Educación física interdisciplinaria: implementación y perspectivas de los profesores de educación física de Indonesia. (Interdisciplinary physical education: implementation and insights of indonesian pe teachers)
DOI:
https://doi.org/10.47197/retos.v57.105910Palabras clave:
aprendizaje interdisciplinario, educación física, innovación en el aprendizaje, profesor de educación física, colaboración de materiasResumen
El aprendizaje interdisciplinar de educación física (EF) es una innovación que combina otras materias con la educación física realmente necesaria en estos momentos. El propósito de este estudio es medir el alcance del conocimiento y la implementación del aprendizaje interdisciplinario de educación física de los profesores de educación física en Indonesia. En este estudio se utilizó un método de investigación cuantitativo descriptivo mediante un enfoque de encuesta. Se utilizó y distribuyó un instrumento cuestionario relacionado con la implementación y el conocimiento de la educación física interdisciplinaria a 184 profesores de educación física en Indonesia (80 en la escuela primaria, 45 en la escuela secundaria superior y 59 en la escuela secundaria superior). El procesamiento de los datos se analizó mediante estadística descriptiva. Los resultados de la investigación explicaron que sólo 17 profesores de EF (21,25%) de escuelas primarias habían realizado alguna vez un aprendizaje de EF interdisciplinario y su conocimiento promedio era de 49,6 (suficiente para saber). En el nivel de secundaria, sólo 13 profesores de EF (28,9%) habían realizado un aprendizaje de EF interdisciplinario con un conocimiento promedio de 60,9 (saber). En el nivel de secundaria, sólo 3 profesores de educación física (5%) han implementado alguna vez el aprendizaje de educación física interdisciplinaria con un conocimiento promedio de 40,8 (suficiente para saber). En total, sólo 33 profesores de educación física (17,9%) han implementado el aprendizaje interdisciplinario de educación física con un conocimiento promedio de 49,6, lo que significa que están en la categoría "suficiente para saber". Muy pocos profesores de educación física en Indonesia aplican el aprendizaje de educación física interdisciplinaria y su conocimiento de la educación física interdisciplinaria solo se limita a saber lo suficiente; esto, por supuesto, debe mejorarse considerando que el aprendizaje interdisciplinario es una innovación de aprendizaje que realmente se necesita hoy en día.
Palabras clave: aprendizaje interdisciplinario, educación física, innovación en el aprendizaje, profesor de educación física, colaboración de materias.
Abstract. Interdisciplinary physical education (PE) learning is an innovation that combines other subjects with physical education which is really needed at this time. The purpose of this study is to measure the extent of knowledge and implementation of interdisciplinary PE learning of PE teachers in Indonesia. A descriptive quantitative research method through a survey approach was used in this study. A questionaire instrument related to the implementation and knowledge of interdisciplinary PE was used and distributed to 184 PE teachers in Indonesia (80 in elementary school, 45 in senior high school, and 59 in senior high schools). Data processing was analyzed using descriptive statistics. The research results explained that only 17 PE teachers (21.25%) in elementary schools had ever carried out interdisciplinary PE learning and their average knowledge was 49.6 (enough to know). At junior high school level, only 13 PE teachers (28.9%) had carried out interdisciplinary PE learning with an average knowledge of 60.9 (know). At the high school level, only 3 PE teachers (5%) have ever implemented interdisciplinary PE learning with an average knowledge of 40.8 (enough to know). Overall, only 33 PE teachers (17.9%) have implemented interdisciplinary PE learning with an average knowledge of 49.6, which means they are in the "enough to know" category. Very few PE teachers in Indonesia apply interdisciplinary PE learning and their knowledge of interdisciplinary PE is only limited to knowing enough, this of course needs to be improved considering that interdisciplinary learning is a learning innovation that is really needed nowadays.
Keywords: interdisciplinary learning, physical education , learning innovation, pe teacher, subject collaboration.
Citas
Abdie, E., & Juniu, S. (2014). Interdisciplinary integrated physical education program using a philosophical approach. International Scholarly and Scientific Research & Innovation, 2723–2730. https://www.researchgate.net/publication/275893913
Abduljabar, B. (2018). Re-Orientasi Pendidikan Jasmani kedalam Perspektif Kependidikan dan Kemanusiaan: Meraih Belajar Siswa Mengantar Terdidik Jasmaniah Siswa.
Akgul, M. S., Ozcan, N., Uzun, M. E., Gurses, V. V., & Baydil, B. (2021). Physiological impact of wearing a surgical face mask during walking in the covid-19 pandemic. Pedagogy of Physical Culture and Sports, 25(4), 202–207. https://doi.org/10.15561/26649837.2021.0401
Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers and Education, 167. https://doi.org/10.1016/j.compedu.2021.104185
Altavilla, G., Ceruso, R., Esposito, G., Raiola, G., & D’Elia, F. (2022). Physical education teaching in Italian primary school: theoretical lines and operational proposals. Pedagogy of Physical Culture and Sports, 26(3), 151–157. https://doi.org/https://doi.org/10.15561/26649837.2022.0302
Bollati, I. M., Cristina, G., Paola, P. M., Livianna, S., Lorenzo, M., & Pelfini, M. (2018). Climbing walls in Earth Sci-ences education: an interdisciplinary approach for the secondary school (1st level). Rendiconti Online Della Società Geologica Italiana, 44, 134–142.
Braskén, M., Hemmi, K., & Kurtén, B. (2020). Implementing a Multidisciplinary Curriculum in a Finnish Lower Sec-ondary School – The Perspective of Science and Mathematics. Scandinavian Journal of Educational Research, 64(6), 852–868. https://doi.org/10.1080/00313831.2019.1623311
Budi, B., Rouf, T., & Budiman, A. (2021). Hubungan Motivasi Belajar terhadap Hasil Belajar Passing dalam Sepak Bola. Jpoe, 3(1), 42–49. https://doi.org/10.37742/jpoe.v3i1.114
Budiman, A., Nopembri, S., & Supriadi, D. (2024). Sundanese traditional sports: level of knowledge among 21 st century adolescents Deportes tradicionales sundaneses: nivel de conocimiento entre los adolescentes del siglo XXI. In Retos (Vol. 51). https://doi.org/https://doi.org/10.47197/retos.v51.100567
Castro Vieira, D., Manuel, F., Cunha, P., Coelho Da Silva, A. M., & Fazendeiro Batista, P. M. (2023). Can Dynamic Breaks improve the intensity of Physical Education classes? A teaching experience of a preservice teacher as a prac-titioner researcher ¿Pueden las pausas dinámicas mejorar la intensidad de las clases de Educación Física? Una expe-riencia de enseñanza de un estudiante como investigador de sus prácticas. In Retos (Vol. 50). https://recyt.fecyt.es/index.php/retos/index
Cuervo, L. (2018). Study of an interdisciplinary didactic model in a secondary education music class. Music Education Research, 20(4), 463–479. https://doi.org/10.1080/14613808.2018.1433148
Drake, S. M., & Savage, M. J. (2016). Negotiating Accountability and Integrated Curriculum from a Global Perspec-tive. In International Journal of Learning, Teaching and Educational Research (Vol. 15, Issue 6).
Drake, S., & Reid, J. (2018). Integrated Curriculum as an Effective Way to Teach 21st Century Capabilities. Asia Pa-cific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/apjer.2018.1.1.03
Estrada, L., Anthony, O., & Nieves, M. (2019). The Sport Education Model as an Interdisciplinary Approach. Journal of Physical Education, Recreation & Dance, 90(6), 53–55. https://doi.org/https://doi.org/10.1080/07303084.2019.1614774
Fidalgo-Neto, A. A., Lopes, R. M., Magalhães, J. L. C., Pierini, M. F., & Alves, L. A. (2014). Interdisciplinarity and Teacher Education: The Teacher’s Training of the Secondary School in Rio de Janeiro—Brazil. Creative Education, 05(04), 262–272. https://doi.org/10.4236/ce.2014.54035
Fizi, R. M., Winarni, S., Guntur, & Hartanto, A. (2023). A game model in physical education to improve motor skills, cooperation, and discipline of primary school learners. Pedagogy of Physical Culture and Sports, 27(6), 448–455. https://doi.org/10.15561/26649837.2023.0602
Gajić, O., & Zuković, S. (2013). Integrativity and Interdisciplinarity Inreligius and Literary Education. In European Journal of Science and Theology (Vol. 9, Issue 4).
Gil-Madrona, P., Pascual-Francés, L., Jordá-Espi, A., Mujica-Johnson, F., & Fernández-Revelles, A. B. (2020). Affec-tivity and motor interaction in popular motor games at school. Apunts. Educacion Fisica y Deportes, 139, 42–48. https://doi.org/10.5672/APUNTS.2014-0983.ES.(2020/1).139.06
Ginanjar, A. (2018). The Tactical Games Modelsand Motivation Learningof Physical Fitness The Vocational School Students. Jurnal Kependidikan Penelitian Dan Inovasi Pembelajaran, 2(2), 409–419. https://doi.org/https://doi.org/10.21831/jk.v2i2.10746
Hadyansah, D. (2021). Penerapan Metode Permainan dalam Keterampilan Roll Belakang. Musamus Journal of Physical Education and Sport, 03(02), 134–140.
Hardré, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., Ramseyer, C., Herron, J., & Wol-lega, E. D. (2013). Teachers in an Interdisciplinary Learning Community: Engaging, Integrating, and Strengthening K-12 Education. Journal of Teacher Education, 64(5), 409–425. https://doi.org/10.1177/0022487113496640
Hardy, J. G., Sdepanian, S., Stowell, A. F., Aljohani, A. D., Allen, M. J., Anwar, A., Barton, D., Baum, J. V., Bird, D., Blaney, A., Brewster, L., Cheneler, D., Efremova, O., Entwistle, M., Esfahani, R. N., Firlak, M., Foito, A., Forciniti, L., Geissler, S. A., … Wright, K. L. (2021). Potential for Chemistry in Multidisciplinary, Interdiscipli-nary, and Transdisciplinary Teaching Activities in Higher Education. Journal of Chemical Education, 98(4), 1124–1145. https://doi.org/10.1021/acs.jchemed.0c01363
Harris, A., & de Bruin, L. (2018). An international study of creative pedagogies in practice in secondary schools: To-ward a creative ecology. Journal of Curriculum and Pedagogy, 15(2), 215–235. https://doi.org/10.1080/15505170.2018.1457999
Holmbukt, T., & Larsen, A. B. (2016). Interdisciplinary teaching as motivation: An initiative for change in post-16 vo-cational education. Nordic Journal of Modern Language Methodology, 4(1), 67–82. https://doi.org/https://doi.org/10.46364/njmlm.v4i1.325
Ignjatović, A., & Miloradović, B. (2018). Interdisciplinarni pristup u nastavi fizičkog vaspitanja u osnovnoj školi.
Jauhari, M. N., Mambela, S., & Zakiah, Z. (2020). Dampak Pandemi Covid-19 Terhapad Pelaksanaan Pembelajaran Penjas Adaptif Di Sekolah Luar Biasa. STAND : Journal Sports Teaching and Development, 1(1), 63–70. https://doi.org/10.36456/j-stand.v1i1.2594
Juditya, S. (2018). Pembelajaran Lay Up Melalui Model Pembelajaran Psi (Personalized System Intraction). Jurnal Kependidikan Jasmani Dan Olahraga, 2(1), 28–36.
Juditya, S., Suherman, A., Ma’mun, A., & Rusdiana, A. (2019). Personalized system of instruction (PSI) models: Us-ing digital teaching materials on learning. International Journal of Innovation, Creativity and Change, 9(5), 214–324.
Junanda, H. A., & Solihin, A. O. (2020). Pengaruh media pembelajaran terhadap hasil belajar passing bawah bola voli pada siswa tunarungu. JPOE, 2(1), 76–85. https://doi.org/https://doi.org/10.37742/jpoe.v2i1.26
Kaittani, D., Kouli, O., Derri, V., & Kioumourtzoglou, E. (2017). Interdisciplinary teaching in physical education. Ar-ab Journal of Nutrition and Exercise (AJNE), 91–101. https://doi.org/https://doi.org/10.18502/ajne.v2i2.1248
Karisman, V. A., Friskawati, G. F., & Supriadi, D. (2018). Kontribusi Media Pembelajaran Edukatif dalam Pembelaja-ran Pendidikan Jasmani Terhadap Keterampilan Motorik Dasar Siswa Sekolah Dasar. Jurnal Penelitian Pendidikan, 18(2), 185–192. https://doi.org/https://doi.org/10.17509/jpp.v18i2.12960
Kate, H., James, J., & Tidmarsh, C. (2019). Using Wicked problems to foster interdisciplinary practice among UK trainee teachers. Journal of Education for Teaching, 45(4), 446–460. https://doi.org/10.1080/02607476.2019.1639263
Klaassen, R. G. (2018). Interdisciplinary education: a case study. European Journal of Engineering Education, 43(6), 842–859. https://doi.org/10.1080/03043797.2018.1442417
McPhail, G. (2018). Curriculum integration in the senior secondary school: a case study in a national assessment con-text. Journal of Curriculum Studies, 50(1), 56–76. https://doi.org/10.1080/00220272.2017.1386234
Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579
Moser, T., Reikerås, E., & Tønnessen, F. E. (2017). Development of motor-life-skills : variations in children at risk for motor difficulties from the toddler age to preschool age. European Journal of Special Needs Education, 6257(May), 0. https://doi.org/10.1080/08856257.2017.1306964
Moss, J., Godinho, S. C., & Chao, E. (2019). Enacting the Australian Curriculum: primary and secondary teachers’ approaches to integrating the curriculum. Australian Journal of Teacher Education (Online), 44(3), 24–41.
Mustafa, P. S., & Dwiyogo, W. D. (2020). Kurikulum Pendidikan Jasmani, Olahraga, dan Kesehatan di Indonesia Abad 21. JARTIKA Jurnal Riset Teknologi Dan Inovasi Pendidikan, 3(2), 422–438. https://doi.org/10.36765/jartika.v3i2.268
O’Brien, W., Adamakis, M., O’ Brien, N., Onofre, M., Martins, J., Dania, A., Makopoulou, K., Herold, F., Ng, K., & Costa, J. (2020). Implications for European Physical Education Teacher Education during the COVID-19 pan-demic: a cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503–522. https://doi.org/10.1080/02619768.2020.1823963
Perlman, D. J. (2024). A New Model for Teaching and Learning: The Informed Learner in Physical Education Model. Journal of Physical Education, Recreation & Dance, 95(3), 13–19. https://doi.org/https://doi.org/10.1080/07303084.2023.2299866
Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021). COVID-19 and the education-al equity crisis. Evidence on learning loss from the CORE data collaborative. PACE.
Pountney, R., & McPhail, G. (2019). Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum. British Educational Research Journal, 45(3), 483–501. https://doi.org/10.1002/berj.3508
Qi, Y. (2023). Computer-Based Physical Education Platform: Evaluating Effectiveness during the COVID-19 Pandem-ic. International Journal of Human–Computer Interaction, 1–10. https://doi.org/https://doi.org/10.1080/10447318.2023.2264696
Sağın, A. E. (2022). The role of gender in predicting life satisfaction of the interest in physical education lesson. Peda-gogy of Physical Culture and Sports, 26(2), 83–92. https://doi.org/10.15561/26649837.2022.0202
Septiana, R. A., Santosa, A., & Budiman, A. (2021). Model Pembelajaran Sepakbola bagi Anak Usia Dini. Musamus Journal of Physical Education and Sport (MJPES), 4(01), 29–35.
Suherman, A., Saptani, E., Setialengkana, A., & Nugraha, R. G. (2019). Understanding the teaching style of physical education teacher in primary school through audio visual media. Journal of Physics: Conference Series, 1318(1), 012122. https://doi.org/https://doi.org/10.1088/1742-6596/1318/1/012122
Sukamto, M., Putri, W. S. K., & Aliriad, H. (2021). Survei Minat Peserta Didik dalam Pembelajaran Virtual Pendi-dikan Jasmani dengan Media Audio Visual. CITIUS: Jurnal Pendidikan Jasmani, Olahraga, Dan Kesehatan, 1(2), 21–25. https://doi.org/https://doi.org/10.32665/citius.v1i2.249
Sunarti, T., Wasis, W., Madlazin, M., & Suyidno, S. (2020). Multidisciplinary, Interdisciplinary, and Transdisciplinary Approaches in Literacy Learning Model. Journal of Physics: Conference Series, 1491(1), 012054. https://doi.org/10.1088/1742-6596/1491/1/012054
Supriadi, D., Hadyansah, D., & Budiman, A. (2021). Physical Activity in Adolescents during Covid-19 Pandemic Based on Gender. 17(7), 100–104.
Sutini, A. (2018). Meningkatkan Keterampilan Motorik Anak Usia Dini Melalui Permainan Tradisional. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 4(2), 67–77. https://doi.org/10.17509/cd.v4i2.10386
Tonnetti, B., & Lentillon-Kaestner, V. (2023a). Teaching interdisciplinarity in secondary school: A systematic review. Cogent Education, 10(1), 2216038. https://doi.org/10.1080/2331186X.2023.2216038
Tonnetti, B., & Lentillon-Kaestner, V. (2023b). Teaching interdisciplinarity in secondary school: A systematic review. Cogent Education, 10(1), 2216038. https://doi.org/10.1080/2331186X.2023.2216038
Urea, R. (2015). The perceived significances of interdisciplinarity at students in educational sciences. Procedia-Social and Behavioral Sciences, 187, 228–233. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.03.043
Vazou, S., Gavrilou, P., Mamalaki, E., Papanastasiou, A., & Sioumala, N. (2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10(4), 251–263. https://doi.org/10.1080/1612197X.2012.682368
Vlček, P., Svobodová, H., & Resnik Planinc, T. (2019). Integrating Physical Education and Geography in elementary education in the Czech Republic and the Republic of Slovenia. Compare, 49(6), 868–887. https://doi.org/10.1080/03057925.2018.1466267
Wallhead, T., & O’sullivan, M. (2005). Sport Education: physical education for the new millennium? Physical Education & Sport Pedagogy, 10(2), 181–210. https://doi.org/10.1080/17408980500105098
Wawrzyniak, S., Cichy, I., Matias, A. R., Pawlik, D., Kruszwicka, A., Klichowski, M., & Rokita, A. (2021). Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.614138
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
