IOP Conference Series: Materials Science and Engineering

Related content

PAPER • OPEN ACCESS

The Development of Cooperative Learning Model
Based on Local Wisdom of Bali for Physical
Education, Sport and Health Subject in Junior High
School
To cite this article: I K Yoda 2017 IOP Conf. Ser.: Mater. Sci. Eng. 180 012166

- Conservation planning on eroded land
based of local wisdom in Kintamani subdistrict, province of Bali
Made Sri Sumarniasih and Made Antara
- Making a Math Teaching Aids of Junior
High School Based on Scientific Approach
Through an Integrated and Sustainable
Training
E Pujiastuti and Mashuri
- Analysis of Mathematics Critical Thinking
Students in Junior High School Based on
Cognitive Style
A Agoestanto, YL Sukestiyarno and
Rochmad

View the article online for updates and enhancements.

This content was downloaded from IP address 80.82.77.83 on 29/09/2017 at 07:40

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

International Conference on Recent Trends in Physics 2016 (ICRTP2016)
IOP Publishing
Journal of Physics: Conference Series 755 (2016) 011001
doi:10.1088/1742-6596/755/1/011001

The Development of Cooperative Learning Model Based on
Local Wisdom of Bali for Physical Education, Sport and Health
Subject in Junior High School
I K Yoda
Universitas Pendidikan Ganesha, Singaraja, Indonesia
* ketut_yoda@yahoo.com
Abstract. The purpose of this research is to develop a cooperative learning model based on local
wisdom (PKBKL) of Bali (Tri Pramana’s concept), for physical education, sport, and health
learning in VII grade of Junior High School in Singaraja-Buleleng Bali. This research is the
development research of the development design chosen refers to the development proposed by
Dick and Carey. The development of model and learning devices was conducted through four
stages, namely: (1) identification and needs analysis stage (2) the development of design and
draft of PKBKL and RPP models, (3) testing stage (expert review, try out, and implementation).
Small group try out was conducted on VII-3 grade of Undiksha Laboratory Junior High School
in the academic year 2013/2014, large group try out was conducted on VIIb of Santo Paulus
Junior High School Singaraja in the academic year 2014/2015, and the implementation of the
model was conducted on three (3) schools namely SMPN 2 Singaraja, SMPN 3 Singaraja, and
Undiksha laboratory Junior High School in the academic year 2014/2015. Data were collected
using documentation, testing, non-testing, questionnaire, and observation. The data were
analyzed descriptively. The findings of this research indicate that: (1) PKBKL model has met
the criteria of the operation of a learning model namely: syntax, social system, principles of
reaction, support system, as well as instructional and nurturing effects, (2) PKBKL model is a
valid, practical, and effective model, (3) the practicality of the learning devices (RPP), is at the
high category. Based on the research results, there are two things recommended: (1) in order that
learning stages (syntax) of PKBKL model can be performed well, then teachers need to have an
understanding of the cooperative learning model of Student Team Achievement Division
(STAD) type and the concepts of scientifically approach well, (2) PKBKL model can be
performed well on physical education, sport and health learning, if the teachers understand the
concept of Tri Pramana, therefore if the physical education, sport and health teachers want to
apply this PKBKL model, they must first learn and master the concept of Tri Pramana well.

1. Introduction
Various “miserable” phenomena related to the duties of physical education, sport and health subject are
easily found in daily life as well as in national research reports, such as: a) the deviant behavior among
teenagers is getting higher and varies. The phenomena of motorcycle gang deviant behavior, fighting
between students, drug abuse, and sexual deviant is still quite often the headlines of national newspapers.
Life patterns of sedentary (sedentary lifestyle) such as longer in watching TV, video, play station, is
experienced by about two thirds of children, especially in the developing countries. Students who like
cheating, play truant, and often copy-paste the tasks.

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd
1

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

Data SDI 2006 on the physical fitness of the Indonesian people stated that 37.40% in the category of
least; 43.90% less; 13.55% average; 4.07% good; and only 1.08% excellent [2]. Kinesthetic intelligence
test results of IV grade elementary school students in the District of Buleleng, Bali in 2011 is in the
category of less [3]. Budiawan et. al research [4], conducted on junior high schools in Singaraja Buleleng
regency Bali gave conclusion that the components of physical fitness of students are still low. Based on
the research results conducted by Yoda [5], that physical fitness level of XI and XII grade students of
SMA Negeri 4 Singaraja Buleleng in the academic year 2008/2009, is least (64%). Only 2% of physical
fitness level of students is classified well.
The phenomena and research results described above indicate that the implementation of physical
education, sport and health learning either in elementary school, junior high school, or high school,
especially in Buleleng regency- Bali is not optimal. The miserable conditions of physical education,
sport and health learning quality on elementary school to secondary school has been presented and
analyzed in various forums by some observers of physical education and sport. Based on the observation
results of the implementation of physical education, sport and health learning on VII grade of Junior
High School in Singaraja Buleleng Bali. Several factors that cause the slump are: First, learning models
used have not been local wisdom oriented. The learning model tends to be centered on the teacher
(teacher centered). The exercises are almost never done by the students for their own initiative (student
centered). The application of such learning model often ignores the tasks of teaching and not in
accordance with the culture of the students. This condition indicates that the truth of idiom stating that
up to now the attention to local wisdom is not maximized so that learning process becomes dry or
meaningless, leaving many students unable to master competencies that must be mastered by the
students in learning the material [6]. Second, because the learning model used by physical education,
sport and health teachers of VII grade of Junior High School in Singaraja is inconsistent with the
character of the students and physical education, sport and health itself, so when viewed from the
application of ethical and moral values, collaboration capabilities, as well as the polite behavior of the
students, in an effort to build Indonesian people with character through physical education, sport and
health learning in schools, especially at the junior high school in Buleleng regency Bali, is still far from
the expectations. In fact, one of the competencies to be achieved through physical education, sport and
health learning in curriculum is to respect and to appreciate the behavior of honest, discipline,
responsible, caring (tolerance, mutual assistance), mannered, and confident in interacting effectively
with the social and natural environment in a range of social and existence [7]. Third, the learning model
used by physical education, sport and health teachers make the students join the lesson passively and
pay less attention to the teachers explanation. It is caused by the learning does not use the students’
environment, especially the local culture of the students. The role of circumstances condition in learning
determines the success of the students in learning. The circumstances meant are the physical, social, and
cultural environment. A conducive environment will encourage the process of learning, and on the other
hand less conducive environment will hinder the learning process [8]. Although there as availability of
learning facilities in adequate amount, students will not be able to develop their ability if their mind are
confronted and refused the learning method. Its created them to be passive [16], and the teacher habits
in application of learning model will greatly influence the learning behavior of their students [1]. A
research by Shoval describe that it emerged from the present study that beginning teachers need to get
meaningful support by: having the opportunity to learn methods to enable them to teach moral values
[22]. The harmony of all audible components of learning should heard like an acoustic sounds. Thus
would create a conducive learning condition for students [23]. In accordance with that thing then cultures
are very necessary to be considered in planning and implementing the learning process such as the
following statement: "Cultural and social differences should be recognized because they can affect such
things as the ability to take responsibility for individualized work or to engage in creative activities" [6].
The quote shows that the students differences in socio-cultural should be the physical education, sport
and health teacher's attention especially in planning and selecting the learning model, as it will affect
the ability of the individuals to work independently and in a creative activity.

2

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

Cooperative learning model based on local wisdom (PKBKL) of Bali is a learning model that
collaborate the cooperative learning model with the concept of Tri Pramana which is a concept of
building knowledge in three ways, namely: 1) by direct observation or perform (pratyaksa pramana), 2)
through trustworthy sources (book, people) (sabda pramana), and 3) through thought or analysis of
existing symptoms (anumana pramana) [6]. It is essential for physical education teachers to improve
their quality in learning methods, thus students could gained learning experiences that will be brought
for their future [15]. Instructional communications skills of teacher such as newest one is positions
against receiver that would improve student’s communication skills [19]. The teacher could do a
reflection of learning process in order to improve their knowledge and skills of learning methods [20]
Based on the description above, the problem to be solved is "How to develop cooperative learning
model based on local wisdom in junior high school? In accordance with these problems, the purpose of
this research is to develop a cooperative learning model based on local wisdom in junior high school.
2. Method
This research is focused on the development of a learning model, so the approach and methods used in
this research are research and development / R & D model, with the design of the development chosen
refers to the development proposed by Dick & Carey as shown in figure 1.
The development of learning model is conducted through three stages: (1) identification and analysis
of needs stage, (2) the development of design and draft of PKBKL models stage, and (3) the testing
stage (expert review and try out).

Figure 1. Dick and Carey’s Model Development Stages [14]
Small group try out was conducted on VII-3 grade of Laboratory Undiksha Junior High School
students in the academic year 2014/2015, large group try out was conducted at three (3) schools, namely
SMPN 2 Singaraja, SMPN 3 Singaraja, and Laboratory Undiksha Junior High School in the academic
year 2014/2015. While the product testing was conducted on VIIb grade of SMP Santo Paulus Singaraja
in the academic year 2014/2015, and data were collected using documentation, testing, non-testing,
questionnaire, and observation. Data analysis was performed by descriptive, qualitative, and
quantitative. Validity, practicality, and effectiveness of the model were analyzed descriptively with the
following criteria.
PKBKL Model is considered valid, if it meets the following criteria: (1) More than half (50%)
validators state that this learning is based on a strong theoretical; (2) More than half (50%) validators
state that the components of this model are consistently interrelated; and (3) The try out results show the
components of this learning model are interrelated (6). PKBKL model is said practical, if it meets the
following criteria: (1) More than half (50%) validators give consideration that this learning model can
be applied in the classroom; (2) Teachers state that they can apply this model in the classroom; and (3)
The level of adherence to this model should be high. PKBKL model is said to be effective, if it meets
the following criteria: (1) Activities of students in following this learning is high; (2) Student study
achievement is fair that is minimum 85% of students learning outcomes are in good categories and meet
the minimum completeness criteria (KKM) 85% of all students; and (3) At least 85% of students have

3

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

positive response. Positive responses are characterized by students’ answers majority 4 and 5, while the
negative responses are characterized by the students' answers 1, 2, and 3 on a scale of five [6].
3. Result
Based on the result of needs analysis, it is obtained conclusion that the differences between learning
model currently used by physical education, sport and health teachers and cooperative learning model
based on local wisdom (PKBKL) of the development results in this research. The differences of
principles are particularly noticeable on the models components namely syntax, reaction principles,
social systems, and the supporting system of both models.
The results of the experts’ testing, small group try out, field testing, and product testing, the model
development of PKBKL has met the criteria of the operation of a learning model i.e.: syntax, social
system, principles of reaction, support system, as well as instructional and nurturing effects. The results
of the experts’ testing, small group try out, large group try out, and the implementation of PKBKL model
also have qualified validity, practical, and effective, in which the results showed: (a) The validity of the
model, in the experts’ testing 100% validators stated that PKBKL model was based on strong theory,
and all validators (100%) stated that the components of the models were interrelated. Either testing
results of small group or large group try out 100% validators stated that PKBKL model was based on
strong theory and the components of the model were interrelated; (b) Practicality of model, in the expert
testing more than 50% validators stated that PKBKL model can be applied in the classroom, and the
teachers stated that they can apply this learning model in the class room. The result of small group try
out the mean adherence of PKBKL model is 93.7%, which shows that the level of adherence to the
model is in very high category). (c) The effectiveness of PKBKL models from the test results of small
groups that can be seen from the students activities, learning outcomes and the students’ responses to
the implementation of PKBKL model have met the requirements, in which the learning activities of the
students are classified in the category of very high/ very active, the average of the students learning
outcomes are classified as good and very good with KKM percentage ≥ 85%, and the students' responses
to the implementation of PKBKL model are relatively positive. Overall. The mean of large group try
out/ field testing is the mean adherence to the model is 92%, which indicates that the level of adherence
to the model is in very high category.
The results of large group try out on the effectiveness of PKBKL model is visible from the students’
activity, 92.9 following the study belongs to very active, the students’ achievement seen from the results
of student learning above 70% is in good category with KKM ≥ 85%, and the students’ responses to the
overall PKBKL model are above 85% positive, then the PKBKL model on large group try out has been
qualified the effectiveness. In other words, the PKBKL model is effectively applied in the
implementation of physical education, sport and learning. The results of the implementation of PKBKL
model in real situations can be reported as follows.
The implements of PKBL model on SMP Negeri 2 Singaraja related to the students’ learning
outcomes of the four items, all aspects of competence are above criteria set out in this research that is at
least 70% is in the category good. It also happens to the minimum completeness criteria in every aspects
of students’ competence is above the criteria set that is minimally meets KKM 85%. Thus the overall
average of students’ KKM is 95.5%. When converted into competency criteria, the overall average of
students’ learning outcomes are in good and excellent categories. Student’s activity showed that, in
average 94.9 students found they had tasted and conducted learning activities as expected in physical
education, sport and health learning by applying PKBKL model, and only in average of 5.1 students
who performed activities beyond the expected. As many as 94% students give positive response to the
application of PKBKL model.
While the implementation of PKBKL model at SMP Negeri 3 Singaraja obtained the following result.
Average of 96.9 students found they had felt and performed the learning activities as expected in
physical education, sport and health learning by applying PKBKL model, and only an average of 3.1
students who performed activities beyond the expected. Students learning outcomes of the four items,

4

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

all aspects of competence are above criteria set out in this research that is at least 70% in good category.
It also the case with minimum completeness criteria in every aspects of student’s competence is above
the criteria set that is minimally meets KKM 85%. Thus the overall average of students’ KKM is
95.75%. When converted into competency criteria, the overall average of student learning outcomes is
in good category. All students (100%) gave positive response. Based on the criteria of the students
responses target which have been determined in this research that is minimally 85% of the students had
positive response, it can be concluded that the students' responses to the implementation of physical
education, sport and health learning with PKBKL model, is classified as positive or in other words, the
positive response given by the students on PKBKL implementation is ≥ 85%.
The results of the implementation of PKBKL model on SMP laboratory Undiksha is as follows.
Average 97.1 of students found they had felt and performed the learning activities as expected in
physical education, sport and health learning by applying PKBKL model, and only an average 2.9 of
students who performed activities beyond the expected. Students’ learning outcomes of the four items,
all aspects of competence are above criteria set out in this research that is at least 70% category is good.
It also the case with minimum completeness criteria in every aspects of students’ competence is above
the minimum criteria set that is minimally meets KKM 85%. Thus the overall average of students’ KKM
is 94.5%. When converted into competency criteria of overall students’ learning outcomes, it in good
category. All students (100%) gave positive response. Based on students’ response target criteria set out
in this research that is minimally 85% of the students have positive response, it can be concluded that
the students' responses to the implementation of physical education, sport and health learning with
PKBKL models is classified positive.
4. Discussion
From the above results, then PKBKL model has met the valid, practical and effective criteria. It means
that PKBKL model is a model designing physical education, sport and health learning based on strong
theoretical concept, components of the model are related to each other, can be implemented practically
in classroom/ field, can increase the activity of students in following physical education, sport and
health, and can improve students’ achievement in physical education, sport and health subject.
The syntax of learning with PKBKL model consists of six phases in which in each phase it is
obviously seen the concept of Tri Pramana either in the activities of teachers or students’ activities using
scientific approach, in accordance with the implementation of 2013 curriculum. Curriculum fidelity
describes the extent to which a curriculum is implemented faithfully as planned. Curriculum fidelity
issues may arise, could be an innovation of it when teachers implement the curriculum inconsistently
due to differences in philosophy, barriers in the setting, or other local concerns [21]. The learning
process becomes an important part which determines the overall quality of education, and teachers have
a central role in improving the quality of learning process [18]. Utilization of Tri Pramana’s concept in
the activities of teachers and students, can have an impact on the provision of comprehensive
understanding either from the teacher as transferor of science and information, or by students as
recipients of knowledge and information on the material being studied, resulting in an increase in the
students' academic self-concept namely students' self-confidence on their academic abilities. Students
who have confidence on the ability of good academic will bring positive impact on learning
achievement. In accordance with this, according to Covert, people who consider their level of efficacy
is fairly high will try harder, to achieve more and more persistent in performing tasks than those who
consider their efficacy is low [11].
In line with the statement, after reviewing a lot of researches about self-efficacy, at different age
groups both in the laboratory setting and in the real world, Bandura and Locke (2003) stated that: the
belief on efficacy does not only predict the function of the behavior among individuals in different level
of self-efficacy assumption, but also predict the changes in an individual's function at different levels of
self-efficacy from time to time and even predict the variations in the same individual to perform
successful or fail tasks [11]. Considering that PKBKL model is the combination of cooperative learning

5

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

model and the concept of Tri Pramana thus creating an ideal learning model for the implementation of
physical education, sport and health learning in Junior High School.
In physical education, sport and health learning in the classroom/ field with PKBKL model, the
students will be facilitated so that students can succeed together academically. Class is seen as a synergy
or coherence of the very heterogeneous characteristics of its members, and students work together in
harmony and give mutual respect to bring hope and potentials come true. With this PKBKL model, each
students learns to listen to the views of other students, helps the learning process of students who seems
less capable, respects the strengths and weaknesses of each, and contribute academically to the interests
of a group or class. The students in the class / field, also worked together to solve the big problems
which are likely to be unsolved through cooperative and collaborative group of work, sharing experience
and knowledge from different perspectives to enrich ideas and academic thinking as well as to build
consensus, to solve the practical problems encountered together in an integrated group. From the
research conducted in 2015 by Subanji, it conclude that the importance of student interactions while
thinking in a group discussions in order to generate problem answers that reflect their decision together.
Thus process describe there some points become an internalization of the values of knowledge into
students behavior and become as characterized themselves, it means the students become an open mind
and appreciative the opinions of others, and able to take decisions by consensus [17]. This PKBKL
model can also provide learning experience in a whole to the students about the materials studied so that
students feel more confident with their abilities so that the tasks assigned by the teachers either in a
group or individual are performed as well as possible and full of responsibility, which brings impact on
the learning process and better study results. The learning process becomes an important part which
determines the overall quality of education, and teachers have a central role in improving the quality of
learning process [18].
The results of this research are supported by some of the results of similar researches: (1) Padma
Dewi, Artini, and Kerti Nitiasih found significant increase in the ability of reading, writing, listening
and speaking on elementary school students in Bali after the implementation of English learning model
based on culture; (2) Suastra, Tika, and Kariasa that there is significant increase on science learning
achievement of junior high school students in Buleleng regency with the application of science-based
local culture learning model in the treatment group compared to the application of regular learning
models in control group; (3) Gita, Ardana, and Mahayukti, also reported the results of similar researches,
with the adoption of non-directive teaching model (NDTM) local culture oriented to the learning of
mathematics on Elementary School students in Buleleng, with the result that NDTM model is very
practically and effectively applied to the learning of mathematics in elementary school; (4) the results
of Subagia and Lanang Wiratma research stated that learning implemented using learning cycle model
based on local wisdom of Balinese (Hindu) can increase the activity of students in learning, both
participating at the tine od receiving information or when doing group work; and (5) Ardana reported
that by applying mathematical learning model with vision of constructivism oriented on students’
cognitive style and culture, is very effective in improving the study outcomes in mathematics [6,8,9,
12,13].
5. Conclusion
Based on the experts’ testing results, small group try out, field testing, and product testing, as well as
the discussion of the results research results, it can be concluded as follows. (1) The development of
PKBKL model has met the operation criteria of learning model namely: syntax, social system, principles
of reaction, support system, as well as the impact of instructional and nurturing effects; (2) the results
of the development of PKBKL model have qualified validity, practical, and effective requirements, and
PKBKL model has been able to improve the students’ learning outcomes of VII grade SMP in Singaraja.

6

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

REFERENCES
[1] Cushion CJ and Massa ANG, 2010. Learning a new method: Teaching Games for Understanding
in the coaches’ eyes. Physical Education and Sport Pedagogy, Vol 15: No.: 4, pp. 361-382.
[2] Mutohir, Toho Cholik dan Ali Maksum. Sport Development Indeks, Alternatif Baru Mengukur
Kemajuan Pembangunan Bidang Olahraga. (Konsep, Metodologi dan Aplikasi). Jakarta: PT
INDEKS, 2007.
[3] Yoda, I Ketut, Nyoman Kanca, dan Made Agus Wijaya. Pengembangan Modul Bermuatan Model
Pembelajaran Bandura untuk Meningkatkan Hasil Belajar Penjasorkes dan Kecerdasan
Kinestetik Siswa Sekolah Dasar. (Laporan Penelitian Hibah Bersaing). Singaraja:
UNDIKSHA, 2011.
[4] Budiawan, Made, dkk., Ujicoba Kartu Kendali Menuju Tubuh Bugar dan Ideal (KKTBI) pada
SMP Negeri di Kota Singaraja Provinsi Bali. (Laporan Penelitian). Singaraja: UNDIKSHA,
20116. Ardana, I Made. Meningkatkan Kualitas Pembelajaran Melalui Pengembangan Model
Berorientasi Local Genius. Proseeding Konvensi Nasional Pendidikan Indonesia VI, 2008.
[5] Yoda, I Ketut. Korelasi Antara Vo2 Maks Dengan Prestasi Belajar Siswa Kelas XI dan XII SMA
Negeri 4 Singaraja Tahun Pelajaran 2008/2009. (Laporan Penelitian). Singaraja: UNDIKSHA,
2008.
[6] Ardana, Pengembangan Model Pembelajaran Matematika Berwawasan Konstruktivisme yang
Berorientasi pada Gaya Kognitif dan Budaya Siswa. “Disertasi, Universitas Negeri surabaya,
2007.
[7] Kementerian Pendidikan dan Kebudayaan. Modul Pelatihan Implementasi Kurikulum 2013.
Jakarta, 2013.
[8] Subagia, I Wayan, I Gusti Lanang Wiratma. Pengembangan Model Siklus Belajar Berdasarkan
Potensi-Potensi Kearifan Lokal Masyarakat Bali Dalam Bidang Pendidikan (Studi
Pengembangan Model Siklus Belajar Berbasis Budaya). Singaraja: UNDIKSHA, 2008.
[9] Suastra, I Wayan, Ketut Tika, dan Nengah Kariasa. Pengembangan Model Pembelajaran Sains
Berbasis Budaya Lokal untuk Mengembangkan Kompetensi Dasar Sains dan Nilai Kearifan
Lokal di SMP. Singaraja: UNDIKSHA, 2011.
[10] Padma Dewi, Ni Nyoman, Luh Putu Artini, dan Putu Kerti Nitiasih. Pengembangan Model
Pembelajaran berbasis Budaya untuk Sekolah Dasar di Bali. Singaraja: UNDIKSHA, 2008.
[11] Hergenhahn B.R., dan Matthew H. Olson, Theories of Learning (Teori Belajar). terjemahan Tri
Wibowo B.S. Jakarta: Kencana, 2009.
[12] Ardana, I Made. Meningkatkan Kualitas Pembelajaran Melalui Pengembangan Model
Berorientasi Local Genius. Proseeding Konvensi Nasional Pendidikan Indonesia VI, 2008.
[13] Gita, I Nyoman., Made Ardana, dan I Gusti Ayu Mahayukti, Pengembangan Non Direktif
Teaching Model (NDTM), Berorientasi Budaya Lokal beserta Perangkat Pembelajaran
Matematika untuk Siswa Sekolah Dasar di Buleleng. Singaraja: UNDIKSHA, 2011.
[14] Dick, Walter, Lou Carey, dan James O. Carey. The Systematic Design of Instruction. Ohio:
Pearson New Jersey Columbus, 2009.
[15] Kirk D, 2004. Framing quality physical education: the elite sport model orSport Education?
Physical Education & Sport Pedagogy, Vol. 9, No.: 2, pp.185-195.
[16] Bakhtiar S. 2014. Instructional Method, school location and ability og basic movements os
elementary school. Jurnal Ilmu Pendidikan, Vol. 20, No.: 2, pp.127-133.
[17] Subanji, 2015. Pedagogical Content Knowledge improvement of Mathemathic’s Teacher and
their practice through TEQIP training model, Jurnal Ilmu Pendidikan, Vol.21, No.: 1, pp. 7179.
[18] Muhson A, Lestari B, Supriyanto, and Baroroh K, 2014. A practice and aplicative Developmental
Software Analysis for questions, Jurnal Ilmu Pendidikan, Jilid 20, Vol. 4, No.: 2. pp. 207-216.
[19] Collin A. Webster, 2010. Relating student recall to expert and novice teachers’ instructional
communication: an investigation using receiver selectivity theory, Physical Education & Sport
Pedagogy, Vol. 15, No.:4, pp. 419-433.

7

1st Annual Applied Science and Engineering Conference
IOP Conf. Series: Materials Science and Engineering 180 (2017) 012166

IOP Publishing
doi:10.1088/1757-899X/180/1/012166

[20] Stephen Harvey, Christopher J. Cushion and Ada N. Massa-Gonzalez. 2010. Learning a new
method: Teaching Games for Understanding in the coaches’ eyes, Physical Education & Sport
Pedagogy, Vol.15, No.: 1, pp. 85-101.
[21] Xihe Zhu, Catherine D. Ennis and Ang Chen. 2011. Implementation challenges for a
constructivist physical education curriculum, Physical Education & Sport Pedagogy, Vol. 16,
No.: 1, pp. 83-99.
[22] Ella Shoval, Ilana Erlich and Naomi Fejgin. 2010. Mapping and interpreting novice physical
education teachers' self-perceptions of strengths and difficulties, Physical Education & Sport
Pedagogy, Vol. 15, No.:1, 85-101.
[23] Stu Ryan and Lisa Lucks Mendel. 2010. Acoustics in physical education settings: the learning
roadblock, Physical Education & Sport Pedagogy, Vol. 15, No.: 1, pp. 71-83.

8