Physical Education Values: Views of Teachers Regarding the Life Skills Teaching Jusuf Blegur (a,b), Amung Ma^mun (a*), Agus Mahendra (a), Rahayu Prasetiyo (c)
a) Universitas Pendidikan Indonesia
Dr. Setiabudhi Street No. 229, Bandung 40154, Indonesia
*amung[at]upi.edu
b) Universitas Kristen Artha Wacana
Adisucipto Street No. 147, Kupang 85228, Indonesia
c) STKIP PGRI Jombang
Pattimura III Street No. 20, Jombang 61418, Indonesia
Abstract
The rationalization of updating the curriculum is an effort to prepare students for learning experiences compatible with real life needs and all their progress. At the same time, the achievement of updating the curriculum is also greatly influenced by teachers^ readiness for conceptual understanding and methodology in its application to development. Life skills are one of the 21st-century education curriculum issues integrated into various disciplines. The diagnosis results underline that the teacher^s understanding of the comprehensive concept of life skills is essential to help him organize, integrate, and develop practical life skills for his students. This study aims to explore the perspective of teachers teaching life skills in physical education using a qualitative phenomenological design. Participants were three elementary school physical education teachers who had graduated from the driving teacher program and had implemented the Independent Curriculum in their learning practices. Participant perspective data is explored using nine open questions, starting from conception, usefulness, problems, constraints, and teacher solutions in teaching life skills. The results of the participant perspective (interviews) were analyzed using seven thematic procedures (thematic analysis). The research findings imply that teachers already have a good concept of life skills and have integrated life skills into physical education, such as analytical and critical thinking, communication, and simple product development. Teacher integration efforts are carried out through a differentiated learning model that accommodates the learning needs of students with a diagnostic assessment. Teachers experience several obstacles, including collaboration and time management with various cultural backgrounds from students. The teaching of life skills from the concept of the Independent Curriculum has been well.
Keywords: Teaching life skills- Life skills based physical education- Life skill curriculum- Life skill problems
