Riyanto, Pulung (2014) PENGARUH MODEL PEMBELAJARAN TEACHING GAMES FOR UNDERSTANDING (TGFU) DAN MOTIVASI TERHADAP PENINGKATAN PARTISIPASI DAN BELAJAR SISWADALAM PENDIDIKAN JASMAN. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pengajaran pendidikan jasmani dipersamakan dengan pengajaran olahraga, suatu bentuk sosialisasi olahraga yang kurang membangun belajar dan partisipasi siswa. Suatu penelitian eksperimen menerapkan pengajaran Teaching Game for Understanding (TGfU) dan Konvensional telah dicobakan pada dua kelompok siswa yang berbeda, adapun tujuan dari penelitian ini adalah untuk meneliti pengaruh model pembelajaran Teaching Game for Understanding (TGfU) dan Konvensional terhadap peningkatan partisipasi dan hasil belajar siswa. Hasil penghitungan pada pendekatan dan partisipasi menunjukkan nilai signifikansi 0,003. Kemudian pada partisipasi menunjukkan nilai signifikansi 0,001 Karena nilai signifikansi < 0, 05 Sedangkan untuk pendekatan*motivasi menunjukkan angka signifikansi yang diuji dengan prosedur Pilli’s Trace, Wilks' Lambda, Hotel ling’s Trace, Roy's Largest Root. Semua prosedur menujukan angka signifikansi 0,000. Hal ini menujukan bahwa nilai signifikansi < 0,005 dengan demikian Ho ditolak. Pengembangan yang diharapkan dari model pembelajaran Teaching Games for Understanding (TGfU) dan Konvensional adalah bagaimana meningkatkan hasil belajar. Hasil belajar merupakan tindak lanjut dari pengembangan partisipasi siswa dalam proses belajar mengajar yang mengutamakan situasi pembelajaran supaya mendapatkan pembelajaran siswa yang menekankan pada pengembangan kognitif reflektif, afektif emosional, belajar sosial dan belajar motorik siswa. Teaching physical education teaching equated with sport, a form of socialization exercise less to build learning and student participation. An experimental study applying the teaching of Teaching Games for Understanding (TGfU) and Conventional been tested on two different groups of students, as for the purpose of this study was to investigate the influence of the learning model of Teaching Games for Understanding (TGfU) and Conventional towards increased participation and student learning outcomes . The results of the calculation approach and participation shows the significant value of 0.003. Then in participation shows the significant value of 0.001 Because the significance value <0, 05 * As for the motivation approach shows significant numbers tested with procedures Pilli's Trace, Wilks' Lambda, Hotel ling's Trace, Roy's Largest Root. All procedures addressing significant number 0,000. It is addressed that the significance value <0.005 thus Ho rejected. The expected development of learning models Teaching Games for Understanding (TGfU) and Conventional is how to improve learning outcomes. The results of a follow-up study of the development of student participation in the learning process that promotes learning situations in order to get students' learning that emphasizes the development of reflective cognitive, affective, emotional, social learning and motor learning of students.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No. Panggil : T POR Riy p-2014; Pembimbing : I. Mulyana , II. Bambang Abdul Jakar |
| Uncontrolled Keywords: | TGfU, Konvensional, Motivasi, Partisipasi, Belajar Siswa |
| Subjects: | G Geography. Anthropology. Recreation > GV Recreation Leisure |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Olahraga S-2 |
| Depositing User: | Staff DAM |
| Date Deposited: | 01 Oct 2015 01:59 |
| Last Modified: | 01 Oct 2015 01:59 |
| URI: | http://repository.upi.edu/id/eprint/17390 |
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