teaching into golf practice in Canada. This has become an idea for researchers to replace life skills with psychosocial and replace golf with traditional games. The aim of the research is to determine the differences in the effects of conventional learning, intentionally structured psychosocial learning, and progressive intentionally structured psychosocial learning. The method used in this research is an experimental method with a Matching only pretest-posttest control group research design with three levels of variation of the independent variable. The instrument used was a questionnaire on psychosocial adjustment needs of grade 7 students. Test the research hypothesis using the paired sample t-test, independent sample t-test and analysis of variance (ANOVA). The research results show that there is an influence between conventional learning, intentionally structured psychosocial learning, and progressive intentionally structured psychosocial learning on psychosocial development through traditional sports for elementary school students. Progressive intentionally structured psychosocial learning is better than intentionally structured psychosocial learning and conventional learning. Intentionally structured psychosocial learning is better than conventional learning. In conclusion, the learning that has the greatest influence on psychosocial development is progressive intentionally structured psychosocial learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.029 | 0.004 |
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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".