Developing a Basketball Learning Model Using the Teaching Game for Understanding (TGfU) Approach to Improve the Effectiveness of HOTS in Elementary Schools
DOI:
https://doi.org/10.17309/tmfv.2022.3s.03Keywords:
basketball lessons, bullying, higher-order thinking skill, teaching game for understandingAbstract
Study purpose. The researcher realizes that not all physical education teachers in elementary schools provide basketball lessons and some teachers still use conventional learning techniques. This study aims to determine the effectiveness of a basketball learning model with the TGfU approach to increase HOTS and reduce bullying.
Materials and methods. This study used a quantitative approach to test the validity of the content and constructs as well as the effectiveness of the learning model. The experimental subjects in this study were fifth-grade students totaling 165 respondents from 5 elementary schools in Central Java, Indonesia. Data analysis of small-scale trials used Explanatory Factor Analysis (EFA) path analysis, and that of large-scale trials used Confirmatory Factor Analysis (CFA) path analysis. The paired-samples t-test was used to analyze the effectiveness of HOTS and the reduction of bullying.
Results. The result of this study is a basketball learning model that utilizes the TGfU approach to increase HOTS and reduce bullying behavior in the form of a guidebook.
Conclusions. The developed model can increase HOTS and reduce bullying and will affect students’ cognitive, affective and psychomotor learning outcomes. So that the learning model is easy, safe, and makes students more enthusiastic about learning.
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References
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Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: A response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23(2), 166-180. https://doi.org/10.1080/17408989.2017.1359526
Morales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2021). A Systematic Review of Teaching Games for Understanding Intervention Studies from A Practice-Referenced Perspective. Research Quarterly for Exercise and Sport, 1-12. https://doi.org/10.1080/02701367.2021.1897066
Riyanto, A., & Widiyanto, W. (2021). Development of korfball games based on teaching games for understanding for elementary school. Journal of Education, Health and Sport, 11(8), 397-404. https://doi.org/10.12775/JEHS.2021.11.08.044
Bavlı, Ö. (2016). Investigation into the Effects of Eight Weeks of Step Aerobic Dance Practice on Static Balance, Flexibility and Selected Basketball Skills in Young Basketball Players. Journal of Education and Training Studies, 4(5). https://doi.org/10.11114/jets.v4i5.1516
Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2020). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36-53. https://doi.org/10.1177/1356336X18816997
Mu’arifin, Nurhasanah, & Suroto. (2022). Model-based Collaborative for Professionalism Development of Sports and Health Physical Education Teachers in Indonesia. Pegem Journal of Education and Instruction, 12(2), 10-17. https://doi.org/10.47750/pegegog.12.02.02
O’Leary, N., Longmore, C., & Medcalf, R. (2020). Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues. European Physical Education Review, 26(2), 305-321. https://doi.org/10.1177/1356336X19856386
Jarrett, K., & Light, R. (2019). The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts. European Physical Education Review, 25(2), 565-580. https://doi.org/10.1177/1356336X17753023
Nathan, S. (2017). The effect of teaching games of understanding as a coaching instruction had on adjust, cover and heart rate among Malaysian and Indian junior hockey players. Sports, 5(2), 1-14. https://doi.org/10.3390/sports5020044
Pritchard, R., & Morgan, K. (2022). Developing coach education to enhance rugby coaches’ understanding and application of game centred approaches—The importance of questioning. International Journal of Sports Science & Coaching, 1-10. https://doi.org/10.1177/17479541221104157
Bracco, E., Lodewyk, K., & Morrison, H. (2019). A case study of disengaged adolescent girls’ experiences with teaching games for understanding in physical education. Curriculum Studies in Health and Physical Education, 10(3), 207-225. https://doi.org/10.1080/25742981.2019.1632724
Heemsoth, T., Boe, L., Bükers, F., & Krieger, C. (2022). Fostering pre-service teachers’ knowledge of ‘teaching games for understanding’ via video-based vs. Text-based teaching examples. Physical Education and Sport Pedagogy, 27(1), 77-90. https://doi.org/10.1080/17408989.2020.1850668
Levenberg, M. G., Armstrong, T., & Johnson, I. L. (2020). Teaching Dance for Understanding: Reconceptualizing Dance in Physical Education. Journal of Physical Education, Recreation & Dance, 91(6), 3-7. https://doi.org/10.1080/07303084.2020.1770519
Wood, W. (2017). Habit in Personality and Social Psychology. Personality and Social Psychology Review, 21(4), 389-403. https://doi.org/10.1177/1088868317720362
Gubby, L., & Wellard, I. (2016). Sporting equality and gender neutrality in korfball. Sport in Society, 19(8-9), 1171-1185. https://doi.org/10.1080/17430437.2015.1096261
Daryono, R. W., Rochmadi, S., & Hidayat, N. (2021). Development and validation of video-based learning media to increase competency achievement in civil engineering education. Journal of Physics: Conference Series, 1833(012022), 1-10. https://doi.org/10.1088/1742-6596/1833/1/012022
Healy, M., Hammer, S., & McIlveen, P. (2020). Mapping graduate employability and career development in higher education research: A citation network analysis. Studies in Higher Education, 20(1), 1-13. https://doi.org/10.1080/03075079.2020.1804851
Huang, F., Teo, T., & Zhou, M. (2020). Chinese students’ intentions to use the Internet-based technology for learning. Educational Technology Research and Development, 68(1), 575-591. https://doi.org/10.1007/s11423-019-09695-y
Mingaleva, Z., & Vukovic, N. (2020). Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0. International Journal of Cognitive Research in Science, Engineering and Education, 8(Special issue), 93-101. https://doi.org/10.23947/2334-8496-2020-8-SI-93-101
Daryono, R. W., Yolando, A. P., Jaedun, A., & Hidayat, N. (2020). Competency of vocational schools required by construction industry in consultants’ supervisor. Journal of Physics: Conference Series, 1456(2020), 1-10.
https://doi.org/10.1088/1742-6596/1456/1/012057
Setyadi, M. R. A., Triyono, M. B., & Daryono, R. W. (2021). The influence of industrial work practices and workshop infrastructure facilities on work readiness of students. Journal of Physics: Conference Series, 1833(1), 012029. https://doi.org/10.1088/1742-6596/1833/1/012029
Subay, R., Kartono, K., & Sulhadi, S. (2019). Validity and Reliability of Higher Order Thinking Skills (HOTS) Test Assessment in Mathematics Learning At Seventh Grade Based on The Expert Study. Journal of Research and Educational Research Evaluation, 8(2), 141-147. https://doi.org/10.15294/JERE.V8I2.38790
Hazriyanto, H., & Ibrahim, B. (2019). The Factor Analysis Of Organizational Commitment, Job Satisfaction, And Performance Among Lecturers In Batam. Journal of Technical Education and Training, 11(1), 151-158. https://doi.org/10.30880/jtet.2019.11.01.019
Hidayat, R., Zamri, S. N. A. S., & Zulnaidi, H. (2018). Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), 1-12. https://doi.org/10.29333/ejmste/99173
Saifurrahman, M., Sudira, P., & Daryono, R. W. (2021). The Determinant Factor of the Principal Leadership Solutions in Facing the 21st-Century Learning. Jurnal Pendidikan dan Pengajaran, 54(2), 230-243. http://dx.doi.org/10.23887/jpp.v54i2
Boonk, L. M., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2020). Student-perceived parental involvement as a predictor for academic motivation in vocational education and training (VET). Journal of Vocational Education & Training, 1-23. https://doi.org/10.1080/13636820.2020.1745260
Hariyanto, V. L., Daryono, R. W, Hidayat, N., Prayitno, S. H., & Nurtanto, M. (2022). A framework for measuring the level of achievement of vocational students competency of architecture education. Journal of Technology and Science Education, 12(1), 157-171. https://doi.org/10.3926/jotse.1188
Ye, W., Strietholt, R., & Blömeke, S. (2021). Academic resilience: Underlying norms and validity of definitions. Educational Assessment, Evaluation and Accountability, 33(1), 169-202. https://doi.org/10.1007/s11092-020-09351-7
Acevedo-De-los-Ríos, A., & Rondinel-Oviedo, D. R. (2021). Impact, added value and relevance of an accreditation process on quality assurance in architectural higher education. Quality in Higher Education, 1-19. https://doi.org/10.1080/13538322.2021.1977482
Kriswanto, E. S., Akhiruyanto, A., Sulistiyono, S., Primasoni, N., Arjuna, F., Santoso, N., & Putranta, H. (2022). The Effect of Comprehensive Teaching Learning-Based Training on Social Skills and Attitudes. Physical Education Theory and Methodology, 22(1), 19-27. https://doi.org/10.17309/tmfv.2022.1.03
Rusijono, R., Jaedun, A., Kartowagiran, B., Ahman, A., Laliyo, L. A. R., & Mam, S. (2020). Developing the teacher’s social competency assessment instrument in the fourth industrial revolution era. Jurnal Penelitian Dan Evaluasi Pendidikan, 24(2), 125-135. https://doi.org/10.21831/pep.v24i2.29482
Fudin, M. S., & Hariyadi, K. (2020). Development of a Football Game Modification Book for Primary School Physical Education and Health Teachers. Journal of Physical Education, Sport, Health and Recreation, 9(3), 168-172. https://doi.org/10.15294/active.v9i3.41037
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 9(13), 1-223. https://doi.org/10.1186/s41039-018-0078-8
Pondee, P., Panjaburee, P., & Srisawasdi, N. (2021). Preservice science teachers’ emerging pedagogy of mobile game integration: A tale of two cohorts improvement study. Research and Practice in Technology Enhanced Learning, 16(16), 1-27. https://doi.org/10.1186/s41039-021-00152-0
Lameras, P., Arnab, S., de Freitas, S., Petridis, P., & Dunwell, I. (2021). Science teachers’ experiences of inquiry-based learning through a serious game: A phenomenographic perspective. Smart Learning Environments, 7(8), 1-25. https://doi.org/10.1186/s40561-021-00152-z
Jayantilal, K., & O’Leary, N. (2017). (Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games. European Physical Education Review, 23(4), 392-411. https://doi.org/10.1177/1356336X16652081
Nešković, M. (2020). Intercultural pedagogies: Experiencing the kungfu teaching methods at the Shaolin Temple. International Journal of Anthropology and Ethnology, 13(4), 1-22. https://doi.org/10.1186/s41257-020-00040-3
García-López, L. M., Gutiérrez, D., Sánchez-Mora, D., & Harvey, S. (2019). Teachers’ use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463-477. https://doi.org/10.1080/17408989.2019.1628931
Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: A response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23(2), 166-180. https://doi.org/10.1080/17408989.2017.1359526
Morales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2021). A Systematic Review of Teaching Games for Understanding Intervention Studies from A Practice-Referenced Perspective. Research Quarterly for Exercise and Sport, 1-12. https://doi.org/10.1080/02701367.2021.1897066
Riyanto, A., & Widiyanto, W. (2021). Development of korfball games based on teaching games for understanding for elementary school. Journal of Education, Health and Sport, 11(8), 397-404. https://doi.org/10.12775/JEHS.2021.11.08.044
Bavlı, Ö. (2016). Investigation into the Effects of Eight Weeks of Step Aerobic Dance Practice on Static Balance, Flexibility and Selected Basketball Skills in Young Basketball Players. Journal of Education and Training Studies, 4(5). https://doi.org/10.11114/jets.v4i5.1516
Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2020). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36-53. https://doi.org/10.1177/1356336X18816997
Mu’arifin, Nurhasanah, & Suroto. (2022). Model-based Collaborative for Professionalism Development of Sports and Health Physical Education Teachers in Indonesia. Pegem Journal of Education and Instruction, 12(2), 10-17. https://doi.org/10.47750/pegegog.12.02.02
O’Leary, N., Longmore, C., & Medcalf, R. (2020). Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues. European Physical Education Review, 26(2), 305-321. https://doi.org/10.1177/1356336X19856386
Jarrett, K., & Light, R. (2019). The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts. European Physical Education Review, 25(2), 565-580. https://doi.org/10.1177/1356336X17753023
Nathan, S. (2017). The effect of teaching games of understanding as a coaching instruction had on adjust, cover and heart rate among Malaysian and Indian junior hockey players. Sports, 5(2), 1-14. https://doi.org/10.3390/sports5020044
Pritchard, R., & Morgan, K. (2022). Developing coach education to enhance rugby coaches’ understanding and application of game centred approaches—The importance of questioning. International Journal of Sports Science & Coaching, 1-10. https://doi.org/10.1177/17479541221104157
Bracco, E., Lodewyk, K., & Morrison, H. (2019). A case study of disengaged adolescent girls’ experiences with teaching games for understanding in physical education. Curriculum Studies in Health and Physical Education, 10(3), 207-225. https://doi.org/10.1080/25742981.2019.1632724
Heemsoth, T., Boe, L., Bükers, F., & Krieger, C. (2022). Fostering pre-service teachers’ knowledge of ‘teaching games for understanding’ via video-based vs. Text-based teaching examples. Physical Education and Sport Pedagogy, 27(1), 77-90. https://doi.org/10.1080/17408989.2020.1850668
Levenberg, M. G., Armstrong, T., & Johnson, I. L. (2020). Teaching Dance for Understanding: Reconceptualizing Dance in Physical Education. Journal of Physical Education, Recreation & Dance, 91(6), 3-7. https://doi.org/10.1080/07303084.2020.1770519
Wood, W. (2017). Habit in Personality and Social Psychology. Personality and Social Psychology Review, 21(4), 389-403. https://doi.org/10.1177/1088868317720362
Gubby, L., & Wellard, I. (2016). Sporting equality and gender neutrality in korfball. Sport in Society, 19(8-9), 1171-1185. https://doi.org/10.1080/17430437.2015.1096261
Daryono, R. W., Rochmadi, S., & Hidayat, N. (2021). Development and validation of video-based learning media to increase competency achievement in civil engineering education. Journal of Physics: Conference Series, 1833(012022), 1-10. https://doi.org/10.1088/1742-6596/1833/1/012022
Healy, M., Hammer, S., & McIlveen, P. (2020). Mapping graduate employability and career development in higher education research: A citation network analysis. Studies in Higher Education, 20(1), 1-13. https://doi.org/10.1080/03075079.2020.1804851
Huang, F., Teo, T., & Zhou, M. (2020). Chinese students’ intentions to use the Internet-based technology for learning. Educational Technology Research and Development, 68(1), 575-591. https://doi.org/10.1007/s11423-019-09695-y
Mingaleva, Z., & Vukovic, N. (2020). Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0. International Journal of Cognitive Research in Science, Engineering and Education, 8(Special issue), 93-101. https://doi.org/10.23947/2334-8496-2020-8-SI-93-101
Daryono, R. W., Yolando, A. P., Jaedun, A., & Hidayat, N. (2020). Competency of vocational schools required by construction industry in consultants’ supervisor. Journal of Physics: Conference Series, 1456(2020), 1-10.
https://doi.org/10.1088/1742-6596/1456/1/012057
Setyadi, M. R. A., Triyono, M. B., & Daryono, R. W. (2021). The influence of industrial work practices and workshop infrastructure facilities on work readiness of students. Journal of Physics: Conference Series, 1833(1), 012029. https://doi.org/10.1088/1742-6596/1833/1/012029
Subay, R., Kartono, K., & Sulhadi, S. (2019). Validity and Reliability of Higher Order Thinking Skills (HOTS) Test Assessment in Mathematics Learning At Seventh Grade Based on The Expert Study. Journal of Research and Educational Research Evaluation, 8(2), 141-147. https://doi.org/10.15294/JERE.V8I2.38790
Hazriyanto, H., & Ibrahim, B. (2019). The Factor Analysis Of Organizational Commitment, Job Satisfaction, And Performance Among Lecturers In Batam. Journal of Technical Education and Training, 11(1), 151-158. https://doi.org/10.30880/jtet.2019.11.01.019
Hidayat, R., Zamri, S. N. A. S., & Zulnaidi, H. (2018). Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), 1-12. https://doi.org/10.29333/ejmste/99173
Saifurrahman, M., Sudira, P., & Daryono, R. W. (2021). The Determinant Factor of the Principal Leadership Solutions in Facing the 21st-Century Learning. Jurnal Pendidikan dan Pengajaran, 54(2), 230-243. http://dx.doi.org/10.23887/jpp.v54i2
Boonk, L. M., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2020). Student-perceived parental involvement as a predictor for academic motivation in vocational education and training (VET). Journal of Vocational Education & Training, 1-23. https://doi.org/10.1080/13636820.2020.1745260
Hariyanto, V. L., Daryono, R. W, Hidayat, N., Prayitno, S. H., & Nurtanto, M. (2022). A framework for measuring the level of achievement of vocational students competency of architecture education. Journal of Technology and Science Education, 12(1), 157-171. https://doi.org/10.3926/jotse.1188
Ye, W., Strietholt, R., & Blömeke, S. (2021). Academic resilience: Underlying norms and validity of definitions. Educational Assessment, Evaluation and Accountability, 33(1), 169-202. https://doi.org/10.1007/s11092-020-09351-7
Acevedo-De-los-Ríos, A., & Rondinel-Oviedo, D. R. (2021). Impact, added value and relevance of an accreditation process on quality assurance in architectural higher education. Quality in Higher Education, 1-19. https://doi.org/10.1080/13538322.2021.1977482
Kriswanto, E. S., Akhiruyanto, A., Sulistiyono, S., Primasoni, N., Arjuna, F., Santoso, N., & Putranta, H. (2022). The Effect of Comprehensive Teaching Learning-Based Training on Social Skills and Attitudes. Physical Education Theory and Methodology, 22(1), 19-27. https://doi.org/10.17309/tmfv.2022.1.03
Rusijono, R., Jaedun, A., Kartowagiran, B., Ahman, A., Laliyo, L. A. R., & Mam, S. (2020). Developing the teacher’s social competency assessment instrument in the fourth industrial revolution era. Jurnal Penelitian Dan Evaluasi Pendidikan, 24(2), 125-135. https://doi.org/10.21831/pep.v24i2.29482
Fudin, M. S., & Hariyadi, K. (2020). Development of a Football Game Modification Book for Primary School Physical Education and Health Teachers. Journal of Physical Education, Sport, Health and Recreation, 9(3), 168-172. https://doi.org/10.15294/active.v9i3.41037
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 9(13), 1-223. https://doi.org/10.1186/s41039-018-0078-8
Pondee, P., Panjaburee, P., & Srisawasdi, N. (2021). Preservice science teachers’ emerging pedagogy of mobile game integration: A tale of two cohorts improvement study. Research and Practice in Technology Enhanced Learning, 16(16), 1-27. https://doi.org/10.1186/s41039-021-00152-0
Lameras, P., Arnab, S., de Freitas, S., Petridis, P., & Dunwell, I. (2021). Science teachers’ experiences of inquiry-based learning through a serious game: A phenomenographic perspective. Smart Learning Environments, 7(8), 1-25. https://doi.org/10.1186/s40561-021-00152-z
Jayantilal, K., & O’Leary, N. (2017). (Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games. European Physical Education Review, 23(4), 392-411. https://doi.org/10.1177/1356336X16652081
Nešković, M. (2020). Intercultural pedagogies: Experiencing the kungfu teaching methods at the Shaolin Temple. International Journal of Anthropology and Ethnology, 13(4), 1-22. https://doi.org/10.1186/s41257-020-00040-3
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Published
2022-11-30
How to Cite
Waffak, M. N., Sukoco, P., Sugiyanto, F., Arifianti, E., Setiawan, J., & Daryono, R. W. (2022). Developing a Basketball Learning Model Using the Teaching Game for Understanding (TGfU) Approach to Improve the Effectiveness of HOTS in Elementary Schools. Physical Education Theory and Methodology, 22(3s), S21-S29. https://doi.org/10.17309/tmfv.2022.3s.03
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