PERUMUSAN KERANGKA KERJA LITERASI FISIK UNTUK PENDIDIKAN JASMANI YANG BERKUALITAS DI SEKOLAH DASAR

Deri Munadi Rahadian, - and Tite Juliantine, - and Yudy Hendrayana, - (2025) PERUMUSAN KERANGKA KERJA LITERASI FISIK UNTUK PENDIDIKAN JASMANI YANG BERKUALITAS DI SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Pendidikan jasmani berkualitas (Quality Physical Education/QPE) berperan strategis dalam pengembangan peserta didik secara menyeluruh, tidak hanya dari sisi fisik, tetapi juga sosial, afektif, dan kognitif. Salah satu komponen utama QPE adalah literasi fisik, yang mencakup motivasi, kepercayaan diri, kompetensi fisik, pengetahuan, dan pemahaman untuk terlibat aktif dalam aktivitas fisik sepanjang hayat. Namun, di Indonesia, implementasi literasi fisik dalam pembelajaran pendidikan jasmani masih menghadapi tantangan, terutama terkait pemahaman guru, kurangnya kerangka kerja nasional, dan minimnya kajian kontekstual. Penelitian ini bertujuan untuk merumuskan kerangka kerja literasi fisik yang relevan untuk mendukung pembelajaran pendidikan jasmani berkualitas di tingkat sekolah dasar. Pendekatan yang digunakan adalah penelitian kualitatif deskriptif, dengan pengumpulan data melalui wawancara mendalam, observasi lapangan, dan studi dokumen. Subjek penelitian meliputi guru PJOK, siswa sekolah dasar, kepala sekolah, serta pakar literasi fisik dan kurikulum. Analisis data dilakukan dengan menggunakan model Miles dan Huberman, melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa pemahaman guru terhadap literasi fisik masih bervariasi dan belum sepenuhnya terintegrasi dalam praktik pembelajaran. Faktor-faktor pendukung mencakup kebijakan kurikulum yang fleksibel dan keterlibatan komunitas sekolah, sementara tantangannya meliputi keterbatasan pelatihan, sumber daya, dan pemahaman filosofis literasi fisik. Berdasarkan temuan ini, disusunlah kerangka kerja literasi fisik yang mencakup tiga elemen utama (Kompetensi fisik, kognitif, dan afektif) serta elemen pendukung (Lingkungan dan Kebijakan), serta panduan implementasi dalam kurikulum PJOK menggunakan taksonomi SOLO. Kerangka kerja ini diharapkan menjadi rujukan bagi guru, sekolah, dan pemangku kebijakan dalam merancang pembelajaran pendidikan jasmani yang berkualitas, dan berorientasi pada pembentukan peserta didik yang aktif, sehat, dan memiliki literasi fisik yang baik sepanjang hayat. Kata kunci: literasi fisik, pendidikan jasmani, kerangka kerja, sekolah dasar Quality Physical Education (QPE) plays a strategic role in the holistic development of students, not only in terms of physical aspects but also social, affective, and cognitive aspects. One of the key components of QPE is physical literacy, which encompasses motivation, self-confidence, physical competence, knowledge, and understanding to actively engage in physical activities throughout life. However, in Indonesia, the implementation of physical literacy in physical education learning still faces challenges, particularly regarding teachers' understanding, the absence of a national framework, and the lack of contextual studies. This research aims to formulate a relevant physical literacy framework to support quality physical education learning at the elementary school level. The approach used is descriptive qualitative research, with data collection through in-depth interviews, field observations, and document studies. The research subjects include physical education teachers, elementary school students, school principals, as well as physical literacy and curriculum experts. Data analysis was conducted using the Miles and Huberman model, through the stages of data reduction, data presentation, and conclusion drawing. The research results indicate that teachers' understanding of physical literacy still varies and has not been fully integrated into teaching practices. Supporting factors include flexible curriculum policies and school community involvement, while challenges include limitations in training, resources, and philosophical understanding of physical literacy. Based on these findings, a physical literacy framework was developed, encompassing three main elements (physical, cognitive, and affective competencies) and supporting elements (environment and policy), along with implementation guidelines for the PJOK curriculum using the SOLO taxonomy. This framework is expected to serve as a reference for teachers, schools, and policymakers in designing quality physical education programs that are oriented toward developing active, healthy students with good physical literacy throughout their lives. Keywords: physical literacy, physical education, conceptual framework, elementary school

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Item Type:	Thesis (S2)
Additional Information:	SINTA ID DOSEN PEMBIMBING Tite Juliantine: 5995777 Yudy Hendrayana:6661161
Uncontrolled Keywords:	literasi fisik, pendidikan jasmani, kerangka kerja, sekolah dasar physical literacy, physical education, conceptual framework, elementary school
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Sekolah Pasca Sarjana > Pendidikan Olahraga S-2
Depositing User:	Deri Munadi Rahadian
Date Deposited:	12 Sep 2025 13:12
Last Modified:	12 Sep 2025 13:12
URI:	http://repository.upi.edu/id/eprint/138822

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