03 proceeding teachers knowledge pes character values elementary school
PRSCEEI}ING
THE,I NTERNATIONAIJSEMINARIOHCH.4R.4CTER
fuvrcins
ffirw
E!!h./
::
trXELCOME
Y. Boucher(UNSWAustralia)
(tlPM Malaysia)
Mohd.SofanOmarFauzee
(UPIIndonesia)
YudhaM. Saputra
(JPI Indonesia)
YadiSunaryadi
hiblishedby
The Sehool ofPhysieal Ddueation and Health
iildonesia Llniversity of E dueation
Bandurrg, Deeember 14, 20lI.
tl,,,
PREFACE
'f
he Seminar of Chzu:rcter Building :urd I Iuman Movement lvalsliclcLon Deceltrlrr
14,2011 at the Scl]ool of Physicrl &lucation ixrd Health Lilucatron, indonesia
Un iversily crf Education, B:rnc1ung.
The main purposes of the Seminar werc :
1. to open insight ofthe impoflance of physical eduction activity as an
instument in developing national character
2. to ecplore many informations in terms of contnbrition ofphyrsicalactivi5r on
chamcter building
Sincethe serninar merr.rbershave slrc$ed intel.estsin phlsical educational research
and development in lndonesia and other rcgions, collaborations ar.rd
exchanges of ideas constitute t-l.e strength of Seminar members in the efforts to
enh;u-rcethe qllality of physical education and q]1rlt activities in the region.
Nowadays, global changes have unavoidably allected behaviour of the people
including the students in Indonesia. While physical edLrcators and athletic
administrators cal influence the conduct of student athletes and
spectators, it is thc physical educators u'ho 1.ravethe most impact in
determining i,vhich values are demonstrated and promoted in sports to
the students. The values of people who participate in sports, inclrLcling
s d"nls. rrot only shape o rl ultur". thel alsu r^fl., r lr. t hu-; p,.,ol"
involved in sports should be aware and consider the impact of major
social trer-Lclsthat will inevitabiy affcct the values ar-rd character ol
thcmselves. Character is about rvho rve ate inside- It is often reveaLed
by how we act r'l-ren we think no onc is looking or when we're sure rve
\von t get caught.Three Dimensions of Character Education includes
knowledge (lhe coanitiue domain), feclings (the ajftcrlre domain), and
actions (the behclL)ioraLdomain). It is nlr this reason that tl're Seminar
addressed the issues of character building by lqrking hnr the rcle of plrysicai
education and sports in r€qronse to the nadonal characier problems, pt-hct trrb' in
lndonesh Accordingly, the seminar brouEdrt in the issue of Building Charactcr
tluough Physical Education aJlcl Spods as its seminar theme, whic.lt rcpresents
.n efort to cdlcctivellr rcs1md to the ch;L1lengesposed b' the mor:l decvlarce
T
cccLlring in our legioc his theme was thor developed into four sub themcs, i.e.
clEracter development tlrougfr sporl education, rcq€aition spol1 ard ]rerlblmance
sFtj Wort as a part of characler bunding sp]rt climensiotr in tems of national
dlalacter buiding qlod dwelopment imp[cation to$'ad the developmentof nationa]
character:sport for all as a mears ofnational duracter bunding
Ihe Seminar receivecl a wide attention from both acado:oiaand ph5,sica1education
in otlrr rcgi,rrrs This seminar also rcceir,ed firil suppo* fiom the
Seminar
International
BuildingandHum(lnMovementActivities
Choracter
Pagei
govemmentof kdonesia ttrouglr the Ministy of Youth Atrairs and Sport the
RepublicofLrdonesia This was indicated in their enthusiastic parlicipation in
the seminar. The Organising Committee received more than 25 papers
proposed for presentations, and more than 150 participants registered for the
seminar. Unfortrmately, due to time constraint and seat alalat'iity, firany
papersand paticipantscouldnot beattsded to'Ihe papers submitted to the organising Committee addressing the theme
of
pqseectiv€sin the fi'amewod<
anab/blcal
brought by the seminar, and ccu:rtaining
acti@ arrd sporb 1tis kmirrnr M@
drardcbr br-nfdingtlTor.€h phS,rsical
hower€r, contains on$ a few of the papas, selected acmrding to their
repr€sdltalilm€sscf eactrsub-therneas vell as their:brmder col€mgeof the issues
understanding
discussed1tisapectedthftftre, r€adeswiltmie arnoreccarrprehersir'e
dthe issuesdiscussedduring rl]e seminar.
Editors:
Y. Boucher
Mohd.SofianOmar Fauzee
Yudha M. Sapuba
Yadi Suna4radi
InternationalSeminar
Activities
CharacterBuildingandHumanMovement
Pageii
t>3
TABLEOF CONTENTS
...............
P R E F A C.E
.............-............
C
O F O N T E N T.S
TABLE
and Health
AddressDeanot the Schoolof PhysicalEducation
Welcome
''
" IndonesiaUniversityof Education
Education,
committee
of the Organizing
Address,Chairperson
Welcome
THESEMINAR
TheSeminar,'...'...,,.
and Recommendations
Conclusions
" '-"""" " " " --
I
Il
vl
viii
lx
x
SPEAKERS
PLENARY
No.
Titles/Authors
Page
of
by Furqon- /ndonesiaUniversity
1. CharacterBuildingThroughEdLrcation,
Cducaiion.......
byY A Boucher:NewSouth
Eating,
AndHealthy
Exercise
Lifestyle:
2. Healthy
At,slralla
WalesUnrversiiy
Sportsparticipation,
through
Building
for Character
3. TheStrategies
- " - Universiias
PutraMalaysia
by M.S.Omar-Fauzee
10
PAPERS
PARAREL
l9
"
4. CharacterFormafionln SportsFootball,by AhnadAtiq
In
AndEarlyChildhood
Of Culture
Habituation
5. PlayAs The InitialCharacter
24
PhysicalEducation,by A M BandiUtana
Youth& Adults
of SportActivityPatternsof Malaysian
6. l\,4easurement
" '
byAminuddinYusof andParilahMohdShah
Method
Islamic
Through
on
Child
HabilEstablishment
AndExercise
Character
ByAnirotulQariah....
Activities
ValueBasedPhysical
FosteringCharacterEducaiionThroughMecliating
42
..... . .... ......
Abduliabar
By Bambang
Of
Aihletes
To EducateThe Character
The RoleOf SportsAnd PhysicalEclucation
52
StudentsAndAt The Schools,by Dinyati . .
Activity
andPhysical
andAdolescense
andObesityin Pediatric
10.Overweight
63
by /qbalGentarAlam.
fManagement,
Through
Obesity
of childhood
io Prevention
LifeCharacter
11.BuildingHealthy
72
'
HumanMovement/ PhysicalActivity,by HamidieRonaldDanielRay
Elementary
ValuesAt
Character
Of PhysicalEducation's
12.Teacher'sKnowledge
School,by Ermawansusanto.-. . ....- - .
of
PhaseTrainingtowardlhe Increase
13.The Influenceof SpeciflcPreparation
andLacticAcidLevelof Pelatda
PhysicalConditioning
SoftballPredominant
94
PONXvlll JawaBarat'sSoftballAthletes,by JaiatDaraiatKN "
Of Natural
Awareness
14.TheEffectsOf OutdoorEducationOn Developing
115
by Kardiono
Conservation,
Environment
123
na
"
ThroughPencakSilatTraining,by Mulya
Development
15.Character
Seminar
International
Activities
andHumanMovement
Building
Character
Pageln
of a SponScienceConceptfor StudentDevelopment' 137
Appllcation
16.Periodization:
et'tt bvA/harYaacob
' -- 'ri w"r"" e""i"s;itiil
;"0 w"t"" s"1""'
L
Experience
17.MotifAndMenstrual
145
Athletes(Descriptivestudyrnwomenathletesforboxingandsoccet\'byNinaS'
of ldealPhysicalEducation'
Iniernalization
18.NationCharacterBuildinglhrough
152
& NurlanKusmaed" "
iport unAH"aftnVafues,by InchaSafari
SchoolStudentsThroughPhysical
rc i[J Piototins s"lf-confidenceAmong
162
'
EducationActivity,Ruslilbrahim
yadl
"'
throughSportParticipation' Su'aryadt.
,O O"""apl"n
' 183
':-':
saputr?
M'
bv Yudha
cnaraclet'
Build
ro
"n"'"-cter
^
;;.;;";;;1;"
Educated
SpodProqramTo ProducePhysically "
And
"nance
Education
t-nt"i",
oo"ri""
ir.
self Actualization
"
Lif; stylesIn Enhancing
i"^io""r" tilr,r.LiveActiveAnd Healthy
187
Hendra{ana
YudY
bv,
Buildins'
character
ofstudents
Frame
^ il;'ri J";;;;rt|.e andsportsinthe
199
Yusakarim
Bv YusS
TheoryPe6pectrve
SocialCognitive
,. ii" O"",^'" t UealthyLifeCharacter:
205
bv Yusul Hida|at
At swimmstvle'sln
Analysis
,u
'" ii" trrJt" dt-ir""nanicsAndTechnomoicr
229
by Badrutulu-l
Bandung'
'Junior
^:^: Hish
tn Jait proccesstudentFpok-upi
Penjasorkes
competence
Teacher
Forlmprovins
"*'rn-.
,, ;;.";;;i;;t;ael
'"
239
"'
al
""
Mulyana'et
bvBovke
Java'
lnwest
s"r'""i,qna
ThroLgn
School
ot Elementary
Sludenls
"a"inces
Selfconcept
zl i"""r"ptg p""itte
I he Applic;tion of Feedback'by Dioin Budimdn
The AbilityMountainclimber
oet\teen PhysicalFilnessLeveland
i'n"'ti""[,-**o
,u
LuRy
""
3oo0 MetersAbove Sea Le"tel'by
a"Jrituiitution'on the Altitudeover
259
Suhendat
Fadily
Fahmy
R,
Angkawidiaja
260
cycle byNita suf''esn"
andM-onsrual
Endurance
29.Athetete's
tennisbvHanJdl' 274
Mrni-t!::,1"::'!:n
Throush
Ledrnins
Educarion
character
;; il i;i;;;;
"t
3l.Thecorre|ationbetweenParenratuaringandStUdent'sParticipationiniermsof
M Yamin
Ed;at\an'byHelmyFirmansyah'
Physrcal
through
Building
Character
286
Akin
SaPutra,Yogi
' by Nurtn'lri Rahayu
nno Charactereuiiiing of
32.PhvsicalEducation
"nilO'"n
dndLlderlyFxerci\e
calislhenic
t-n"u HeartHeallhExercrse
p'".s$es'bvJakrar"
"f
"l
" ." .
"' "'ti.t"",
:iltr'*;';;;ra;iJs,.iorr" arooo
ln
ValuesTo Students
Educational
Developing
In
r*ents,Role
O"l
* i"""i"^
bYKomaruon
School,
' byM Nizam
Periormance
Referee
* tr"J'"ii"'i i""i"t" otTheRugbvsevens
Nazarudin,MohamadRatali Abdullah
socialBehavior'
with thestudents
Education
3, ;#;;1ffi;;ical
bv OomRohmah
LeiFVentncle
Towards
Exercise
OfPhysical
Effect
a, J"i0",,,'"" Ot,*ensrty
'
Priin"t ' oyS"tpn Uit" ::
Gorontalo
Pon Athletes
--*.^:
Towards
",
295
301
327
327
329
343
*;;;;il;;;;""":,':i:'li;nHIilJ?;:1"""1'i"J3"":11
Motur
The AbilityOf Fundamental
Improving
354
ln Padang,by SyahrialBakhtiar"
in PhysicalEducationLearnrng
'*" "':CertifiedTeacherAchievement
ano Non-\,er
Certilredi"O'*"
* l"*,1-ii
364
364
'
,,^
"
EkaSuryaPrase'a
irocess,Ay fjetiepUabibudin,
lnternationalSeminar
BuildingondHumanMovementActivities
Charocter
"
Pageiv
(increasing
Activity
sprintvelocrty)'
40.TheRoleof SimpleMediajn Research
by Yayo Bahagta.
of West Java
4l.The Correlationbelween PhysicalAbilily and AgressionBehaviour
372
Atfleles.by Fnl"ng Rahnal
BaskerDd"
!-
Seminar
lnternational
Buildingand HumanMovementActivlties
Character
Pagev
tt 7,
School
At Elementary
Values
Teacher'sKnowledgeOf PhysicalEducation'scharacter
ErnarttanSusantoM Pd
Abstract
responsiblllty
likesportfityhonesty'discipline'
, and (2) to developsome arlILrdes
The mainqoalat lrfst
edLlcation
by physlcal
teamwork,conidenceano oemocracy
level'the clescnprlon
teacherunderstanding
competence'
pedagogic
yearis io identify
ofcharacter|oadingatLearnInganC]characterVaIueSatphysicaleducatjon
and qualitativeapproach
is a descnptlveresearchthat usesquantitative
learning.This
as muchas
Forthefirst'usespopulation
formulations'
Therearefourproblem
(mixing].
Random
schoolin DlY ThistakesCluster
elementary
teacnerat
education
144physical
The
as samplingtechniqueThe sampleis 60 physicaleducation-teachers
Sam'pting
sheetwithanalysisdocumentiechnique(RPP) Secondly'
usesobservation
instrume-nt
PurposiveRandomSamplingas
uses populationas much as6oteachersThis takes
guidelineNumberof sampleis 7
is interview
The Instrument
samplingtechnique
This takes Purposive
as much as6oteachers'
teachers.Thirdly,uses popularion
guideline
is interview
instrllment
lechniqueResearch
as sampllng
RandomSampling
w i t h o b s e r v a s i S i t i n c | a s s t e c n n | q u e ' N u m b e r o f s a m p | e i s T t e a c h e r sas
'Forthefour
Sampling
Random
Purposive
takes
This
teachers
as7
as much
,tsespoputation
sheetwith sit in class
lnslrumemof researchis observation
technlque
sampling
researchshowsthat:
techniqueNumberof sarnpleis 7 teachefsResultof
observaiion
Planning
Proqram
Learning
at arranging
teacners competence
educat'on
(1) Physical
thatjs
RPP
the
from
havlngcnaraderv sronis notgolngwell Thisis seen
(RPP)that
S t i | | m i n i m f r o m c h a r a c t e r V a I U e s i n t h r e e a r e a s o f l e a r n i n (3)
g(Plan,Do'See);(2)Ph
learning; Description
character
about
goocl
understand
have
teachers
education
schoolis nottoo
in elementary
practice
edLlcation
loadingIn pnyslcal
aboutcharacter
good,TeachersareSt]l|dom|naniatr.otorist|eve|;(4)Va|uesPrototypeatphysi
team work confidence
honesty,disciplineresponsibitity'
educationare: sportifity,
oowerful,respeci,competitivecheef,ceanhealthy'gatherings'andernpaihy
lntroduction
Definingcharactereducation
thatfosterethlcalresponslole
schools
creating
movemeni
is a national
education
character
on
throughemphasis
goodcharacier
andcaringyoungpeopleby modelingand teaching
proactive
Hansen(2008),!t is the intentional
valuesthai we all share.According
universal
importantcoreethicalvalues
effortby schools,districtsand statesto instill!n theirstudents
and respectfor self and others chafacter
suchas caring,honesty,lalrness,fesponsibility
'quickfix " lt provldeslong-termsoluiionsthat addressmoral'ethicaland
educationis not a
the safetyof our scnools'
academicissuesof growingconcernto our societyand key to
charactereducation'it s clearwe wanl
AccordinoTommiedan Wendt(1993)'t"'pk'n:('zoos)''ln
IntemationalSeminar
CharacterBuildingandHumanMovementActivities
Page83
ourchjldren
are abJeto judgewhatts right,caredeeplyaboutwhatis right,andthendo what
theybeiieveto be righfevenjn thefaceof pressure
formwithoutandtemptalion
fromwithin".
Thevaluesof characietate trustwotThiness,
respecl,responsibility,
fairness,caring,honesty,
.physicaleducation
pmka
courage,diligence,integrity,citizenship,
eic.G€ham
tsor
dan
10)
eF,,rar.
{roo1:
providea widevarietyof oppoftunities
actMities
to teachyaungstersimporTant
lessonsabaut
cooperation,
winningandlosing,and teamwork'AsD(.ThomasLickona,anlharol Educating
lor Character,stated,"Mofaleducationis nol a new idea.lt is, in fact, as old as eoucalon
itself.Downthroughhistory.in countries
all overthe wodd,education
has had two great
goals:to helpyoungpeoplebecomesmartandto helpthembecomegood."Goodcharacter
is not formed automaiically;it is developedover time througha sustainedprocessof
teaching,
example,Jearning
and practice.
lt is developed
throughcharacter
education.
The
inteniionalteachjngof good characteris particularly
importantin today'ssocietysinceour
youth face many opportunitiesand dangersunknownto earlier genefations.They are
bombarded
with many more negativeinfluences
throughthe mediaand other external
sourcespreva'entin today'sculture.At the same tirne,there are many more day-to-day
pressures
ir''pingig on the timethatparentsandchildren
havetogetherStudiesshowthat
children
spendonly38.5minutes
a week(33.4hoursa year)in meaningful
conversation
with
theirparents,
whiletheyspend1,500hourswatching
(American
televis'on.
FamilyResearch
'1990
Council,
andHarpels,November
1999.)
knplementation
of charactereducationat school
According
to Lickona,
whena comprehensive
approach
to character
education
is used,a
positivemoralcultLrre
is createdin the school-a total schoolenvironment
that supportsthe
valuestaughtin the classroom.
Thisis accomplished
through
the leadership
of the principal,
schoolwjde
discipline,
a sense of community,
democratic
studentgovernmenr,
a moral
community
amongadultsand opportunities
to addfessmoralconcerns.Schoolsrecruit
parentsand the community
as paftnersandfostercarjngbeyondthe classroom
by using
inspiringrole modelsand opportuniiies
for community
serviceto helpstudentslearnto care
bygivingcare.
InternationalSeminaa
Character
Buildingand HumanMovementActivities
Page84
. Humanity
. lniti?tive
.lovf!lness
. -l!t!i.e
- Loyalty
Meek.ess
- obe.lience
ordcrliness
P:t,en.e
.Persuasivenes5
- secunty
. Self control
SehsitivitY
. sincenty
Thorouchness
. Thriftinet5
Tolerance
.Truthfuln.ss
wrsdom
Teachersact as caregivers,modeisand mentors,treatingsludentswith love and respeci'
setlinga good example,supporlingpro-soclalbehaviorand correctinghurlJulactions The
teachercreatesa moralcommunity,helpingstudentsrespectand care abouieach olherand
where studentsare
feelvaluedwithinthe group,and a democraticclassroomenvironment,
Teacherspracticemoral discipline,using the creationand
involvedin decision-making.
of rulesas opportuntiesto foslermoralreasoning,self controland a respectlor
application
others,and teachingvaluesthroughthe currculuraby usingacademicsubjectsas vehicles
for exarniningeihical values. They use cooperativelearningto teach childrento work
and regardfor the
together,and lhey help developtheir students'academicresponsibility
vaue of learningand work They encouragernofal reflecton through reading,writing
discusson, decisionmakingexercses and debate,and they teachconflct resolutlonto help
ways.Thereis no one pal1icularook or
studentsearn to resolveconflictsin fair, non-vioLent
formLrla,
but schoolsof characlerhave one thlngin common:a schoolwide commllmentto
nLrdureihe "whole child."They deveop studentssocialy ethca y and acaderrca y by
a
and cu ture Speciflcally.
into everypartof theircLltalclllum
infusingcharacterdeveloprnent
schoolcommittedto charactereducationexplcity names and publiclystands for specific
them to a I membersof the schoolcommunityThey definethe
coreva ues and promulgates
valuesin terms of behaviorsthat can be observedjn the lfe of the school,and they model'
study,clsaussand use them as the basisfor all hunlanrelationsin the school They uphold
e to consistentsiandardsof conduct,
the valLresby makingall schooimembersaccountab
in lhe schooland communjly
andlhey celebratetheirmanifestation
IntemationalSeminar
ChorocLer
Buildingand Humon Movem(ntAt Iuttiej
PaSe
85
LOGIKA
SIDDIQ
(reJiil
{Ber!i5l,cQrd.r,
INTER.
lGisih, Kerja(€ras, DisiPlin,
Be6ib.Berlanscungjawtbi
Gambar1. Nilai-nilaikarakterdalambentuk/tlra-personaldaninter-persanal
Assessmentof charactereducalion
canbe seenthroughchanges
education
the impactof characler
studies,
evaluation
Through
jnschoolenvironmentandstudentattitudesandbehavior(Gallo,2003'44-46)Fo'exam
referralsand
discipline
reducedviolence,
schoolsare reporting
manycharactereducation
for a
Whileit is challenging
pedo'mance
andacademic
attendance
andimproved
vandalism,
agreeit is worihthe
and administrators
educators
or schoolto assessits program,
clistricl
effort'Moreassessmentioo|sareneeded,butsomeexistingtoo|sincludeschoo|surve
(E*"'r"
d""R"''i''z001)
questionnaires
and statistics,and self-assessment
observations
behavioral
availableon
informaiion
databaseprovldesthe most comprehensive
CEP'Sassessment
must includethe
charactereducalion
To be effective,
toolsand instrLlrnents
sssessment
and
the entireschoolcurriculum
and mustbe infusedthroughout
entireschoolcommunity
promotes
cofevaluesin atl phasesof schoollife and includes
education
Character
cutiure.
coreethicalvalues'
proactivestraiegiesand practicesthat helpchildrennot only understand
by the nation'sleadingcharacter
but to care aboutand aci uponthem Basedon researcl-l
provide
educationexperts,CEP'SEleven Principlesof EffectiveCharacterEducationrM'
quidelines
for the elementsneededfor effective,comprehensivecharactereducation
'1. Promotescoreethicalvalues.
2. Teaches studentsto understand,care about, and act upon ihese core ethical
valuesall aspectsofthe schoolculture
3. EncomDasses
4. Fostersa caringschoolcommunfiy.
for moralaction
5. OffersoDDortunities
6. Supportsacademicachievement.
Seminar
Intelnational
Activities
Movement
and Humon
Building
Character
Page86
7
DeveloDsintrinsicmot vatlon
B
lncludeswholestafftfvo veTnent
I Requirespostiveleadershp of staffand students
'10 lnvolvesparentsand comrnLtnrty
members
'I1 AssessesresLrlts
and sifrves1.j mprcve
P e n e r a P a nP e m b r a s a a n
kehid!Pan k.sebarian di
rumah yang sama oensan
dis.tuan Pendidikan
padasetiapMata Pelajaran
Bagan1. InlegraslNilaiKarakterke dalamKBI\,4
ResearchMethodologY
This is a descriptiveresearchwith quantitatlveand qualiativeapproach(mixing)and wrl
answerfour problemsformulationFirstly,ihere are 144 physicaleducalion'sier'-he6 as
lechnLquewilh 60 teachersas
population
at DlY, usingclusterrandonlsamplng as sarnpling
sampes. The researchrnstrlmeni is observatonsheel by documentanayss iecnnque
{RPP) Secondly,lhere are 60 physcal ed!caton's teachers at DlY usng Purposive
Random Samplng as sarnplng technque, with 7 teachers as sarnpes The research
instrumentis interviewguidelinev/lth structurallnterulewtechnique.Thirdly,there are 60
physicaleducation'steachersas populationat DlY, using purposiverandomsa'npllngas
samplingtechn;que,with 7 teachersassamples The research instrurneniis intervlew
guidelinewith sit in class observationtechnique.Foudhly there are 7 physicaleducations
teachersas populationat DlY, usingpurposiverandomsamplingas samplingtechnique,with
7 ieachers as samples.The researchinstrumentis observationsheet wilh sit in class
observationtechnique.
.
International Seminar
CharacterBuildingand Iluman MovementAct[vitjes
PaBe87
Discussion
teacher'
of physicaleducation's
1. Pedagogiccompetence
the levelsof physical
showsteachelsabilityin praclicing
competence
Pedagogic
is measured
learningprocess.In this research'pedagogiccompetence
education's
throughteacher'sabilityin arranginglearningactivity'splan (RPP)which implies
couldbe seenfrom:
s oi ieachers abi!ity
Thecriteria
character
indicator),
goals,SK,KD,andsuccess
a Plan(learning
and
theclosing),
corepractice,
b Execution(thebeginning,
c. Evaluation(learningresultevaluation)
Atlerlt, tnerearethedescrrpl;ons'
indicator)
goals,SK,KD,andsuccess
a) Plan(learning
will be seenif thereare haveimplied
Teacher'sabilityin pedagogiccompeience
characteror not. The elementsin learningplan are: learninggoal, competence
and successindicaior'These elementsmust imply
standard,basic competence,
affectivevalues.The resultof planninglevelcouldbe seenfromthis chart:
PlanningLevel
40
35
30
25
20
15
10
5
0
at
planwhichimplieschafacter
activity's
learning
abilityin ananging
Chart1.Teacher's
level
Planning
b) Execuiion(Thebeginning,corepfactice,ihe closing)
The second pedagogiccompetencefor physicaleducaiion'steacherin arranging
learningactivity'splanis learningpracticewhichconsislsof threesteps The resultthat
showsaffectivevaluesat the threesiepscouldbe seenfromthis chart:
.
lnternational Seminar
Buildingand HumanMovementActiv[ties
Character
PageBB
naan
TahapPelaksa
level
s planat execution
activity
learning
abilityin arranging
Chart2: Teacher's
(Learning
resultevaluaiion)
Evaluation
school
at elernentary
teachers
education
for physical
competence
The nextpedagogic
whlchimpliescharacter
in arranginglearnlngactivity'splan is learningevaluation
valuesthatshownat thechartbelow:
level
Evaluation
60
50
40
30
20
10
0
leve
Chad 3l Teacheis abilityin a.rangjnglearningactiviiy'splanal evaluatlon
2. The understandingof physical education'steacherto characterlearning
of physicaleducation'steacherto characterlearningis runningwell
The understanding
'hisjndicatorshowsfromteacher,sknow|edgeaboutcharactereducatjonconceplfor
central role ln
examples deilnition of afiective values in physical education' teachels
discussng
developingaffectivevalues, promotingafiectivevalues lo stLldentsand
values In
affectivevalues lo students. Here, it seen that' teachers understandaffective
in physical
conceptuallevel but they still cannot implement it in practiceSocial impact
key role
education at elementary school influences students, and thus' teachers have
Learnlng
They become invidioussigniflcantlydetermineskill and values to their students
.!!!
lnternationalSeminar
Charocter
BuilalinqanalHumanMovementActiities
Page89
oornt at affectve level much dependson teachersand lndividuaconstruction
valuesthrough
teachershaveto teachphilosophical
Physicaleducation's
environment.
Hansensaidthat (2008)'
experiences
to student's
sportsinceit has directinfluence
talent,
relaleto behave,
s experience
andstudent
levelpointsat emoiionlearning
morality
behavlor
and valuesso that studentscouldshowsaffective
conscousness,
attention,
withloveandrespeci
studenls
treating
modelsandmeniors,
leachersactas caregivers,
hudfulactjonsThe
pro-social
andcorrecting
behavior
supporting
settinga goodexample,
andcareabouteachoiher
respect
students
helping
teachercfeatesa moralcommunity,
The descriptionof characterloadingin physicaleducationpracticalleatning'
The descriptionof this characterloadingwas gottenfrom sii in classobservationFrom
the observation,affectivevaluesthat are appliedas basicof characterlearningare still
minjm.Teachersstill focusto moioristskill ratherthan affective.In warmingLrpsession,
affectivevalues seen when teachergives some advicesto students,and when pray
together.After ihis, affectivevaluescould hardlyfound Even in core practice'motorist
characteristic
schoolhas different
rvel are dominantstillthe endingof learning.Each
honest,
havethesecharacters:
schoolsgenerally
values.Government
rbout character
obey the rules,smart,solid,friendly,respect,care,and gatheringWhlle,
discipline,
generallyhave
religiousschoolfor examplesSD Budililuliaand SD Muhammadiyah
have much
braveto iake a risk, critical,innovative,
responsibility,
these characters:
and
socialyethically
cheer,pious,andhonestTo developsiudents
reflective,
cLrriositv,
inio everyaspectof the schoolculture
development
by infusingcharacter
rcademically
knowng'canng
goodcharacter'
whichincludes
develop
To helpstudents
andcurriculum.
honesty,
aboutand actingupon core ethicalvaluessuch as respect'responsibiliiy,
specifically:
anditscharacters
Thischartshowsschools
andcompassion.
fairness
schoolandihe characters
Tablet. Nameof elementary
Responsible,brave to iake a risk, cfitical,
cheer;
innovative,
Yogyakarta Honest,obeythe rules,smart'solid,friendly,
z--SDN Samirono
respect,care,gathering;
empathy,
Honesi,obeythe rules,responsible,
Ngawen
SD Sambirejo
patriotic,no give up, productive,competitive,
nationalist;
1 Gedangsari Pious, honest, easy to sacrifice,productive,
SD Hargomulyo
sportive, solid, cooperative,determinative,
1
Sfffurnbuh Yogyakarta
InternationalSeminar
CharocterBuildinqand HumanMovementActivlties
Page90
SD Muh Gendol3
frjendlywork hard:
criticalcJeanand
PioLrshonest,falr,ernPathY
heallhy.respect natonarsl, care technology
or ented.
SD Budil\4uia 2 SedaYU
Pious honest obey the rues sman
lr endy respeclcaregathefng
SD Sidomuyo
Honest.of'ey the rules.sanarl so d friendly,
respecl care gathering
The Prototipeof charactervaluesin physicaleducationlearning'
The prolotipe of charactervalues was gotten lrom slt in class observationFrom
observation'charactervaIuesexisiinth|ee|eveIoi|earning:Thebeginning,corepracti
andtheclosingHeretheyare
process
valuesin learning
Table2. Character
The bqqnnlng
f
t
-C*"
ffi,
pra"tb"
Plous,honest,obey the rules,respeci,cooperauve'
tolerant.
Cooperative,sportlve, honest, care, responsible'
respeG, solid, friendly competitive,cheer, clean'
rooveuP
gaIl'errae
gnPall_Y
cooperative'
obey the.ules responsible,
reflective
rnatter'loco motorisi
Those charactervalLlesooservedfrom: motoristexploration
skill. non-loco motorist,manipulativekids athletic, rlrne gymnastic self lesi' body
games
mechanic.footballplay etc Leafnjngal elementaryschoo shouldbe mLlchof
though lt also taught motoristlearningike run' jump, throw,etc Speciiicallyteachers
needa guidelinebook aboutdevelopingcharactervaluesto implemenlit, sincecharacter
jdentifledcharacter
values come from school and teachers Thereforethe prototypeof
by teachersln teachingphysicaleducationai schools
valuesshouldbe developecl
the entireschoolday as adminjstraiors'
Characlefeducationshouldtake placethroughout
to model and teach positive
leachersand other staff are presentedwith oppodLlnities
characteftraiis. Charactereducationshouldnot be relegatedto a charactereducallon
class"that is conducted periodicallybLltshould be infused throughoutihe structuresand
characlereducallon
pfocessesof the entire school curriculumand cultureForrnalized
beginswhen mernbersof a school,along with ihe broad involvementof communlty
members, come together to determinethe core ethical values that they share and that
iorm the basis for good educationin their particularschool These values then becomethe
foundation for all that the schoot does-curriculum, teaching strategies,school culture,
-IntemationalSeminar
Character
Buildingand HumanMovementActivities
Page91
aclivities,etc ChalacteTeducationis theieby infLjsedjnto the bfoader
extracurricular
community.
Conclusions
learningprogram's
teacherln arranging
education's
of physical
competence
1. Pedagogic
valuesln nllnlrnways
plan(RPP)withcharacter
vjsionis notgood.Theyslillputcharacler
level(aimsof
learninglevels,thatare planning
to the threestepsof physicaleducation
the
corepractice,
level(thebeginning'
executing
SK,KD,andsuccessindicator),
learning,
evaluation
at planning
Character
level(studyresultevaluation).
ending),and evaluating
levelseemsfrom aims of learningthoseare for givingelemenisof pious,disclpline,
responsible,cooperative,tolerance,respect,self confidence,and brave.ln executing
ievel,
ior respectto oihersWhilein evaluating
valuesseemsdominantly
level,character
charactervaluesshowsfromthe aciivityprayto Good
learning
is preltygood
teacherin character
of physica'education's
2. The undersianding
valuesin physical
of character
conceptlikedefinitjon
education
Teachersknowcharacler
teachercentralrole for
to physicaleducation'
charactervaluesintegration
education,
it to them.
valuesto childrenanddiscussing
promoting
character
Characlervalues in physicaleducationat elementaryschool afe not runnlng well
Teachersdominantlypresentmotofistlearningin the process Charactervalues siill live
apartfrom the !earning.Teachersstillcannotintegrateeach otherin learnlngpfocess
4. Charactervaluesprototypein physicaleducationlearningthat are in executinglevelare:
sportive,discipline,responsible,cooperative,tolerance,tespect,self confidence,and
empathy,and solid
cheer,clean,gathering,
brave,competitive,
Suggestions
'1 Need some trainingabout pedagogiccompetence
teacherof physicaleducation's
Becauselhey still pui charactefvaluesin minimways to stepsof physicaleducation
levels.
learning
education's
teacherof physical
aksesabilitas
oi accessibility
2. Needarrangement
InternationalSeminar
CharacterBuildingand HumanMovementActivitles
Page92
References
Banvi e, D , dan Rikafd,Llnda (2001) abseNationalToalsfot TeachetRefleclnn Joutral
and Dance 72, 4, pgs.46
of PhyslcalEducaton Recreatlon
Gallo A Marfie. (2003) Assess/tg the AffectiveDomal, JournalofPhyscal Educatlon
& Dance 74.4, PP44
Recreation
appto"tl l')
A tefleciive
Graham G , Holt S A, & Parker M \2AA1)Childrcntnavlt1g:
leaching physicaleducallot (sih ed.) IvlountainVlew CA: t\,4ayfreld
Gua, C. C , dan Dohoney,P , (2009). Strategylo EvaluationMotivatiatiSludeDtfor Leaming:
A Success Slo/y Strategies 22, (6) B pgs
Hansen, K., (2ooa). TeachingWilhinAll ThreeDomainsto MaximizeStudentLearning
Strafegies;21, 6, Pgs. 9 - 13.
Lumpkin,A.(2008). Teacheras Role Models TeachingCharacterand Moral Viftues Jowral
and Dance.79' 2 p9 45
of PhysicalEducationRecreation
Tommie, P.M., Wendt, J.C., (1993). Aftective teaching: Psycho-socialaspects of physical
education.. JournalofPhysicalEducation,Recreationand Dance,64' 8 p9 66
IntemationalSeminar
CharacterBuildinoond HumanMovementActiv[t[es
Page93
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THE,I NTERNATIONAIJSEMINARIOHCH.4R.4CTER
fuvrcins
ffirw
E!!h./
::
trXELCOME
Y. Boucher(UNSWAustralia)
(tlPM Malaysia)
Mohd.SofanOmarFauzee
(UPIIndonesia)
YudhaM. Saputra
(JPI Indonesia)
YadiSunaryadi
hiblishedby
The Sehool ofPhysieal Ddueation and Health
iildonesia Llniversity of E dueation
Bandurrg, Deeember 14, 20lI.
tl,,,
PREFACE
'f
he Seminar of Chzu:rcter Building :urd I Iuman Movement lvalsliclcLon Deceltrlrr
14,2011 at the Scl]ool of Physicrl &lucation ixrd Health Lilucatron, indonesia
Un iversily crf Education, B:rnc1ung.
The main purposes of the Seminar werc :
1. to open insight ofthe impoflance of physical eduction activity as an
instument in developing national character
2. to ecplore many informations in terms of contnbrition ofphyrsicalactivi5r on
chamcter building
Sincethe serninar merr.rbershave slrc$ed intel.estsin phlsical educational research
and development in lndonesia and other rcgions, collaborations ar.rd
exchanges of ideas constitute t-l.e strength of Seminar members in the efforts to
enh;u-rcethe qllality of physical education and q]1rlt activities in the region.
Nowadays, global changes have unavoidably allected behaviour of the people
including the students in Indonesia. While physical edLrcators and athletic
administrators cal influence the conduct of student athletes and
spectators, it is thc physical educators u'ho 1.ravethe most impact in
determining i,vhich values are demonstrated and promoted in sports to
the students. The values of people who participate in sports, inclrLcling
s d"nls. rrot only shape o rl ultur". thel alsu r^fl., r lr. t hu-; p,.,ol"
involved in sports should be aware and consider the impact of major
social trer-Lclsthat will inevitabiy affcct the values ar-rd character ol
thcmselves. Character is about rvho rve ate inside- It is often reveaLed
by how we act r'l-ren we think no onc is looking or when we're sure rve
\von t get caught.Three Dimensions of Character Education includes
knowledge (lhe coanitiue domain), feclings (the ajftcrlre domain), and
actions (the behclL)ioraLdomain). It is nlr this reason that tl're Seminar
addressed the issues of character building by lqrking hnr the rcle of plrysicai
education and sports in r€qronse to the nadonal characier problems, pt-hct trrb' in
lndonesh Accordingly, the seminar brouEdrt in the issue of Building Charactcr
tluough Physical Education aJlcl Spods as its seminar theme, whic.lt rcpresents
.n efort to cdlcctivellr rcs1md to the ch;L1lengesposed b' the mor:l decvlarce
T
cccLlring in our legioc his theme was thor developed into four sub themcs, i.e.
clEracter development tlrougfr sporl education, rcq€aition spol1 ard ]rerlblmance
sFtj Wort as a part of characler bunding sp]rt climensiotr in tems of national
dlalacter buiding qlod dwelopment imp[cation to$'ad the developmentof nationa]
character:sport for all as a mears ofnational duracter bunding
Ihe Seminar receivecl a wide attention from both acado:oiaand ph5,sica1education
in otlrr rcgi,rrrs This seminar also rcceir,ed firil suppo* fiom the
Seminar
International
BuildingandHum(lnMovementActivities
Choracter
Pagei
govemmentof kdonesia ttrouglr the Ministy of Youth Atrairs and Sport the
RepublicofLrdonesia This was indicated in their enthusiastic parlicipation in
the seminar. The Organising Committee received more than 25 papers
proposed for presentations, and more than 150 participants registered for the
seminar. Unfortrmately, due to time constraint and seat alalat'iity, firany
papersand paticipantscouldnot beattsded to'Ihe papers submitted to the organising Committee addressing the theme
of
pqseectiv€sin the fi'amewod<
anab/blcal
brought by the seminar, and ccu:rtaining
acti@ arrd sporb 1tis kmirrnr M@
drardcbr br-nfdingtlTor.€h phS,rsical
hower€r, contains on$ a few of the papas, selected acmrding to their
repr€sdltalilm€sscf eactrsub-therneas vell as their:brmder col€mgeof the issues
understanding
discussed1tisapectedthftftre, r€adeswiltmie arnoreccarrprehersir'e
dthe issuesdiscussedduring rl]e seminar.
Editors:
Y. Boucher
Mohd.SofianOmar Fauzee
Yudha M. Sapuba
Yadi Suna4radi
InternationalSeminar
Activities
CharacterBuildingandHumanMovement
Pageii
t>3
TABLEOF CONTENTS
...............
P R E F A C.E
.............-............
C
O F O N T E N T.S
TABLE
and Health
AddressDeanot the Schoolof PhysicalEducation
Welcome
''
" IndonesiaUniversityof Education
Education,
committee
of the Organizing
Address,Chairperson
Welcome
THESEMINAR
TheSeminar,'...'...,,.
and Recommendations
Conclusions
" '-"""" " " " --
I
Il
vl
viii
lx
x
SPEAKERS
PLENARY
No.
Titles/Authors
Page
of
by Furqon- /ndonesiaUniversity
1. CharacterBuildingThroughEdLrcation,
Cducaiion.......
byY A Boucher:NewSouth
Eating,
AndHealthy
Exercise
Lifestyle:
2. Healthy
At,slralla
WalesUnrversiiy
Sportsparticipation,
through
Building
for Character
3. TheStrategies
- " - Universiias
PutraMalaysia
by M.S.Omar-Fauzee
10
PAPERS
PARAREL
l9
"
4. CharacterFormafionln SportsFootball,by AhnadAtiq
In
AndEarlyChildhood
Of Culture
Habituation
5. PlayAs The InitialCharacter
24
PhysicalEducation,by A M BandiUtana
Youth& Adults
of SportActivityPatternsof Malaysian
6. l\,4easurement
" '
byAminuddinYusof andParilahMohdShah
Method
Islamic
Through
on
Child
HabilEstablishment
AndExercise
Character
ByAnirotulQariah....
Activities
ValueBasedPhysical
FosteringCharacterEducaiionThroughMecliating
42
..... . .... ......
Abduliabar
By Bambang
Of
Aihletes
To EducateThe Character
The RoleOf SportsAnd PhysicalEclucation
52
StudentsAndAt The Schools,by Dinyati . .
Activity
andPhysical
andAdolescense
andObesityin Pediatric
10.Overweight
63
by /qbalGentarAlam.
fManagement,
Through
Obesity
of childhood
io Prevention
LifeCharacter
11.BuildingHealthy
72
'
HumanMovement/ PhysicalActivity,by HamidieRonaldDanielRay
Elementary
ValuesAt
Character
Of PhysicalEducation's
12.Teacher'sKnowledge
School,by Ermawansusanto.-. . ....- - .
of
PhaseTrainingtowardlhe Increase
13.The Influenceof SpeciflcPreparation
andLacticAcidLevelof Pelatda
PhysicalConditioning
SoftballPredominant
94
PONXvlll JawaBarat'sSoftballAthletes,by JaiatDaraiatKN "
Of Natural
Awareness
14.TheEffectsOf OutdoorEducationOn Developing
115
by Kardiono
Conservation,
Environment
123
na
"
ThroughPencakSilatTraining,by Mulya
Development
15.Character
Seminar
International
Activities
andHumanMovement
Building
Character
Pageln
of a SponScienceConceptfor StudentDevelopment' 137
Appllcation
16.Periodization:
et'tt bvA/harYaacob
' -- 'ri w"r"" e""i"s;itiil
;"0 w"t"" s"1""'
L
Experience
17.MotifAndMenstrual
145
Athletes(Descriptivestudyrnwomenathletesforboxingandsoccet\'byNinaS'
of ldealPhysicalEducation'
Iniernalization
18.NationCharacterBuildinglhrough
152
& NurlanKusmaed" "
iport unAH"aftnVafues,by InchaSafari
SchoolStudentsThroughPhysical
rc i[J Piototins s"lf-confidenceAmong
162
'
EducationActivity,Ruslilbrahim
yadl
"'
throughSportParticipation' Su'aryadt.
,O O"""apl"n
' 183
':-':
saputr?
M'
bv Yudha
cnaraclet'
Build
ro
"n"'"-cter
^
;;.;;";;;1;"
Educated
SpodProqramTo ProducePhysically "
And
"nance
Education
t-nt"i",
oo"ri""
ir.
self Actualization
"
Lif; stylesIn Enhancing
i"^io""r" tilr,r.LiveActiveAnd Healthy
187
Hendra{ana
YudY
bv,
Buildins'
character
ofstudents
Frame
^ il;'ri J";;;;rt|.e andsportsinthe
199
Yusakarim
Bv YusS
TheoryPe6pectrve
SocialCognitive
,. ii" O"",^'" t UealthyLifeCharacter:
205
bv Yusul Hida|at
At swimmstvle'sln
Analysis
,u
'" ii" trrJt" dt-ir""nanicsAndTechnomoicr
229
by Badrutulu-l
Bandung'
'Junior
^:^: Hish
tn Jait proccesstudentFpok-upi
Penjasorkes
competence
Teacher
Forlmprovins
"*'rn-.
,, ;;.";;;i;;t;ael
'"
239
"'
al
""
Mulyana'et
bvBovke
Java'
lnwest
s"r'""i,qna
ThroLgn
School
ot Elementary
Sludenls
"a"inces
Selfconcept
zl i"""r"ptg p""itte
I he Applic;tion of Feedback'by Dioin Budimdn
The AbilityMountainclimber
oet\teen PhysicalFilnessLeveland
i'n"'ti""[,-**o
,u
LuRy
""
3oo0 MetersAbove Sea Le"tel'by
a"Jrituiitution'on the Altitudeover
259
Suhendat
Fadily
Fahmy
R,
Angkawidiaja
260
cycle byNita suf''esn"
andM-onsrual
Endurance
29.Athetete's
tennisbvHanJdl' 274
Mrni-t!::,1"::'!:n
Throush
Ledrnins
Educarion
character
;; il i;i;;;;
"t
3l.Thecorre|ationbetweenParenratuaringandStUdent'sParticipationiniermsof
M Yamin
Ed;at\an'byHelmyFirmansyah'
Physrcal
through
Building
Character
286
Akin
SaPutra,Yogi
' by Nurtn'lri Rahayu
nno Charactereuiiiing of
32.PhvsicalEducation
"nilO'"n
dndLlderlyFxerci\e
calislhenic
t-n"u HeartHeallhExercrse
p'".s$es'bvJakrar"
"f
"l
" ." .
"' "'ti.t"",
:iltr'*;';;;ra;iJs,.iorr" arooo
ln
ValuesTo Students
Educational
Developing
In
r*ents,Role
O"l
* i"""i"^
bYKomaruon
School,
' byM Nizam
Periormance
Referee
* tr"J'"ii"'i i""i"t" otTheRugbvsevens
Nazarudin,MohamadRatali Abdullah
socialBehavior'
with thestudents
Education
3, ;#;;1ffi;;ical
bv OomRohmah
LeiFVentncle
Towards
Exercise
OfPhysical
Effect
a, J"i0",,,'"" Ot,*ensrty
'
Priin"t ' oyS"tpn Uit" ::
Gorontalo
Pon Athletes
--*.^:
Towards
",
295
301
327
327
329
343
*;;;;il;;;;""":,':i:'li;nHIilJ?;:1"""1'i"J3"":11
Motur
The AbilityOf Fundamental
Improving
354
ln Padang,by SyahrialBakhtiar"
in PhysicalEducationLearnrng
'*" "':CertifiedTeacherAchievement
ano Non-\,er
Certilredi"O'*"
* l"*,1-ii
364
364
'
,,^
"
EkaSuryaPrase'a
irocess,Ay fjetiepUabibudin,
lnternationalSeminar
BuildingondHumanMovementActivities
Charocter
"
Pageiv
(increasing
Activity
sprintvelocrty)'
40.TheRoleof SimpleMediajn Research
by Yayo Bahagta.
of West Java
4l.The Correlationbelween PhysicalAbilily and AgressionBehaviour
372
Atfleles.by Fnl"ng Rahnal
BaskerDd"
!-
Seminar
lnternational
Buildingand HumanMovementActivlties
Character
Pagev
tt 7,
School
At Elementary
Values
Teacher'sKnowledgeOf PhysicalEducation'scharacter
ErnarttanSusantoM Pd
Abstract
responsiblllty
likesportfityhonesty'discipline'
, and (2) to developsome arlILrdes
The mainqoalat lrfst
edLlcation
by physlcal
teamwork,conidenceano oemocracy
level'the clescnprlon
teacherunderstanding
competence'
pedagogic
yearis io identify
ofcharacter|oadingatLearnInganC]characterVaIueSatphysicaleducatjon
and qualitativeapproach
is a descnptlveresearchthat usesquantitative
learning.This
as muchas
Forthefirst'usespopulation
formulations'
Therearefourproblem
(mixing].
Random
schoolin DlY ThistakesCluster
elementary
teacnerat
education
144physical
The
as samplingtechniqueThe sampleis 60 physicaleducation-teachers
Sam'pting
sheetwithanalysisdocumentiechnique(RPP) Secondly'
usesobservation
instrume-nt
PurposiveRandomSamplingas
uses populationas much as6oteachersThis takes
guidelineNumberof sampleis 7
is interview
The Instrument
samplingtechnique
This takes Purposive
as much as6oteachers'
teachers.Thirdly,uses popularion
guideline
is interview
instrllment
lechniqueResearch
as sampllng
RandomSampling
w i t h o b s e r v a s i S i t i n c | a s s t e c n n | q u e ' N u m b e r o f s a m p | e i s T t e a c h e r sas
'Forthefour
Sampling
Random
Purposive
takes
This
teachers
as7
as much
,tsespoputation
sheetwith sit in class
lnslrumemof researchis observation
technlque
sampling
researchshowsthat:
techniqueNumberof sarnpleis 7 teachefsResultof
observaiion
Planning
Proqram
Learning
at arranging
teacners competence
educat'on
(1) Physical
thatjs
RPP
the
from
havlngcnaraderv sronis notgolngwell Thisis seen
(RPP)that
S t i | | m i n i m f r o m c h a r a c t e r V a I U e s i n t h r e e a r e a s o f l e a r n i n (3)
g(Plan,Do'See);(2)Ph
learning; Description
character
about
goocl
understand
have
teachers
education
schoolis nottoo
in elementary
practice
edLlcation
loadingIn pnyslcal
aboutcharacter
good,TeachersareSt]l|dom|naniatr.otorist|eve|;(4)Va|uesPrototypeatphysi
team work confidence
honesty,disciplineresponsibitity'
educationare: sportifity,
oowerful,respeci,competitivecheef,ceanhealthy'gatherings'andernpaihy
lntroduction
Definingcharactereducation
thatfosterethlcalresponslole
schools
creating
movemeni
is a national
education
character
on
throughemphasis
goodcharacier
andcaringyoungpeopleby modelingand teaching
proactive
Hansen(2008),!t is the intentional
valuesthai we all share.According
universal
importantcoreethicalvalues
effortby schools,districtsand statesto instill!n theirstudents
and respectfor self and others chafacter
suchas caring,honesty,lalrness,fesponsibility
'quickfix " lt provldeslong-termsoluiionsthat addressmoral'ethicaland
educationis not a
the safetyof our scnools'
academicissuesof growingconcernto our societyand key to
charactereducation'it s clearwe wanl
AccordinoTommiedan Wendt(1993)'t"'pk'n:('zoos)''ln
IntemationalSeminar
CharacterBuildingandHumanMovementActivities
Page83
ourchjldren
are abJeto judgewhatts right,caredeeplyaboutwhatis right,andthendo what
theybeiieveto be righfevenjn thefaceof pressure
formwithoutandtemptalion
fromwithin".
Thevaluesof characietate trustwotThiness,
respecl,responsibility,
fairness,caring,honesty,
.physicaleducation
pmka
courage,diligence,integrity,citizenship,
eic.G€ham
tsor
dan
10)
eF,,rar.
{roo1:
providea widevarietyof oppoftunities
actMities
to teachyaungstersimporTant
lessonsabaut
cooperation,
winningandlosing,and teamwork'AsD(.ThomasLickona,anlharol Educating
lor Character,stated,"Mofaleducationis nol a new idea.lt is, in fact, as old as eoucalon
itself.Downthroughhistory.in countries
all overthe wodd,education
has had two great
goals:to helpyoungpeoplebecomesmartandto helpthembecomegood."Goodcharacter
is not formed automaiically;it is developedover time througha sustainedprocessof
teaching,
example,Jearning
and practice.
lt is developed
throughcharacter
education.
The
inteniionalteachjngof good characteris particularly
importantin today'ssocietysinceour
youth face many opportunitiesand dangersunknownto earlier genefations.They are
bombarded
with many more negativeinfluences
throughthe mediaand other external
sourcespreva'entin today'sculture.At the same tirne,there are many more day-to-day
pressures
ir''pingig on the timethatparentsandchildren
havetogetherStudiesshowthat
children
spendonly38.5minutes
a week(33.4hoursa year)in meaningful
conversation
with
theirparents,
whiletheyspend1,500hourswatching
(American
televis'on.
FamilyResearch
'1990
Council,
andHarpels,November
1999.)
knplementation
of charactereducationat school
According
to Lickona,
whena comprehensive
approach
to character
education
is used,a
positivemoralcultLrre
is createdin the school-a total schoolenvironment
that supportsthe
valuestaughtin the classroom.
Thisis accomplished
through
the leadership
of the principal,
schoolwjde
discipline,
a sense of community,
democratic
studentgovernmenr,
a moral
community
amongadultsand opportunities
to addfessmoralconcerns.Schoolsrecruit
parentsand the community
as paftnersandfostercarjngbeyondthe classroom
by using
inspiringrole modelsand opportuniiies
for community
serviceto helpstudentslearnto care
bygivingcare.
InternationalSeminaa
Character
Buildingand HumanMovementActivities
Page84
. Humanity
. lniti?tive
.lovf!lness
. -l!t!i.e
- Loyalty
Meek.ess
- obe.lience
ordcrliness
P:t,en.e
.Persuasivenes5
- secunty
. Self control
SehsitivitY
. sincenty
Thorouchness
. Thriftinet5
Tolerance
.Truthfuln.ss
wrsdom
Teachersact as caregivers,modeisand mentors,treatingsludentswith love and respeci'
setlinga good example,supporlingpro-soclalbehaviorand correctinghurlJulactions The
teachercreatesa moralcommunity,helpingstudentsrespectand care abouieach olherand
where studentsare
feelvaluedwithinthe group,and a democraticclassroomenvironment,
Teacherspracticemoral discipline,using the creationand
involvedin decision-making.
of rulesas opportuntiesto foslermoralreasoning,self controland a respectlor
application
others,and teachingvaluesthroughthe currculuraby usingacademicsubjectsas vehicles
for exarniningeihical values. They use cooperativelearningto teach childrento work
and regardfor the
together,and lhey help developtheir students'academicresponsibility
vaue of learningand work They encouragernofal reflecton through reading,writing
discusson, decisionmakingexercses and debate,and they teachconflct resolutlonto help
ways.Thereis no one pal1icularook or
studentsearn to resolveconflictsin fair, non-vioLent
formLrla,
but schoolsof characlerhave one thlngin common:a schoolwide commllmentto
nLrdureihe "whole child."They deveop studentssocialy ethca y and acaderrca y by
a
and cu ture Speciflcally.
into everypartof theircLltalclllum
infusingcharacterdeveloprnent
schoolcommittedto charactereducationexplcity names and publiclystands for specific
them to a I membersof the schoolcommunityThey definethe
coreva ues and promulgates
valuesin terms of behaviorsthat can be observedjn the lfe of the school,and they model'
study,clsaussand use them as the basisfor all hunlanrelationsin the school They uphold
e to consistentsiandardsof conduct,
the valLresby makingall schooimembersaccountab
in lhe schooland communjly
andlhey celebratetheirmanifestation
IntemationalSeminar
ChorocLer
Buildingand Humon Movem(ntAt Iuttiej
PaSe
85
LOGIKA
SIDDIQ
(reJiil
{Ber!i5l,cQrd.r,
INTER.
lGisih, Kerja(€ras, DisiPlin,
Be6ib.Berlanscungjawtbi
Gambar1. Nilai-nilaikarakterdalambentuk/tlra-personaldaninter-persanal
Assessmentof charactereducalion
canbe seenthroughchanges
education
the impactof characler
studies,
evaluation
Through
jnschoolenvironmentandstudentattitudesandbehavior(Gallo,2003'44-46)Fo'exam
referralsand
discipline
reducedviolence,
schoolsare reporting
manycharactereducation
for a
Whileit is challenging
pedo'mance
andacademic
attendance
andimproved
vandalism,
agreeit is worihthe
and administrators
educators
or schoolto assessits program,
clistricl
effort'Moreassessmentioo|sareneeded,butsomeexistingtoo|sincludeschoo|surve
(E*"'r"
d""R"''i''z001)
questionnaires
and statistics,and self-assessment
observations
behavioral
availableon
informaiion
databaseprovldesthe most comprehensive
CEP'Sassessment
must includethe
charactereducalion
To be effective,
toolsand instrLlrnents
sssessment
and
the entireschoolcurriculum
and mustbe infusedthroughout
entireschoolcommunity
promotes
cofevaluesin atl phasesof schoollife and includes
education
Character
cutiure.
coreethicalvalues'
proactivestraiegiesand practicesthat helpchildrennot only understand
by the nation'sleadingcharacter
but to care aboutand aci uponthem Basedon researcl-l
provide
educationexperts,CEP'SEleven Principlesof EffectiveCharacterEducationrM'
quidelines
for the elementsneededfor effective,comprehensivecharactereducation
'1. Promotescoreethicalvalues.
2. Teaches studentsto understand,care about, and act upon ihese core ethical
valuesall aspectsofthe schoolculture
3. EncomDasses
4. Fostersa caringschoolcommunfiy.
for moralaction
5. OffersoDDortunities
6. Supportsacademicachievement.
Seminar
Intelnational
Activities
Movement
and Humon
Building
Character
Page86
7
DeveloDsintrinsicmot vatlon
B
lncludeswholestafftfvo veTnent
I Requirespostiveleadershp of staffand students
'10 lnvolvesparentsand comrnLtnrty
members
'I1 AssessesresLrlts
and sifrves1.j mprcve
P e n e r a P a nP e m b r a s a a n
kehid!Pan k.sebarian di
rumah yang sama oensan
dis.tuan Pendidikan
padasetiapMata Pelajaran
Bagan1. InlegraslNilaiKarakterke dalamKBI\,4
ResearchMethodologY
This is a descriptiveresearchwith quantitatlveand qualiativeapproach(mixing)and wrl
answerfour problemsformulationFirstly,ihere are 144 physicaleducalion'sier'-he6 as
lechnLquewilh 60 teachersas
population
at DlY, usingclusterrandonlsamplng as sarnpling
sampes. The researchrnstrlmeni is observatonsheel by documentanayss iecnnque
{RPP) Secondly,lhere are 60 physcal ed!caton's teachers at DlY usng Purposive
Random Samplng as sarnplng technque, with 7 teachers as sarnpes The research
instrumentis interviewguidelinev/lth structurallnterulewtechnique.Thirdly,there are 60
physicaleducation'steachersas populationat DlY, using purposiverandomsa'npllngas
samplingtechn;que,with 7 teachersassamples The research instrurneniis intervlew
guidelinewith sit in class observationtechnique.Foudhly there are 7 physicaleducations
teachersas populationat DlY, usingpurposiverandomsamplingas samplingtechnique,with
7 ieachers as samples.The researchinstrumentis observationsheet wilh sit in class
observationtechnique.
.
International Seminar
CharacterBuildingand Iluman MovementAct[vitjes
PaBe87
Discussion
teacher'
of physicaleducation's
1. Pedagogiccompetence
the levelsof physical
showsteachelsabilityin praclicing
competence
Pedagogic
is measured
learningprocess.In this research'pedagogiccompetence
education's
throughteacher'sabilityin arranginglearningactivity'splan (RPP)which implies
couldbe seenfrom:
s oi ieachers abi!ity
Thecriteria
character
indicator),
goals,SK,KD,andsuccess
a Plan(learning
and
theclosing),
corepractice,
b Execution(thebeginning,
c. Evaluation(learningresultevaluation)
Atlerlt, tnerearethedescrrpl;ons'
indicator)
goals,SK,KD,andsuccess
a) Plan(learning
will be seenif thereare haveimplied
Teacher'sabilityin pedagogiccompeience
characteror not. The elementsin learningplan are: learninggoal, competence
and successindicaior'These elementsmust imply
standard,basic competence,
affectivevalues.The resultof planninglevelcouldbe seenfromthis chart:
PlanningLevel
40
35
30
25
20
15
10
5
0
at
planwhichimplieschafacter
activity's
learning
abilityin ananging
Chart1.Teacher's
level
Planning
b) Execuiion(Thebeginning,corepfactice,ihe closing)
The second pedagogiccompetencefor physicaleducaiion'steacherin arranging
learningactivity'splanis learningpracticewhichconsislsof threesteps The resultthat
showsaffectivevaluesat the threesiepscouldbe seenfromthis chart:
.
lnternational Seminar
Buildingand HumanMovementActiv[ties
Character
PageBB
naan
TahapPelaksa
level
s planat execution
activity
learning
abilityin arranging
Chart2: Teacher's
(Learning
resultevaluaiion)
Evaluation
school
at elernentary
teachers
education
for physical
competence
The nextpedagogic
whlchimpliescharacter
in arranginglearnlngactivity'splan is learningevaluation
valuesthatshownat thechartbelow:
level
Evaluation
60
50
40
30
20
10
0
leve
Chad 3l Teacheis abilityin a.rangjnglearningactiviiy'splanal evaluatlon
2. The understandingof physical education'steacherto characterlearning
of physicaleducation'steacherto characterlearningis runningwell
The understanding
'hisjndicatorshowsfromteacher,sknow|edgeaboutcharactereducatjonconceplfor
central role ln
examples deilnition of afiective values in physical education' teachels
discussng
developingaffectivevalues, promotingafiectivevalues lo stLldentsand
values In
affectivevalues lo students. Here, it seen that' teachers understandaffective
in physical
conceptuallevel but they still cannot implement it in practiceSocial impact
key role
education at elementary school influences students, and thus' teachers have
Learnlng
They become invidioussigniflcantlydetermineskill and values to their students
.!!!
lnternationalSeminar
Charocter
BuilalinqanalHumanMovementActiities
Page89
oornt at affectve level much dependson teachersand lndividuaconstruction
valuesthrough
teachershaveto teachphilosophical
Physicaleducation's
environment.
Hansensaidthat (2008)'
experiences
to student's
sportsinceit has directinfluence
talent,
relaleto behave,
s experience
andstudent
levelpointsat emoiionlearning
morality
behavlor
and valuesso that studentscouldshowsaffective
conscousness,
attention,
withloveandrespeci
studenls
treating
modelsandmeniors,
leachersactas caregivers,
hudfulactjonsThe
pro-social
andcorrecting
behavior
supporting
settinga goodexample,
andcareabouteachoiher
respect
students
helping
teachercfeatesa moralcommunity,
The descriptionof characterloadingin physicaleducationpracticalleatning'
The descriptionof this characterloadingwas gottenfrom sii in classobservationFrom
the observation,affectivevaluesthat are appliedas basicof characterlearningare still
minjm.Teachersstill focusto moioristskill ratherthan affective.In warmingLrpsession,
affectivevalues seen when teachergives some advicesto students,and when pray
together.After ihis, affectivevaluescould hardlyfound Even in core practice'motorist
characteristic
schoolhas different
rvel are dominantstillthe endingof learning.Each
honest,
havethesecharacters:
schoolsgenerally
values.Government
rbout character
obey the rules,smart,solid,friendly,respect,care,and gatheringWhlle,
discipline,
generallyhave
religiousschoolfor examplesSD Budililuliaand SD Muhammadiyah
have much
braveto iake a risk, critical,innovative,
responsibility,
these characters:
and
socialyethically
cheer,pious,andhonestTo developsiudents
reflective,
cLrriositv,
inio everyaspectof the schoolculture
development
by infusingcharacter
rcademically
knowng'canng
goodcharacter'
whichincludes
develop
To helpstudents
andcurriculum.
honesty,
aboutand actingupon core ethicalvaluessuch as respect'responsibiliiy,
specifically:
anditscharacters
Thischartshowsschools
andcompassion.
fairness
schoolandihe characters
Tablet. Nameof elementary
Responsible,brave to iake a risk, cfitical,
cheer;
innovative,
Yogyakarta Honest,obeythe rules,smart'solid,friendly,
z--SDN Samirono
respect,care,gathering;
empathy,
Honesi,obeythe rules,responsible,
Ngawen
SD Sambirejo
patriotic,no give up, productive,competitive,
nationalist;
1 Gedangsari Pious, honest, easy to sacrifice,productive,
SD Hargomulyo
sportive, solid, cooperative,determinative,
1
Sfffurnbuh Yogyakarta
InternationalSeminar
CharocterBuildinqand HumanMovementActivlties
Page90
SD Muh Gendol3
frjendlywork hard:
criticalcJeanand
PioLrshonest,falr,ernPathY
heallhy.respect natonarsl, care technology
or ented.
SD Budil\4uia 2 SedaYU
Pious honest obey the rues sman
lr endy respeclcaregathefng
SD Sidomuyo
Honest.of'ey the rules.sanarl so d friendly,
respecl care gathering
The Prototipeof charactervaluesin physicaleducationlearning'
The prolotipe of charactervalues was gotten lrom slt in class observationFrom
observation'charactervaIuesexisiinth|ee|eveIoi|earning:Thebeginning,corepracti
andtheclosingHeretheyare
process
valuesin learning
Table2. Character
The bqqnnlng
f
t
-C*"
ffi,
pra"tb"
Plous,honest,obey the rules,respeci,cooperauve'
tolerant.
Cooperative,sportlve, honest, care, responsible'
respeG, solid, friendly competitive,cheer, clean'
rooveuP
gaIl'errae
gnPall_Y
cooperative'
obey the.ules responsible,
reflective
rnatter'loco motorisi
Those charactervalLlesooservedfrom: motoristexploration
skill. non-loco motorist,manipulativekids athletic, rlrne gymnastic self lesi' body
games
mechanic.footballplay etc Leafnjngal elementaryschoo shouldbe mLlchof
though lt also taught motoristlearningike run' jump, throw,etc Speciiicallyteachers
needa guidelinebook aboutdevelopingcharactervaluesto implemenlit, sincecharacter
jdentifledcharacter
values come from school and teachers Thereforethe prototypeof
by teachersln teachingphysicaleducationai schools
valuesshouldbe developecl
the entireschoolday as adminjstraiors'
Characlefeducationshouldtake placethroughout
to model and teach positive
leachersand other staff are presentedwith oppodLlnities
characteftraiis. Charactereducationshouldnot be relegatedto a charactereducallon
class"that is conducted periodicallybLltshould be infused throughoutihe structuresand
characlereducallon
pfocessesof the entire school curriculumand cultureForrnalized
beginswhen mernbersof a school,along with ihe broad involvementof communlty
members, come together to determinethe core ethical values that they share and that
iorm the basis for good educationin their particularschool These values then becomethe
foundation for all that the schoot does-curriculum, teaching strategies,school culture,
-IntemationalSeminar
Character
Buildingand HumanMovementActivities
Page91
aclivities,etc ChalacteTeducationis theieby infLjsedjnto the bfoader
extracurricular
community.
Conclusions
learningprogram's
teacherln arranging
education's
of physical
competence
1. Pedagogic
valuesln nllnlrnways
plan(RPP)withcharacter
vjsionis notgood.Theyslillputcharacler
level(aimsof
learninglevels,thatare planning
to the threestepsof physicaleducation
the
corepractice,
level(thebeginning'
executing
SK,KD,andsuccessindicator),
learning,
evaluation
at planning
Character
level(studyresultevaluation).
ending),and evaluating
levelseemsfrom aims of learningthoseare for givingelemenisof pious,disclpline,
responsible,cooperative,tolerance,respect,self confidence,and brave.ln executing
ievel,
ior respectto oihersWhilein evaluating
valuesseemsdominantly
level,character
charactervaluesshowsfromthe aciivityprayto Good
learning
is preltygood
teacherin character
of physica'education's
2. The undersianding
valuesin physical
of character
conceptlikedefinitjon
education
Teachersknowcharacler
teachercentralrole for
to physicaleducation'
charactervaluesintegration
education,
it to them.
valuesto childrenanddiscussing
promoting
character
Characlervalues in physicaleducationat elementaryschool afe not runnlng well
Teachersdominantlypresentmotofistlearningin the process Charactervalues siill live
apartfrom the !earning.Teachersstillcannotintegrateeach otherin learnlngpfocess
4. Charactervaluesprototypein physicaleducationlearningthat are in executinglevelare:
sportive,discipline,responsible,cooperative,tolerance,tespect,self confidence,and
empathy,and solid
cheer,clean,gathering,
brave,competitive,
Suggestions
'1 Need some trainingabout pedagogiccompetence
teacherof physicaleducation's
Becauselhey still pui charactefvaluesin minimways to stepsof physicaleducation
levels.
learning
education's
teacherof physical
aksesabilitas
oi accessibility
2. Needarrangement
InternationalSeminar
CharacterBuildingand HumanMovementActivitles
Page92
References
Banvi e, D , dan Rikafd,Llnda (2001) abseNationalToalsfot TeachetRefleclnn Joutral
and Dance 72, 4, pgs.46
of PhyslcalEducaton Recreatlon
Gallo A Marfie. (2003) Assess/tg the AffectiveDomal, JournalofPhyscal Educatlon
& Dance 74.4, PP44
Recreation
appto"tl l')
A tefleciive
Graham G , Holt S A, & Parker M \2AA1)Childrcntnavlt1g:
leaching physicaleducallot (sih ed.) IvlountainVlew CA: t\,4ayfreld
Gua, C. C , dan Dohoney,P , (2009). Strategylo EvaluationMotivatiatiSludeDtfor Leaming:
A Success Slo/y Strategies 22, (6) B pgs
Hansen, K., (2ooa). TeachingWilhinAll ThreeDomainsto MaximizeStudentLearning
Strafegies;21, 6, Pgs. 9 - 13.
Lumpkin,A.(2008). Teacheras Role Models TeachingCharacterand Moral Viftues Jowral
and Dance.79' 2 p9 45
of PhysicalEducationRecreation
Tommie, P.M., Wendt, J.C., (1993). Aftective teaching: Psycho-socialaspects of physical
education.. JournalofPhysicalEducation,Recreationand Dance,64' 8 p9 66
IntemationalSeminar
CharacterBuildinoond HumanMovementActiv[t[es
Page93
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