Evaluación del puntaje de alfabetización física en la primera infancia en Indonesia: exploración de la correlación entre la percepción de los docentes, su participación activa y el estatus escolar (Assessing early childhood physical literacy score in Indonesia: exploring the correlation between teacher perception, active teacher involvement, and school status)
DOI:
https://doi.org/10.47197/retos.v59.105843Palabras clave:
Literacy, Physical, Perception, Involvement, School StatusResumen
Este estudio tiene como objetivo determinar la relación entre las perspectivas de los docentes, la participación activa de los maestros y el estado de la escuela en relación con la alfabetización física de los niños en Indonesia. Este estudio es un estudio correlacional con un enfoque cuantitativo. The sample includes 100 teachers from 100 schools accredited A, B, and C. The physical literacy instrument for early childhood uses the Pre-PLAY which consists of three domains, namely physical competence, coordinated movement and motivation and enjoyment. El análisis de datos en este estudio es un análisis descriptivo utilizando análisis lineal en forma de pruebas de validez y confiabilidad. Los resultados mostraron que existe una relación significativa y positiva entre la percepción de los docentes y su participación en la alfabetización física en la primera infancia, con valores de significancia de 0.001 y 0.000, mientras que no hay una relación significativa entre el estado de acreditación de la escuela y la alfabetización física en la primera infancia, con un valor de significancia de 0.096. Se puede concluir que la alfabetización física es importante para aplicarse en el apoyo al desarrollo de los niños pequeños. Los maestros desempeñan un papel fundamental en la implementación del concepto de alfabetización física en los niños; la comprensión de los maestros sobre la alfabetización física es crucial, ya que puede ayudar a que los niños sean más activos, y su participación activa en la aplicación de este concepto es igualmente importante, ya que puede mejorar la actividad física.
Palabras clave: Analfabetismo, Físico, Percepción, Participación, Estado escolar
Abstract. This study aims to determine the relationship between teachers' perspectives, active teacher involvement and school status in relation to children's physical literacy in Indonesia. This research is a correlational study with a quantitative approach. The sample was taken by purposive sampling. The sample includes 100 teachers from 100 schools accredited A, B, and C. The physical literacy instrument for early childhood uses the Pre-PLAY which consists of three domains, namely physical competence, coordinated movement and motivation and enjoyment. Data analysis in this study is descriptive analysis using linear analysis in the form of validity and reliability tests. The results showed that there is a significant positive relationship between teachers' perception and their involvement with early childhood physical literacy, with significance values of 0.001 and 0.000, meanwhile, there is no significant relationship between school accreditation status and early childhood physical literacy, with a significance value of 0.096. It can be concluded that physical literacy is important to be applied to support the development of young children. Teachers play a fundamental role in implementing the concept of physical literacy in children a teacher's understanding of physical literacy is crucial because it can help children become more active, and their active engagement in applying this concept is equally important as it can enhance physical activity.
Keywords: Literacy, Physical, Perception, Involvement, School Status
Citas
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