Implementation of Teacher Learning in Physical Education Curriculum at the Junior School in Makassar, Indonesia

By Haris, Abdul; Ghazali, Mohd Izam | Journal of Physical Education and Sport, July 2016 | Go to article overview

Implementation of Teacher Learning in Physical Education Curriculum at the Junior School in Makassar, Indonesia


Haris, Abdul, Ghazali, Mohd Izam, Journal of Physical Education and Sport


Introduction

The curriculum is implemented to ensure the student's ability to master a lesson so as to achieve success. The curriculum is also implemented in order to get a change in behavior better learners and obtain the triumph as expected (Russell, 2007; Rifai, 2011). Implementation of the curriculum in schools with sustainable organizations can improve the effectiveness and quality of education and be able to promote the glory of students (Mariani Md. Nor, 2002). Hans (2013), states that the structure of the sequence of instruction used in teaching found to be very closely linked to the students' skills. The study found that the structure of the teaching sequence can influence student achievement in participating in class assignments.

By Hargreaves (2007) and Wanying (2014), as well as problems in teaching effectiveness is related to the accuracy of teachers in conducting lessons based on the time allocation in the curriculum. Activities in the teaching curriculum PJ can be implemented inside or outside the classroom. Although attention is needed to process more activities outside the classroom due to wider reach and should be taken into account the safety of students. As an example, because the environment makes students feel anxious because perhaps many sharp objects, many vehicles, rain or hot weather. Activities in the teaching curriculum PJ can be implemented inside or outside the classroom. Although attention is needed to process more activities outside the classroom due to wider reach and should be taken into account the safety of students. As an example, because the environment makes students feel anxious because perhaps many sharp objects, many vehicles, rain or hot weather. This matter must be different when running in the classroom or in the hall like a place that gives students a positive and safe learning. Students who want to learn or teachers who want to teach can be done with harmony and feel good (Mohd Sofian Omar Fauzee, 2006).

In the process of carrying out activities of teaching physical education teachers have not been able to make a significant contribution because of the time devoted to running instruction used for other subjects. Therefore, teachers are too concerned with other subjects, the teaching of physical education who is also the majority of the subjects did not implement as issued (Tomoliyus, Margono & Sujarwo, 2013). Physical education curriculum implementation is both complex and many challenges such as the number of students that many in one class (Ardhimuna 2010; Destani, 2011; Saryono & Soni, 2013). It is like that reported by Setiawan (2004), Juliantine (2011) and the Education and Training Module Professional Teacher of Physical Education and Health (2012), who said that in carrying out activities of teaching physical education, teacher considered less important and less profitable for students as well as better education. At the same, the main problem in the implementation of this curriculum is the teaching of teachers lack the motivation to carry out teaching activities caused a means for teaching facilities are very limited (Harianti, 2007; Harsono, 2010; Suyudi, 2012; Merdekawati, 2013; Herdayanto, 2014; Maulida, 2014). To elaborate on the implementation of the physical education curriculum subjects at secondary school by focusing on teachers in implementing the learning.

The physical education curriculum was originally based on the aspects of strength, agility, and flexibility exercises, and so on more widespread on fitness and exercise can improve cardiovascular endurance (Corbin et al, 2008; Koutedakis & Bouziotas, 2003; Wuest & Bucher, 2009). Progress must be intensified against the desires of education and the importance of sport and physical education for the progress of a nation. The physical education teaching quality is getting better and according to the desire of the Indonesian national education. Therefore, this research needs to be done, especially with regard to the problem of improving the quality of teaching physical education curriculum subject in schools (Khomsin, 2001; Siedentop, 2007). …

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