Active learning to improve self-learning among student teachers
PETE, as a place for PE teacher training, requires an analysis of the functioning of subjects related to the SDGs. Since 2006, Active Learning Models (ALM) in track and field courses have aspired to provide contextual learning experiences to PE teacher candidates. However, there is no in-depth analy...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | Indonesian |
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Universitas Nusantara PGRI Kediri
2022-08-01
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| Series: | Jurnal Sportif |
| Subjects: | |
| Online Access: | https://ojs.unpkediri.ac.id/index.php/pjk/article/view/18315 |
| _version_ | 1818066919811448832 |
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| author | Suroto Suroto Bambang Ferianto Tjahyo Kuntjoro Vega Candra Dinata Bayu Budi Prakoso |
| author_facet | Suroto Suroto Bambang Ferianto Tjahyo Kuntjoro Vega Candra Dinata Bayu Budi Prakoso |
| author_sort | Suroto Suroto |
| collection | DOAJ |
| description | PETE, as a place for PE teacher training, requires an analysis of the functioning of subjects related to the SDGs. Since 2006, Active Learning Models (ALM) in track and field courses have aspired to provide contextual learning experiences to PE teacher candidates. However, there is no in-depth analysis of ALM implementation in ensuring the readiness and independence of student learning during lectures. The purpose of this study is to strengthen the evidence that ALM can build the self-regulation and self-efficacy of prospective PE teachers. This research is a weak experimental type using a one-shot case study design. The sample involved 142 students(M= 83 and F= 59) who followed the ALM syntax for one semester. Portfolios and log-activity scores were used to measure self-regulation, while the Authentic Learning Self-Efficacy Scale (ALSS) questionnaire was used to measure Self-Efficacy. Data analysis used descriptive, correlation, ANOVA, and regression. The results showed that the students possessed adequate self-efficacy while participating in ALM. The differences in the characteristics of students based on the class that necessitated adjustments in the implementation of the instructional model were discussed. In addition, learning activity was determined as the most important variable in explaining student self-regulation in successfully achieving academic achievement. |
| first_indexed | 2024-12-10T15:15:26Z |
| format | Article |
| id | doaj.art-6fa1b2517fa8428ba7d5635ad4e0066a |
| institution | Directory Open Access Journal |
| issn | 2548-7833 2477-3379 |
| language | Indonesian |
| last_indexed | 2024-12-10T15:15:26Z |
| publishDate | 2022-08-01 |
| publisher | Universitas Nusantara PGRI Kediri |
| record_format | Article |
| series | Jurnal Sportif |
| spelling | doaj.art-6fa1b2517fa8428ba7d5635ad4e0066a2022-12-22T01:43:49ZindUniversitas Nusantara PGRI KediriJurnal Sportif2548-78332477-33792022-08-018222624010.29407/js_unpgri.v8i2.1831518315Active learning to improve self-learning among student teachersSuroto Suroto0Bambang Ferianto Tjahyo Kuntjoro1Vega Candra Dinata2Bayu Budi Prakoso3Universitas Negeri SurabayaUniversitas Negeri SurabayaUniversitas Negeri SurabayaUniversitas Negeri SurabayaPETE, as a place for PE teacher training, requires an analysis of the functioning of subjects related to the SDGs. Since 2006, Active Learning Models (ALM) in track and field courses have aspired to provide contextual learning experiences to PE teacher candidates. However, there is no in-depth analysis of ALM implementation in ensuring the readiness and independence of student learning during lectures. The purpose of this study is to strengthen the evidence that ALM can build the self-regulation and self-efficacy of prospective PE teachers. This research is a weak experimental type using a one-shot case study design. The sample involved 142 students(M= 83 and F= 59) who followed the ALM syntax for one semester. Portfolios and log-activity scores were used to measure self-regulation, while the Authentic Learning Self-Efficacy Scale (ALSS) questionnaire was used to measure Self-Efficacy. Data analysis used descriptive, correlation, ANOVA, and regression. The results showed that the students possessed adequate self-efficacy while participating in ALM. The differences in the characteristics of students based on the class that necessitated adjustments in the implementation of the instructional model were discussed. In addition, learning activity was determined as the most important variable in explaining student self-regulation in successfully achieving academic achievement.https://ojs.unpkediri.ac.id/index.php/pjk/article/view/18315instructional modelpete studentself-efficacylearning activityacademic achievement |
| spellingShingle | Suroto Suroto Bambang Ferianto Tjahyo Kuntjoro Vega Candra Dinata Bayu Budi Prakoso Active learning to improve self-learning among student teachers Jurnal Sportif instructional model pete student self-efficacy learning activity academic achievement |
| title | Active learning to improve self-learning among student teachers |
| title_full | Active learning to improve self-learning among student teachers |
| title_fullStr | Active learning to improve self-learning among student teachers |
| title_full_unstemmed | Active learning to improve self-learning among student teachers |
| title_short | Active learning to improve self-learning among student teachers |
| title_sort | active learning to improve self learning among student teachers |
| topic | instructional model pete student self-efficacy learning activity academic achievement |
| url | https://ojs.unpkediri.ac.id/index.php/pjk/article/view/18315 |
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