Peran Pendidikan Jasmani Terhadap Aktivitas Fisik Siswa Melalui Pembelajaran Berbasis Blended Learning
Abstract
Penulisan ini bertujuan untuk meninjau tercapainya pembelajaran pendidikan jasmani berbasis blended learning terhadap peningkatan aktivitas fisik siswa di sekolah. Metode yang digunakan dalam penulisan ini adalah tinjauan sistematis dengan mencari studi yang releven menggunakan google scholar sebagai bahan tinjauan. Referensi yang dimuat yaitu publikasi mulai tanggal 1 Januari 2017 sampai 30 November 2022. Hasil pada penulisan ini menunjukkan tiga penelitian menunjukkan hasil negatif dan dua penelitian menunjukkan hasil positif. Pembelajaran pendidikan jasmani berbasis blended learning memberikan dampak yang kurang terhadap aktivitas fisik siswa di sekolah, memberikan beban terhadap guru, dan masih erat kaitannya dengan dampak covid-19. Namun tidak dapat dipungkiri blended learning akan menunjang profesionalisme guru di masa depan. Hasil positifnya, pembelajaran pendidikan jasmani berbasis blended learning dengan meningkatkan literasi fisik pada siswa sehingga siswa mampu menerapkan untuk meningkatkan kebugaran, serta kepuasan minat belajar, dan memfasilitasi perkembangan olahraga pada siswa.
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Invernizzi, P., Crotti, M., Bosio, A., Cavaggioni, L., Alberti, G., & Scurati, R. (2019). Multi-Teaching Styles Approach and Active Reflection: Effectiveness in Improving Fitness Level, Motor Competence, Enjoyment, Amount of Physical Activity, and Effects on the Perception of Physical Education Lessons in Primary School Children. Sustainability, 11(2), 405. https://doi.org/10.3390/su11020405
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Mustafa, P. S., & Dwiyogo, W. D. (2020). Kurikulum Pendidikan Jasmani, Olahraga, dan Kesehatan di Indonesia Abad 21. JARTIKA Jurnal Riset Teknologi Dan Inovasi Pendidikan, 3(2), 422–438. https://doi.org/10.36765/jartika.v3i2.268
Wang, C., Dev, R. D. O., Soh, K. G., Nasiruddin, N. J. M., & Wang, Y. (2022). Effects of Blended Learning in Physical Education among University Students: A Systematic Review. Education Sciences, 12(8), 530. https://doi.org/10.3390/educsci12080530
Zheng, W., Ma, Y. Y., & Lin, H. L. (2021). Research on Blended Learning in Physical Education During the COVID-19 Pandemic: A Case Study of Chinese Students. SAGE Open, 11(4). https://doi.org/10.1177/21582440211058196
Calderón, A., Scanlon, D., MacPhail, A., & Moody, B. (2021). An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy, 26(6), 562–577. https://doi.org/10.1080/17408989.2020.1823961
Chen, W., Hammond-Bennett, A., Hypnar, A., & Mason, S. (2018). Health-related physical fitness and physical activity in elementary school students. BMC Public Health, 18(1), 195. https://doi.org/10.1186/s12889-018-5107-4
Cruickshank, V., Pill, S., & Mainsbridge, C. (2021). ‘Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19. Issues in Educational Research, 31(1), 76–93.
Dobbins, M., Husson, H., DeCorby, K., & LaRocca, R. L. (2013). School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD007651.pub2
Hardy, L. L., Barnett, L., Espinel, P., & Okely, A. D. (2013). Thirteen-Year Trends in Child and Adolescent Fundamental Movement Skills. Medicine & Science in Sports & Exercise, 45(10), 1965–1970. https://doi.org/10.1249/MSS.0b013e318295a9fc
Howley, D. (2021). Experiences of teaching and learning in K-12 physical education during COVID-19: an international comparative case study. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2021.1922658
Invernizzi, P., Crotti, M., Bosio, A., Cavaggioni, L., Alberti, G., & Scurati, R. (2019). Multi-Teaching Styles Approach and Active Reflection: Effectiveness in Improving Fitness Level, Motor Competence, Enjoyment, Amount of Physical Activity, and Effects on the Perception of Physical Education Lessons in Primary School Children. Sustainability, 11(2), 405. https://doi.org/10.3390/su11020405
Jones, K., & Sharma, R. S. (2020). On Reimagining a Future for Online Learning in the Post-COVID Era. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3578310
Kemendikbud. (2022). Surat Keputusan Kepala BSKAP Kemendikbud No 008/H/KR/2022. 355–362.
López-Fernández, I., Burgueño, R., & Gil-Espinosa, F. J. (2021). High school physical education teachers’ perceptions of blended learning one year after the onset of the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18(21). https://doi.org/10.3390/ijerph182111146
Mustafa, P. S., & Dwiyogo, W. D. (2020). Kurikulum Pendidikan Jasmani, Olahraga, dan Kesehatan di Indonesia Abad 21. JARTIKA Jurnal Riset Teknologi Dan Inovasi Pendidikan, 3(2), 422–438. https://doi.org/10.36765/jartika.v3i2.268
Wang, C., Dev, R. D. O., Soh, K. G., Nasiruddin, N. J. M., & Wang, Y. (2022). Effects of Blended Learning in Physical Education among University Students: A Systematic Review. Education Sciences, 12(8), 530. https://doi.org/10.3390/educsci12080530
Zheng, W., Ma, Y. Y., & Lin, H. L. (2021). Research on Blended Learning in Physical Education During the COVID-19 Pandemic: A Case Study of Chinese Students. SAGE Open, 11(4). https://doi.org/10.1177/21582440211058196
DOI: https://doi.org/10.32682/bravos.v10i4.2798
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