Educação física interdisciplinar: implementação e perspectivas de professores de educação física indonésios.
DOI:
https://doi.org/10.47197/retos.v57.105910Palavras-chave:
interdisciplinary learning, physical education, learning innovation, pe teacher, subject collaborationResumo
O aprendizado interdisciplinar de educação física (EF) é uma inovação que agrega outras disciplinas à educação física realmente necessária neste momento. O objetivo deste estudo é medir a extensão do conhecimento e implementação da aprendizagem interdisciplinar em educação física de professores de educação física na Indonésia. Este estudo utilizou um método de pesquisa quantitativa descritiva com abordagem de levantamento. Um instrumento de questionário relacionado à implementação e conhecimento da educação física interdisciplinar foi utilizado e distribuído a 184 professores de educação física na Indonésia (80 na escola primária, 45 na escola secundária e 59 na escola secundária). O processamento dos dados foi analisado por meio de estatística descritiva. Os resultados da investigação explicaram que apenas 17 professores de EF (21,25%) das escolas primárias alguma vez realizaram aprendizagem interdisciplinar de EF e o seu conhecimento médio foi de 49,6 (suficiente para saber). No nível secundário, apenas 13 professores de EF (28,9%) realizaram aprendizagem interdisciplinar de EF com um conhecimento médio de 60,9 (conhecer). No nível secundário, apenas 3 professores de educação física (5%) alguma vez implementaram aprendizagem interdisciplinar de educação física com um conhecimento médio de 40,8 (suficiente para saber). No total, apenas 33 professores de educação física (17,9%) implementaram a aprendizagem interdisciplinar de educação física com um conhecimento médio de 49,6, o que significa que estão na categoria “suficiente para saber”. Muito poucos professores de educação física na Indonésia aplicam a aprendizagem interdisciplinar de educação física e o seu conhecimento de educação física interdisciplinar limita-se apenas ao conhecimento suficiente; Isto, claro, precisa de ser melhorado, considerando que a aprendizagem interdisciplinar é uma inovação de aprendizagem que é realmente necessária hoje em dia.
Palavras-chave: aprendizagem interdisciplinar, educação física, inovação na aprendizagem, professor de educação física, colaboração disciplinar.
Referências
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
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2024 Retos
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
