EVALUASI KUANTITATIF PEMBELAJARAN PJOK ADAPTIF DI SEKOLAH LUAR BIASA KABUPATEN BANTUL BERBASIS MODEL COUNTENANCE STAKE: PERSEPSI MULTI-PEMANGKU KEPENTINGAN
DOI:
https://doi.org/10.21831/majora.v32i2.103139Keywords:
PJOK Adaptif, Sekolah Luar Biasa, Evaluasi Program, pemangku kepentinganAbstract
Penelitian ini bertujuan menyiarkan pelaksanaan pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) adaptif di Sekolah Luar Biasa (SLB) Kabupaten Bantul berdasarkan persepsi pemangku kepentingan pada tahap anteseden , transaksi , dan hasil model Countenance Stake, serta membandingkan penilaian antar kelompok pemangku kepentingan. Penelitian menggunakan pendekatan kuantitatif dengan desain evaluasi deskriptif. Enam dari 20 SLB dipilih secara purposive berdasarkan status dan akreditasi. Responden terdiri atas pengawas (6 lembar penilaian), kepala sekolah (n = 6), guru PJOK (n = 6), dan orang tua peserta didik (n = 18). Data dikumpulkan dengan angket skala empat (36 butir untuk pengawas, kepala sekolah, dan guru; 16 butir untuk orang tua) dengan reliabilitas α = 0,950 dan α = 0,895. Data dianalisis dengan statistik deskriptif, kategorisasi berdasarkan rerata dan simpangan baku ideal, uji Friedman, serta koefisien korelasi intrakelas (ICC). Menurut penilai internal sekolah, tahapan anteseden berada pada kategori baik (M = 3,26; SD = 0,30), sedangkan transaksi (M = 3,14; SD = 0,36) dan outcome (M = 3,21; SD = 0,42) berada pada kategori cukup baik. Orang tua menilai tahap ketiga pada kategori baik (M = 3,39 sampai 3,49). Indikator terendah adalah gaya mengajar (M = 2,93), terutama penggunaan gaya penemuan dan pemecahan masalah , diikuti kegiatan penutupan pembelajaran (M = 3,09) dan sarana prasarana (M = 3,14). Pengawas cenderung memberi skor paling rendah dan orang tua paling tinggi, tetapi perbedaan antarpenilai internal tidak signifikan (χ²(2) = 2,55; p = 0,280), dan kesepakatan antarpenilai rendah (ICC(2,1) = 0,24). Temuan ini menunjukkan bahwa perencanaan PJOK adaptif lebih siap daripada pelaksanaannya, dan evaluasi pembelajaran di SLB sebaiknya menghimpun data dari lebih dari satu sumber penilai.
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