Angkon Peristiwanto, Isa Ansori

Hubungan fasilitas belajar dan kebugaran jasmani terhadap prestasi belajar PJOK kelas IV

Introduction

Hubungan fasilitas belajar dan kebugaran jasmani terhadap prestasi belajar pjok kelas iv. Penelitian ini mengkaji hubungan fasilitas belajar dan kebugaran jasmani terhadap prestasi belajar PJOK siswa kelas IV. Temukan dampak signifikan pada capaian akademik PJOK.

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan fasilitas belajar dan kebugaran jasmani dengan prestasi belajar PJOK. Masalah dalam penelitian ini adalah apakah fasilitas belajar dan kebugaran jasmani mempunyai hubungan dengan prestasi belajar PJOK? Populasi penelitian adalah semua peserta didik kelas IV SDN Gugus Wijaya Kusuma Ngaliyan Semarang. Metode pengambilan sampel yang digunakan adalah teknik sampling kuota. Sekolah terpilih sebagai sampel adalah SDN Bringin 1, SDN Bringin 2, SDN Wates 2, SDN Podorejo 1 dan SDN Podorejo 3. Instrumen yang digunakan adalah nilai PAS semester 1 muatan pelajaran PJOK, angket fasilitas belajar, dan tes kebugaran jasmani. Data yang diperoleh dianalisis menggunakan analisis deskriptif dan analisis korelasi. Hasil penelitian yang diperoleh adalah (1) Fasilitas belajar dalam kategori baik; (2) kebugaran jasmani siswa dalam kategori baik; (3) prestasi belajar PJOK siswa dalam kategori baik; (4) fasilitas belajar dengan prestasi belajar PJOK mempunyai hubungan positif; (5) kebugaran jasmani dengan prestasi belajar PJOK siswa mempunyai hubungan positif; (6) fasilitas belajar dan kebugaran jasmani dengan prestasi belajar PJOK siswa mempunyai hubungan positif (7) fasilitas belajar berkontribusi sebesar 12% (8) kebugaran jasmani berkontribusi sebesar 11,2%; (9) fasilitas belajar dan kebugaran jasmani berkontribusi sebesar 12,5%. Kesimpulan yang diperoleh adalah ada hubungan yang signifikan antara fasilitas belajar dan kebugaran jasmani secara bersama-sama dengan prestasi belajar kelas IV SDN Gugus Wijaya Kusuma Kecamatan Ngaliyan Kota Semarang.

Review

This study investigates the relationships between learning facilities, physical fitness, and PJOK (Physical Education, Sports, and Health) learning achievement among fourth-grade students. The research addresses a relevant educational question, aiming to determine if these factors collectively and individually influence academic performance in a crucial subject. The population was clearly identified as all fourth-grade students in the Gugus Wijaya Kusuma Ngaliyan Semarang cluster of elementary schools, with specific schools selected using a quota sampling technique. Data collection involved standardized PJOK scores from the first-semester mid-term assessment (PAS), a learning facilities questionnaire, and a physical fitness test, establishing a robust set of instruments for the variables under examination. The methodology employed descriptive and correlational analyses to process the collected data. The findings consistently indicate that learning facilities, physical fitness, and PJOK learning achievement were all categorized as "good" within the student sample. Crucially, the study found positive relationships: learning facilities showed a positive correlation with PJOK achievement, as did physical fitness, and both factors combined demonstrated a positive relationship with PJOK achievement. Furthermore, the abstract quantified the contributions, noting that learning facilities contributed 12%, physical fitness 11.2%, and both combined contributed 12.5% to the variance in PJOK achievement. While the descriptive categorization of all variables as "good" is noted, further discussion in the main text regarding potential ceiling effects or range restriction could strengthen the interpretation of the correlation coefficients. The study concludes that there is a significant relationship between learning facilities and physical fitness, when considered together, and the PJOK learning achievement of fourth-grade students in the specified district. These findings provide valuable insights for educational stakeholders, emphasizing the importance of both physical infrastructure and student well-being in supporting academic success in physical education. Educators and policymakers should consider interventions that improve learning facilities and promote physical fitness activities, as these appear to be tangible levers for enhancing PJOK achievement. Future research could expand upon these correlational findings by exploring causal relationships through intervention studies, examining these relationships in diverse geographical contexts, or conducting longitudinal studies to track the long-term impact of these factors.

Full Text

Comments

You need to be logged in to post a comment.