Impact of Teaching Personal and Social Responsibility Models on

Cognitive, Affective and Psychomotor Aspects

Rajip Mustafillah Rusdiyanto

, Raden Boyke Mulyana

and Mulyana Mulyana

Department of Physical Education and Recreation, University of Majalengka, Indonesia

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia

rajipmustafillahr@student.upi.edu

Keywords: Teaching Personal and Social Responsibility Models, Outcomes.

Abstract: TPSR model is aimed at reducing students' negative behavior and improving students' personality and social

skills. School physical activities are focusing not only on attitude development, but also on cognitive and

psychomotor aspects which should be interrelated. Nevertheless, the researchers have doubts with regard to

the impacts of TPSR model on cognitive and psychomotor aspects. The research method used was quasi

experimental using nonequivalent group design. The participants involved on this research were 50 students

of Junior High School 2 Jatiwangi taking part in self-development program on pencak silat for ages 12-

13. These students were then divided into two groups which consisted of 25 students for each group. While

the experimental group which had been treated by conventional method was composed of 13 males and 12

females, the control one consisted of 9 males and 16 females were differently treated by using TPSR model.

The TPSR treatment was given three times per week for six weeks and the duration of each meeting was 45

minutes. The instrument used was basic skill test of pencak silat. The data analysis applied was Independent

T-test with 0,05 significance level. The result showed that; 1) There was cognitive aspect difference between

the students treated with TPSR and conventional model, 2) There was affective aspect difference between the

students with TPSR and conventional model, 3) There was psychomotor aspect difference between the

students with TPSR and conventional model.

1 INTRODUCTION

Physical education aims at exploring the students’

potentials in accordance with their ability which are

able to lead the students to prevent diseases by

habituating physical activities and to have healthy

life; besides, the good quality of physical education

can totally help the teachers in terms of educating the

students (Le Masurier and Corbin, 2006). The

objectives of physical education not only includes

body movement aspect, but also covers the cognitive

and affective aspects which should be developed by

the students in order to have strong religious value,

self-control, personality, intelligence, noble

character, and the social skills in coping with the

society (Destani et al., 2014).

The impact of physical education learning would

not be achieved instantly; in other words, it should be

carried out continuously with the hope that the

students can adapt to the teacher’s planned

environment in reaching the learning outcomes

(Suherman, 2009:9). Physical activities performed at

school can provide benefits on students’ social

personality in the future (Aggerholm et al., 2017).

Therefore, the learning process should be maximized

in order that the learning objectives can be achieved

optimally.

TPSR model leads the students to be successful

individual on their social environment, to be

responsible people for themselves and other people,

and to be self-controlled people in the society

(Escartí, Gutiérrez, Pascual and Marín, 2010). TPSR

model has positively contributed on children and

teenager developments in terms of improving

responsibilities, social skills, and classroom

environment (Caballero-Blanco, Delgado-Noguera

and Escartí-Carbonell, 2013). There have been 26

similar researches on TPSR model and they come up

with the same conclusion that TPSR has significantly

contributed to the students with the risk of behaving

negatively and dropping out of school (Escartí,

162

Rusdiyanto, R., Mulyana, R. and Mulyana, M.

Impact of Teaching Personal and Social Responsibility Models on Cognitive, Affective and Psychomotor Aspects.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 162-165

ISBN: 978-989-758-317-9

Gutiérrez, Pascual and Llopis, 2010). TPSR model

utilizes physical activities to teach life skills and to

promote responsible behavior (Wright and Burton,

2008).

TPSR in physical education or sport has been

believed in increasing students’ affective aspect

during the character building (Barrie and Doyle,

2015). Physical education, however, should also

equally contain both cognitive and psychomotor

aspects. This issue raises the questions for the

researchers, Does TPRS model only have impacts on

affective aspect? How are the impacts on cognitive

and psychomotor aspect?

Self-development program of pencak silat is

selected in applying TPSR model because it is

effective, practical, and tactical (Mulyana, 2013).

When the learning techniques are trained through

responsibility as explained on TPSR, the students will

perform everything they have learned so that their

technique movement will develop gradually

(Wentzel, 1991). This result shows that pencak silat

has impacts in students’ motor development.

This research is intended to answer the questions

as followed; 1) Are there any differences in cognitive

aspects between the students treated with TPSR

model and conventional model in self-development

of pencak silat? 2) Are there any differences in

affective aspects between the students treated with

TPSR model and conventional model in self-

development of pencak silat? 3) Are there any

differences in psychomotor abilities between the

students treated with TPSR model and conventional

model in self-development of pencak silat?

2 METHOD

The research method used was experimental method

by using quasi experimental design. TPSR as

independent variable would influence the result

which would then be compared with conventional

method. The results of these treatments are expected

to result differently. Hence, they would give clear

discussion about this study.

Before the treatments were given, the pre-test was

conducted to figure out the initial score of students’

cognitive, affective, and psychomotor aspects. After

that, each group was differently treated by using

TPSR model and conventional model.

2.1 Participants

50 students were selected as research sample which

was based on their characteristics when participating

on self-development of pencak silat. Random

assignment sample was used to divide the sample into

two groups. The experimental group consisted of 13

males and 12 females and control group consisted of

9 males and 16 females. The sample of this research

was 12-13 years old in average. This research was

located in Junior High School 2 Jatiwangi Indonesia.

2.2 Procedures

The self-development program of pencak silat was

implemented three times a week for 16 meetings. The

study was carried out for 5 until 6 weeks started from

May 17, 2014 to June 28, 2014.

TPSR model procedures covered counseling time,

awareness talk, the lesson, group meeting, and

reflection time (Escartí, Gutiérrez, Pascual and

Llopis, 2010). There were several elements of TPSR

model such as respect the rights and feeling of others,

effort, self-direction, helping others, and transfer

(outside the gym) (Escartí, Amparo; Pascual,

Carmina; Gutiérrez Sanmartín, Melchor; Marín,

Diana; Martínez, María; Tarín, 2012),(Fernandez-rio,

2014).

2.3 Instrument

The instruments used in this study were; 1) objective

test to assess cognitive aspect referring to Bloom

Theory which included the competency standards and

basic competency, 2) attitude questionnaire to assess

affective aspects which covered irresponsibility, self-

control, involvement, self-responsibility, dan carring

(Fernandez-rio, 2014), 3) assessment rubrics for

pencak silat motion skills which covered basic

motions of pencak silat.

3 RESULTS AND DISCUSSION

The first hypothesis test was to figure out the

differences in cognitive aspects between the students

who were given TPSR model and those who were

treated with conventional method in self-

development program of pencak silat.

The results of pre-test and post-test on TPSR

model showed that the average scores were 25.52 for

pre-test and 28.28 for post-test. In conventional

method, the average scores were 22.00 for pre-test

and 24.12 for post-test. In terms of rise of average

scores between pre-test and post-test, the rise of

average score for TPSR model was 2.76, bigger than

conventional method which was only 2.12.

Impact of Teaching Personal and Social Responsibility Models on Cognitive, Affective and Psychomotor Aspects

163

The hypothesis test showed that there were

significant differences from the results of pre-test and

post-test. Both TPSR and conventional model gave

cognitive impacts due to pencak silat learning

required cognitive skills especially in solving the

problem as one of the elements in pencak silat and in

learning tactics which could influence the students’

cognitive aspects.

Pencak silat needs the students to perform many

motion skills. There are several motion skills that

should be learned and require thinking skills. This

shows that there is cognitive skill relationship in

learning pencak silat. When facing the problems in

learning pencak silat, they will only be solved by

following the cognitive processes. In pencak silat, the

students will be familiar with the pattern movements

which they should understand and learn so they can

perform some effective, efficient, and productive silat

motions.

The second hypothesis test was to figure out the

differences of affective abilities between the students

who were given TPSR model and conventional model

in self-development program of pencak silat. The

result of pre-test and post-test on TPSR model

showed that the average scores were 108.76 for pre-

test and 112.16 for post test. Meanwhile, the average

scores on conventional model were 104.00 for pre-

test and 106.08 for post-test. TPSR model had greater

rise of average score than that of Conventional mode.

The rise of average scores obtained were 3.4 for

TPSR model and 2.08 for conventional model. The

result showed that there was higher increase of

average that cognitive aspect as mentioned before.

However, conventional model did not show

significant increase of averages. On the contrary,

TPSR gave significant influences as seen from the

increase score of averages. This concludes that there

are differences in affective abilities after pre-test and

post-test but TPSR works better in improving

students’ affective aspects than conventional model.

Before the treatment was given, the students’

attitudes of responsibility were in low category in

terms of being responsible to themselves or other

students. The data collection was conducted after the

experimental group was given TPSR model treatment

which was incorporated in pencak silat material for

several meetings. The result showed that there was

significant changing of students’ attitude of

responsibility. This attitude transformation could

occur only if the program given was in accordance

with the purposes of learning. The researchers were

supposed to get the students used to follow the teacher

instructions from preparing facilities to leading the

warming up. Through TPSR model, the students were

accustomed to demonstrate the material as a means of

arising sense of helping each other.

The results of data processing showed the positive

changing in terms of attitude of responsibility after

the treatments by using TPSR model in learning

pencak silat were given. This indicated the

compability between the existed theories and the

results of research. Furthermore, these results

provided clear explanation and strong evidence that

the existed theories derived from empirical data

assessment proven through field verification. Thus, it

can be concluded that the results of the research were

similar as explained in the theories and the research

data can be scientifically proven.

The third hypothesis test was to discover whether

there were differences in psychomotor abilities

amongs the students who were treated with TPSR

model compared to the conventional one in self-

development program of pencak silat.

While the average scores of TPSR model were

21.32 for pre-test and 25.28 for post-test, the average

scores of conventional method were 19.96 for pre-test

and 21.46 for post-test. The rise of average scores for

TPSR model was 1.96 compared with the

conventional which only obtained 1.5. The results in

the rise of average scores on TPSR model showed

higher increase compared with the results of cognitive

aspects. Conventional model increase was not high

enough; however, it still gave influences on

psychomotor aspects. It can be concluded that there

were differences in psychomotor aspects but the

TPSR worked better in improving students’

psychomotor than the conventional model.

Learning to move is a change from the learner

who cannot perform anything to become someone

who has good movement skills caused by continuous

stimulations given. The results of psychomotor

learning are actually continuation of cognitive

(understanding) and affective learning (shown in

behavior). Therefore, affective development should

be put into the first place followed by cognitive and

psychomotor aspects when training pencak silat in

physical education learning through TPSR model.

4 CONCLUSIONS

Based on data analysis and processing, the three

research questions showed that there are differences

on the treatments of TPSR model to conventional

model. There are improvement results in cognitive

aspect which is lower than psychomotor and affective

aspect. The most prominent changes occur in

affective aspect which shows considerable change.

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

164

Therefore, the researchers have come up with the

conclusions that; 1). there are differences of cognitive

ability between students who were treated by TPSR

and conventional model in self-development program

of pencak silat, 2) there are differences of affective

abilities between students who were given TPSR and

conventional model in pencak silat self-development

program, 3) there are differences of psychomotor

ability between students who got TPSR and

conventional model in self-improvement program of

pencak silat.

The findings of this research are TPSR model

gives more effect to the affective aspect rather than

psychomotor and cognitive aspect. Psychomotor

aspect obtains more impacts in terms of the changes

that occur among psychomotor, cognitive, and

affective aspects. Thus, this study finds out that TPSR

model is very influential on affective aspects,

psychomotor and cognitive although affective aspects

have the biggest impact.

Given the result of this study, the researchers

strongly suggest to continue and to develop this study

in order to get transparent and validated model. The

further research can be undertaken through other

approaches and activities at the level of Early

Childhood Education (PAUD).

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