Physical Education - Based Teaching Personal Social Responsibility

Nur Indri Rahayu, Adang Suherman and Yati Ruhayati

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

nurindrirahayu1910@upi.edu

Keywords: Physical Education, TPSR, Responsibility, Student.

Abstract: The general purpose of this study is to examine the effect of Physical Education learning based on Teaching

personal Social Responsibility in increasing student's responsibility level. This study uses experimental

Quasi with pre-test post-test control group design. The subjects of the study were male and female high

school students of grade 11 who were between 15-17 years old. The instrument used is Tools for Assessing

Responsibility Based Physical education (TARE). Quantitative analysis of Paired Sample t-test and

independent sample t-test will be conducted to explain validation testing of this research. The results

showed that physical education learning based on TPSR had a significant effect on the improvement of

student responsibility level. The results of this study conclude that Teaching Personal Social responsibility

model is suitable to be implemented in physical education in high school and give significant benefit in

increasing student responsibility level.

1 INTRODUCTION

Responsibility is an important element that can

support the personal and social life of human beings,

including to achieve success for students in school.

It is stated by Lickona in Hassandra and Guodas

(2010) that "Responsibility is view both as personal

characteristic necessary for success in school and as

quality to be achieve through schooling ". Therefore,

it is necessary to instill an attitude of responsibility

towards students in school, especially students who

start adolescence (Griffin, 2012). The period of

adolescence is often called the transition period that

usually accompanied by changes in almost all

aspects of human life (physical, psychological, and

social). Therefore, the process of adaptation to these

changes will greatly determine the quality of life of

the next teenager. Changes in adolescent behavior

are evident in the reality of their easy lifestyle into

the "socially toxic environment", various negative

phenomena that develop among teenagers such as

drugs, free sex, exposure to money, fame, lifestyle

and fashion, -the scene of violence often occurs and

is very easy to display in print and electronic media

(Weissberg et al., 2003). Referring to the problems

above, it is necessary an effective effort in

improving moral crisis and student responsibility

attitude in school and at the same time increase the

positive outcome of students (Catalano, 1998). In

this case the school is considered suitable to be

educational facilities and character development

individuals, since formal education in schools is one

of the fundamental ways for students to socialize

with others, including how to live an individual or

social life (Lickona, in Mergler, 2007). In addition,

Mergler (2007) also states that "... the school is a

good place to teach values, norms, respect and

responsibility ..." Related to the inculcation of

personal and social responsibility attitude through

the process of learning in school, Lickona (1991)

states that subjects that have strategic potential in

that direction are physical education.

Physical education is useful in building the

personal and social responsibilities of the students,

but to achieve these benefits requires a more

systematic program, as stated by Petipas (2005) in

Wright (2012). Physical activity and physical

education can’t automatically develop responsibility,

life skills or character, therefore an effective

instructional strategy is needed. This is stated by

Rink (1993) "It is helpful in designing and

implementing successful instructional teachers to

understand the instruction as a process that involves

both teachers and students in a highly interrelated

set of events". In relation to instructional in learning,

one strategy that can be integrated in physical

education to increase responsibility, life skill or

character is Teaching Personal Social Responsibility

Rahayu, N., Suherman, A. and Ruhayati, Y.

Physical Education - Based Teaching Personal Social Responsibility.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 315-318

ISBN: 978-989-758-317-9

315

(TPSR) strategy developed by Hellison (2003). The

choice of TPSR strategy is based on the

consideration that TPSR is a social-developmental

strategy program to empower students' potential

through physical education. The emphasis of the

student's potential relates to personal and social

responsibility, accountability of an action taken, and

sensitivity to others (Hellison, 2003). TPSR is one of

the strategies used to tackle issues related to

responsibilities and has been implemented in various

fields. However, the fact is that the current

phenomenon and issues related to the moral and

social crisis of adolescents are still unsettled and

worrisome. Some problems that may occur are low

perception, acceptance and optimism as well as the

seriousness of educational tools (teachers, students,

schools, parents) in implementing learning strategies

for character education students. This is in line with

Chapman's assertion, Hellison and Walsh (2002)

states that several evaluations of TPSR programs

have failed to adequately address fidelity and

implementation, the statement reveals that TPSR

programs that have been evaluated experience

weaknesses in the suitability and implementation of

the program, so that the achievement of the main

objectives of implementation results is relatively

inconsistent. The gap between theory and TPSR

implementation in the field causes the TPSR

framework to be meaningless and unable to achieve

its objectives comprehensively. This is illustrated in

Martinek et al. (2001) research which stated that

TPSR program that has been done not so influential

to the motivation of students to be responsible in

their daily life in class. Based on these problems,

this study would then like to reveal whether the

TPSR model can be implemented in school learning

and has a significant effect on the increase in student

level responsibility?

To solve the above problems as well as to answer

the questions posed, the researcher will implement

TPSR in the learning of schooling by using Theory

on value / character education (Lickona, 1991) as the

implementation framework. Referring to Hellison's

(2003) opinion that responsibility learning must be

comprehensive and address the various aspects of

learning, habitual and student participation, the

theory is aligned and supportive of the participatory

and habitual processes of students in learning pemas.

Based on this theory to build "Responsibility virtue"

or virtue that leads to Good Character must pay

attention to three aspects of learning, namely

"understanding, feeling, and behaviour" - "head,

heart, and hand". Development of the

"Responsibility virtue" or virtue that leads to Good

Character should consider three aspects of learning,

namely "understanding, feeling, and behavior" -

"head, heart, and hand". Lickona (1991) states that

"Good character is not formed automatically in the

classroom; it is developed over time through a

sustained process of teaching, example, learning,

and practice ". Based on these statements it is

explained that the formation of good character

cannot be done automatically, but through the

process of learning, strategy, and proper practice.

Referring to the theory on Value / Character

Education (Lickona, 1991) the value of

responsibility which is the focus of TPSR must pay

attention to the concept of "Good Character" which

is "consists of knowing the good, desiring the good,

and doing the good ... habits of mind, habits of heart,

and habits of action" (Lickona, 1991). Based on the

statement, it is concluded that the concept of "Good

Character" consists of the process of knowing and

understanding good values, having the desire and

care to do good, and practicing the virtues of virtue

in every action. Through the process, then it will

form a good habitual in mind, heart, and deeds.

2 METHODS

The experimental method used in this research is

quasi experimental non-equivalent control group

design, this design is often used in educational

research by involving treatment group and control

group which both groups are given pre-test and post-

test, but the sample in both groups are non-

equivalent and not randomly selected as students in

a particular class. Participants involved in this study

were 11th graders of male and female gender as

much as 122 people divided into two groups of

samples, while the location of the research is at

SMU LAB School UPI Bandung Indonesia.

Participants of this study were categorized as high

school years or late teens based on the moral stage

reasoning of Lickona (1994), Lickona stated that the

development of adolescent's responsibility towards

social systems and norms is appropriate for high

school years or late teens. The same is also stated in

the American Academy of Child and Adolescent

Psychiatry in 2011, that based on normal adolescent

development adolescent at high school level have

moral value characteristic that is "... greater capacity

for setting goal, interest in moral reasoning, capacity

to use insight, plus emphasis on personal dignity and

self-esteem, social and cultural traditions regain

some of their prior importance. "Moreover, the

reason for the use of participants at that age is the

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

316

phenomenon of moral and social crisis many occur

at that age. Too many teens are engaged in

dangerous behavior: close to half of 15-17 year olds

have had sex; one-fifth see drugs, alcohol and teen

pregnancy as a very serious problem for their close

circle of friends, fully 85% of Americans believe

that it is not too late to change the behaviour of 16 or

17-year-old with emotional and behavioural

problems. Based on the information, adolescents at

the age of 15-17 years are very vulnerable to the

problems and possible moral and social behavioural

crisis. The instrument used in this study is based on

the TARE (Tool for Assessing Responsibility-based

Education) made by Wright (2008), which was then

adapted by researchers in accordance with the

purposes of this study. In this study, the studied

behavioural responsibility consisted of four levels of

personal and social responsibility based on the

Responsibility Level Hellison component (2003).

Treatment of this research is conducted for 10 times

meeting with duration 90 minutes per meeting,

description of treatment program material as follows

table 1:

Table 1: Description of Teaching Personal Learning

Resource Program (TPSR).

Session

Time

(mins)

Responsibility

Element

Learning

Materials

Activities

Pre-Test and TPSR Explanation

Responsibility

level 1

Intervention

Basketball

Catch and

Throw

Game

(Passing)

Responsibility

level 1

Intervention

Basketball

Game

Dribbling

Responsibility

level 1

Intervention

on Futsal

Game

dribbling,

passing,

Shooting

Responsibility

level 2

Physical

Fitness

Training

Power and

Endurance

Training

Responsibility

level 2

Physical

Fitness

Training

Agility and

Flexibility

Training

Responsibility

level 3

Athletics

Optional

Activities:

Running,

Jumping,

Throwing

Responsibility

level 4

Martial

Arts

Fencing

Responsibility

Level 4

Intervention

Game

Volleyball

Post-Test

Table 2: Description of Teaching Personal Social

Responsibility (TPSR) Teaching Scenario Learning.

Learning

Episode

TPSR

Conventional

Pre-Teaching

 Prayer and

Calling the

Roll

 Warming up

(using games)

 Prayer and

Calling the

Roll

 Warming up

(using games)

Core-

Teaching

 Awareness

Talk

 Lesson Focus:

1. Skill

2. Drill

3. Game

1. Skill

2. Drill

3. Game

Post-

Teaching

 Group Meeting

 Reflection Time

 Cooling Down

 Cooling

Down

3 RESULTS AND DISCUSSION

Analysis of data processing research using statistics

inference paired sample t-test with the help of

Statistical Program for Social Sciences (SPSS)

version 16. Data analysis showed significant

influence on TPSR based learning group based on t

= 35.12, p = 0.000 < 0.05. Thus it can be stated that

Character building strategies have an effect on

effectively increasing student responsibility. Based

on the results of data analysis that TPSR strategy

significantly influence the improvement of student

responsibilities compared to conventional learning

strategy. The findings of this study are consistent

with theories and documents developed by Hellison

(1985) and some previous research results. The

influence of the TPSR strategy found in this research

is indicated because the implementation of the field

program is done in accordance with the content,

document and strategy of TPSR implementation.

Hellison (2003) states that TPSR's role in character

building and responsibility will occur through

changes in feelings, attitudes, values, and behaviours

if participants are involved and demonstrate the

quality of their involvement as expected in the

TPSRI program. The intervention of this research

program is to follow the direction of the theory on

value education (Lickona, 1991), which leads to the

creation of a holistic and comprehensive learning. In

the intervention of the program, teachers are not

only trying to instill knowledge about responsibility,

but also motivate and provide reinforcement so that

students have the desire and desire to be responsible.

The findings of this study are in line with the results

of previous research conducted between 2001-2008

Physical Education - Based Teaching Personal Social Responsibility

317

reviewed by Hellison and Walsh (2002) states that

the TPSR model is able to improve students'

responsibility in the aspects of Self-control, Effort,

Helping others, Self-worth, Self-direction,

Teamwork/cooperation, Communication skills,

Interpersonal relations, Sense of responsibility,

Sportsmanship. Other research results also state that

the TPSR Model is able to increase the

responsibilities of students involved in sports and

non-sports regardless of sex conducted in Malaysia

(Salamuddin, 2001). Likewise, with social skills

students also increased significantly, using specific

strategies in physical education (Salamuddin and

Harun, 2010).

4 CONCLUSIONS

The results of this study conclude that physical

education learning based on Teaching Personal

Social Responsibility (TPSR) is appropriate

implemented in schools and suitable for improving

students' personal and social responsibilities. Given

the importance of the issues raised in this study but

still the limitation in this study, furthermore there are

expected other researchers who can improve the

results of this study. For subsequent researchers it is

expected to explore this area over a larger area,

larger sample quantities, and random sampling

techniques. In addition, further research can also be

done by adding other variables so that the results of

more varied research.

ACKNOWLEDGEMENTS

I would like to thank Teacher of Jasman Education

and Senior High School LAB School UPI Bandung

Indonesia who has provided assistance and

opportunity to do this research. Acknowledgments

also to all the people, institutions, and parties I

cannot mention individually who have contributed to

the settlement of this research.

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