Implementation of Learning Physical, Sports, and Health Education in Phase B Using PJOK-AKTIF Learning Strategy in the Merdeka Curriculum at the Elementary School. Muhammad Muhyi (a), Gatot Margisal Utomo (b), Brahmana Rangga Prastyana (c), Luqmanul Hakim (d), Moh. Hanafi (e).
(a). Graduate program, Physical Education Department, Kampus Menanggal Surabaya, Universitas PGRI Adi Buana, Surabaya, Jawa Timur.
(b), (c), (d), (e). Undergraduate Program, Physical Education Department, Kampus Menanggal Surabaya, Universitas PGRI Adi Buana Surabaya, Jawa Timur
Abstract
The implementation of physical, sport, and health education learning in phase B using PJOK-AKTIF learning strategy (Fun, Character, Measurable, Innovative and Fit) in the Merdeka curriculum is the goal of this study. This type of research is descriptive quantitative, using survey methods. The population are all phase B students and the sample is grade 4 students as many as 113 students at Elementary School Lontar 481, Bubutan 4 Surabaya. The sampling technique uses a cluster sampling. The teaching materials are focused on the learning objectives, namely games and sports. The instrument used is a questionnaire developed by researchers, and has been validated by experts and has a very good level of eligibility category, it contains 4 main indicators, namely (1). PJOK learning, (2). PJOK-AKTIF learning strategy, (3). Elementary school learning phase B, (4). Merdeka curriculum at elementary level. To complete the data, interviews were conducted with PJOK teachers in two schools, conducting observations and studying documentation. The data analysis technique used quantitative descriptive to determine the implementation of PJOK learning phase B by using PJOK-AKTIF learning strategies. The results showed that the level of implementation of PJOK learning with the PJOK-AKTIF learning strategy was effective, as evidenced by the results of the analysis that the implementation was in the very good category with a percentage of 88% (very well implemented category). The results of interviews and documentation showed that PJOK teachers could apply the PJOK- AKTIF learning strategy. Documentation in the form of teaching modules in it has implemented the PJOK-AKTIF learning strategy. It can be interpreted that the PJOK-AKTIF learning strategy can support the implementation of PJOK learning phase B in the Merdeka Curriculum. The conclusion from the research results that the implementation of PJOK learning phase B with the PJOK-AKTIF learning strategy is very well carried out, so that the PJOK-AKTIF learning strategy can be used in the Merdeka curriculum.
Keywords: Physical Education, Learning, Strategy
Topic: The COVID-19 pandemic and its impact on sports and physical education
