Analisis Penerapan Model Pembelajaran Pendidikan Jasmani Berbasis Teaching Personal and Social Responsibility (TPSR) di Kabupaten Sleman
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Penelitian ini bertujuan mengetahui penerapan model Teaching Personal and Social Responsibility (TPSR) untuk mendukung aktivitas pembelajaran PJOK di sekolah menengah pertama pada wilayah pinggiran (peri-urban) dalam meningkatkan sikap dan tanggung jawab siswa. Metode penelitian yang digunakan adalah penelitian deskriptif kualitatif. Responden penelitian ini adalah Guru PJOK SMP di wilayah Sleman sebanyak 10 orang. Ketentuan purposive sampling Teknik sampling penelitian ini menggunakan cluster random sampling. Pengambilan data penelitian menggunakan wawancara. Hasil penelitian menunjukkan pembelajaran PJOK di sekolah belum menerapkan model TPSR untuk menumbuhkan perilaku tanggung jawab dan sosial. Guru hanya berfokus pada partisipasi siswa dalam mengikuti pembelajaran PJOK serta asesmen yang dilakukan guru masih menitik beratkan pada penilaian psikomotorik. Aktivitas pembelajaran yang dibuat oleh guru PJOK masih sebatas pada tujuan untuk membuat siswa aktif bergerak dan belum mengarah pada penerapan karakter tertentu seperti perilaku tanggung jawab dan sosial. Simpulan dari penelitian ini adalah bahwa guru-guru belum cukup mengenal pembelajaran PJOK yang berbasis Teaching Personal and Social Responsibility (TPSR), sebagai salah satu model pembelajaran yang dapat membangun karakter tanggung jawab dan sosial.
Abstract
This research aims to determine the application of the Teaching Personal and Social Responsibility (TPSR) model to support PJOK learning activities in junior high schools in peri-urban areas in improving students' attitudes and responsibilities. The research method used is qualitative descriptive research. The respondents of this research were 10 PJOK SMP teachers in the West Sleman area, determining the number of respondents using the Slovin formula and an error tolerance of 10%. The sampling technique for this research uses cluster random sampling. Research data was collected using interviews. The results show that teachers in PJOK learning at school have never used the TPSR model approach to foster students' social and responsibility. Teachers only focus on student participation in taking part in PJOK learning, and the assessments carried out by teachers still focus on psychomotor assessments. The forms of games created by PJOK teachers are still limited to the aim of growing student fitness and have not yet led to the implementation of student character such as a sense of responsibility and social responsibility at school. The conclusion of this research is that a PJOK learning model based on Teaching Personal and Social Responsibility (TPSR) needs to be implemented to improve students' attitudes and responsibilities in schools located in peri-urban areas.
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