Students’ Low Respect and Self-Regulation

Is TPSR the Solution?

Ali Budiman, Tite Juliantine and Bambang Abduljabar

School of Postgraduate studies, Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No. 229 Bandung, Indonesia

alibudiman@student.upi.edu

Keywords: Teaching Personal and Social Responsibility, Respect, Self-Regulation.

Abstract: This article examines the effect of TPSR (Teaching Personal and Social Responsibility) learning model on

improving students’ respect and self-regulation behavior in physical education learning. The research method

used in this research is the experimental method, using Randomize Pretest-Posttest Control Group Design. This

research was conducted in SMA Negeri 2 Padalarang, West Bandung Regency, with the 83 students (2 classes)

as the sample, which consists of 52 girls and 31 boys that selected using cluster random sampling technique

from the total population of 520 XI grader students. In this study, an instrument in a form of respect and self-

regulation questionnaire was used. The results show that there is a significant increase in the students’ respect

and self-regulation behavior through the TPSR model. It can be concluded that TPSR model is suitable to be

applied to Physical Education learning at school, especially to overcome the moral issues that happened lately

in the aspect of the students’ personal and social responsibility of their respect and self-regulation.

1 INTRODUCTION

The lack of respectful behavior among students in the

last four years (2014-2017) is in the spotlight. One of

the examples of these frequent cases of violence by

students towards the teachers is a stabbing that

occurred in Soak Baru Village, Sekayu Sub-district,

which was done by a student of SMP-IT Al Karim

Noer to a teacher by using a knife for thirteen times.

Moreover, the rampant cases of bullying that occur

among teenagers also indicate the lack of respectful

behavior, one of which that happened in July 2014.

Thirteen students of SMAN 70 Jakarta were expelled

due to the reason that they bullied their junior. In

addition to the lack of respectful behavior among the

students, their self-regulation capacity also needs to

be highlighted. Self-regulation of the students, which

is an individual effort to organize him-/herself in a

learning activity by including the metacognition,

motivation, and students’ active behavior in

following the lesson, is low. It is shown by the

example that there are still many students who do not

get to their next grades or even drop out, based on the

statistical data of Senior High School that was

released by Indonesia Ministry of Education in 2016.

The data recorded that 6.822 students did not get to

their next grades and 40.454 students dropped out

from the total 4.312.407 students.

It is very risky if these things are left out without

being paid attention. Various efforts should be made

to overcome the problems that occur. One of the

efforts that must be done is to emphasize moral

behaviors that must be developed in the learning

process, and one of the ways to realize it is the

physical education lessons that are made with the

appropriate model. One of the various types of the

appropriate physical education model is TPSR

(Teaching Personal Social Responsibility). The TPSR

model is a learning model that is created by Hellison.

The main point of the TPSR model is to educate

students to be the successful individuals in their social

environment, to make them learning to take

responsibility of their own and others, and to

incorporate strategies that enable them to control

themselves. The TPSR model interprets the

responsibilities that they must have as a moral

position or obligation that related to themselves and

others (Escartí, Gutiérrez, Pascual, and Llopis, 2010;

Martinek and Hellison, 2016). In this responsibility-

based learning process, the learning atmosphere is

made so that the students can get to know each other,

learn to express their opinions in intergroup

discussions, and have confidence in their respective

abilities (Filiz, 2017). The TPSR learning model has

been widely used and developed in other countries as

a step to overcome the problems that related to the

Budiman, A., Juliantine, T. and Abduljabar, B.

Students’ Low Respect and Self-Regulation - Is TPSR the Solution?.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 64-69

ISBN: 978-989-758-317-9

students responsibility behavior. The TPSR program,

which is effectively integrated to the school

curriculum, has the potential to give a positive impact

on educational outcomes (Hastie and Buchanan,

2013), especially on the students’ affective aspect not

only in the regular schools, but also in the special-

needs schools with special-needs students (Gordon

and Doyle, 2015; Wright, Li, Ding, and Pickering,

2010; Wright, White, and Gaebler-spira, 2004). The

affective aspects that can be improved are related to

the personal and social responsibility aspects. Based

on several studies, the TPSR model is able to improve

self-control, self-efficacy, and self-regulatory

processes such as the ability to set goals and the

occurrence of other moral behaviors (Escartí et al.,

2010; Martinek, Schilling, and Johnson, 2001; Taylor

et al., 2014).

Based on the above descriptions, TPSR model has

the potential to overcome the problems that occur. It

also has the potential to develop the students’ respect

behavior, because there are some objectives of the

characteristic of this model to increase the target level

in the learning process, where the attitude of respect

is on the achievement target of level I (respect), such

as be able to control the behavior and respect others’

right and feeling, respect others’ different opinions

and thoughts, improve the empathy and

understanding of others. Meanwhile, the self-

regulation ability is closely related to the achievement

target level III (self-direction), such as be able to

direct oneself to learns and do the tasks

independently, be able to identify the interest and

develop the personal goal setting, learn to be able to

balance the current and future needs, and have the

courage to face and overcome the pressure. However,

there is no research and empirical fact that prove the

potential of TPSR model specifically.

Therefore, the value of respect and self-regulation

are developed through the TPSR model in physical

education lessons to overcome the issues that occur.

This study used an experimental method to determine

the effect of the given treatment. The TPSR model

that was given consisted of 5 steps such as counseling

time, awareness talk, lesson focus, group meeting,

and reflection time. Nevertheless, small side game

was given at the lesson focus, which made the present

study is different from other studies, so that the

students would not feel bored and it can maximized

students’ social interaction during the lesson.

2 METHOD

2.1 Research Method

In accordance with the purpose and goal of the study,

which is to unveil the effect of TPSR learning model

towards the improvement of the students’ respect and

self-regulation behavior, experimental method with

randomize pretest-posttest control group design was

used.

2.2 Population and Sample

The population of this study is the XI grade students

of SMAN 2 Padalarang, the 2016/2017 academic

year, which come from urban and rural areas with

different economic backgrounds. The school has 13

classes, which consists of seven science and six social

classes with 520 students. The sample was randomly

selected by cluster random sampling technique.

Hence, the class of XI science 2 (n=41) consisting of

26 female students and 15 male students was chosen

as the experiment class and the class of XI science 4

(n=42) consisting of 24 female students and 18 male

students as the control group.

2.3 Instrument

2.3.1 Respect Behavior Questionnaire

Respect behavior instrument was developed based on

5 indicators of respect behavior. Likert scale with four

options was used to score the questionnaire. The

options of the scale are Never (TP-Tidak Pernah saya

lakukan), Seldom (J-Jarang saya lakukan), Often

(SR-Sering saya lakukan), and Always (SL-Selalu

saya lakukan). These four alternative answers are a

modification of the Likert scale that is usually has five

options of answers. Through some considerations, the

middle answer, which is Sometimes (K-Kadang), was

omitted to avoid the error or different interpretations.

The instrument was tested in advance towards 30

students by using the Pearson Product Moment to

check the validity and Cronbach Alpha through SPSS

program version 23 with a significance level of 0.05

to check the reliability. As the result, there were 30

out of 40 items that valid and had 0.911 on the level

of reliability.

2.3.2 Self-Regulation Questionnaire

Self-regulation questionnaire was used to measure

students’ self-regulation based on 18 items of self-

regulation category (Kermarrec, Todorovich, and

Students’ Low Respect and Self-Regulation - Is TPSR the Solution?

Fleming, 2004). . Likert scale with four options was

used to score the questionnaire. The options of the

scale are Never (TP-Tidak Pernah saya lakukan),

Seldom (J-Jarang saya lakukan), Often (SR-Sering

saya lakukan), and Always (SL-Selalu saya lakukan).

These four alternative answers are a modification of

the Likert scale that is usually has five options of

answers. Through some considerations, the middle

answer, which is Sometimes (K-Kadang), was

omitted to avoid the error or different interpretations.

The instrument was tested in advance towards 30

students by using the Pearson Product Moment to

check the validity and Cronbach Alpha through SPSS

program version 23 with a significance level of 0.05

to check the reliability. As the result, there were 46

out of 72 items that valid with 0.922 as the level of

reliability.

2.4 Program

The study was conducted for twelve times out of the

pre-test and posttest. In a week, three meetings of

study were conducted. The materials of the physical

education lessons were football, basketball,

volleyball, handball, softball, athletics, and

swimming. The stages of each lesson of the TPSR

model are, as follows:

 Counseling Time. At this stage, the students

were given motivations related to their potential

to improve their respect and self-regulation

behavior.

 Awareness talk. At this stage, the students are

given the explanation of the behavior of respect

and self-regulation and provided the examples

of its application in everyday life.

 Lesson focus. At this stage the students are

given the movement task in the form of small

side game that had modified rules, so that it

could reflect the respect and self-regulation

behavior during the lesson.

 Group meeting. At this stage, the students

discussed with their group mates about the

respect and self-regulation behavior that they

did.

 Reflection time. At this stage, the students

evaluated and reflected the behavior that they

have done by giving an assessment on the daily

reflection sheet.

3 RESULTS

The data of respect and self-regulation behavior of the

students were obtained through two measuring

processes, which are the respect behavior

questionnaire that was made based on respect

behavior indicators and self-regulation behavior

questionnaire that was developed based on self-

regulation indicators (Kermarrec et al., 2004). The

measurement data are presented in table 1, as follows:

Table 1: Data description of students’ respect and self-regulation behavior.

Paired Differences

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

T df

Sig. (2-

tailed)

Lowe

Uppe

Pair

pretest respect

(experiment) - posttest

respect (experiment)

9,53659

8,24347 1,28741 -12,1385 -6,93462

7,408

40 0

Pair

pretest Self-regulation

(experiment) - posttest

Self-regulation

(experiment)

7,07317

12,90231 2,015 -11,1456 -3,0007 -3,51 40 0,001

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

3.1 Hypothesis Testing

 There is an increase in students’ respect

behavior through the TPSR (Teaching Personal

Social Responsibility) model in physical

education learning.

The test criteria indicates if the significance value

(Sig) <0.05 then the H0 is rejected, whereas if the p-

value >0.05 then the H0 is accepted. Based on the

data in table 1, the significance value on the increase

of students’ respect behavior is 0.000, so H0 is

rejected. Hence, the result shows that there is a

significant improvement of the students’ respect

behavior by using TPSR (Teaching Personal and

Social Responsibility) model in physical education

learning.

 There is an increase in students’ self-regulation

behavior through TPSR (Teaching Personal and

Social Responsibility) model in physical

education learning.

The test criteria indicates if the significance value

(Sig) <0.05 then the H0 is rejected, whereas if the p-

value >0.05 then the H0 is accepted. Based on the

data in table 1, the significance value on the increase

of students’ self-regulation behavior is 0.001, so H0

is rejected. Hence, the result shows that there is a

significant improvement of the students’ self-

regulation behavior by using TPSR (Teaching

Personal and Social Responsibility) model in physical

education learning.

4 DISCUSSION

Based on the result on table 1, there is a significant

improvement in the students’ respect behavior using

TPSR learning model in physical education learning.

It proves that this model is able to increase a value

that can be developed by the teacher for the students’

learning in the physical education subject. The

previous studies also explained that the students, who

had the TPSR model treatment, improved their

responsible behavior (Escartí et al., 2010; Martinek et

al., 2001; Taylor et al., 2014).

Respect, which means giving appreciate or

honoring others, is a form of social responsibility that

developed through the TPSR model level I. It

developed because it was applied in the daily lesson

plan that consisted of counseling time, awareness

talk, lesson focus, group meeting, and reflection time.

During the lesson, the respect behavior can be

seen at lesson focus session. In this session, an

instructional strategy was used to integrate the respect

behavior on the students’ movement tasks. The

situation that happened on the lesson was utilized as

the educational media to instill the respective value.

At the group meeting session, the students were

gathered based on their group to discuss about the

learning that took place. At this session, the students

were required to realize the rights of every person, so

that they could respect each other and appreciate the

others’ opinion and decision. In the reflection time

session, the students were given the opportunities to

evaluate their own behavior which they had done

based on the learning objectives that they took.

Maximizing the opportunity to have the social

interaction was in accordance with the Vygotsky

theory which suggests that the development change

will occur in the internalization of the social

processes.

The application of respect behavior in this study

gave the opportunity to change students’ behavior in

the physical education learning. The behaviors that

commonly happened during the lesson ,such as

laughing at other students who fell or made mistakes,

abusing other, mocking, disturbing other students

during the lesson, acting selfish when play, and other

negative behaviors (Meaney and Kopf, 2013), were

changed by the students as the development of respect

was applied during the lesson.

With the intention to keep the changes of those

behaviors for not only in a short time, but also in a

long time and kept in their memory and became their

habit, the counseling time was held in a form of

explanation to motivate and strengthen the students

that they had a very good potential in improving their

behavior. In addition, the teacher could also give the

students award for their learning outcome. It was

done in order to develop students’ motivation and

self-esteem. At the awareness talk session, the

students were given some explanation about respect

behavior and got the opportunity to choose their own

learning objectives that they wanted to achieve on the

lesson. It was in line with Kohlberg’s theory, which

emphasizes the moral development based on

primarily moral reasoning and gradual development.

Those exemplary things hopefully could be applied

by the students in their daily life, although in fact

there were many factors that affect it and one of them

was the culture that existed in the community.

Those behaviors showed that by the value

development, the students’ attitude and behavior

Students’ Low Respect and Self-Regulation - Is TPSR the Solution?

could be changed into the better attitude and behavior.

Based on the above description of the result of this

study, it can be seen that the TPSR model affected the

students’ respect behavior.

Meanwhile, the data in table 1 shows that there is

a significant improvement in students’ self-regulation

ability by the use of TPSR model in physical

education learning. It proves that this model could

improve the personal responsibility aspect that would

be developed by the teacher on the physical education

learning. The stages of daily lesson plan of the TPSR

model, that consisted of counseling time, awareness

talk, lesson focus, group meeting, and reflection time,

gave the students opportunity to improve their own

self-regulation. Self-regulation or self-management is

a sequence of actions or a process to manage the

actions with the intention of achieving the personal

goal (Boekaerts and Corno, 2005).

At the awareness talk session, the students were

given the opportunity to set their personal goal by

having a contract of their behavior that they wanted

to achieve on the learning. Consequently, they would

manage, organize, and create their strategies to

achieve their goal. The ability to determine the

purpose of this lesson was indispensable as it was an

indication of the high students’ ability on self-

regulation (Endedijk, Vermunt, and Meijer, 2013;

Mccardle, Webster, Haffey, Allyson, and Hadwin,

2016; Shamir, Lazerovitz, Shamir, and Lazerovitz,

2007).

Furthermore, during the lesson focus, the students

were facilitated to learn how to do a self-regulation

through a variety of modified games. Those games

were modified to make the students were able to

reflect the self-regulation behavior. One of the

examples of self-regulating was requiring the

students to set their own goal when they did the

movement task based on their own individual

abilities, so they would try to organize and manage

their actions to achieve their goal. One of the specific

strategies to improve students’ self-regulation was

creating specific rules and strategies (Postholm,

2011).

After the lesson focus session completed, the

students were required to evaluate every event that

occurred during the lesson by having discussion in a

group on group meeting session, and then evaluated

the achievement of the target behavior contract that

they had chosen in the beginning of the lesson on the

daily reflection sheets during the reflection time

session. The process of self-evaluation was one of the

key constructs of self-regulation process (Cassidy,

2012).

The alterations of student’s self-regulation

behavior was shown during the present study was

conducted, as the students began to have courage to

set their achievement targets of learning and they

became more active because their participation in the

learning activities increased. These things indicate the

development of students’ self-awareness in their

learning and the increase of their self-regulation that

was indicated by their activeness during the lesson.

The increase of their self-regulation is in line with the

result of the previous study which describes that there

is an increase in the students self-responsibility

aspect, such as self-efficacy and self-regulated

learning (Escartí et al., 2010).

Based on the result and research findings, it can

be seen the effect of the TPSR model towards the

improvement of students’ self-regulation. The

learning steps that were used on the TPSR model

proved that it was not only give the students

opportunities to develop the students’ social

responsibility aspect, but also their self-

responsibility in term of self-regulation, since the

TPSR model was basically developed to help the

students learn to be responsible by giving them some

responsibilities, so that they could take the

responsible decision carefully. This means that self-

regulation, which consists of metacognition,

motivation, and behavior aspect, was enhanced by

TPSR model because the students were given the

chances to define their own learning goals in the

given movement learning situation. Furthermore,

they could enhance their metacognition ability to

think and plan the steps that they would do to achieve

their learning goal, so that they could control,

manage, and direct their own behavior, and then they

could also evaluate their achievement independently.

Ultimately, it could affect the students’ awareness for

learning and make them actively participate in the

learning process.

5 CONCLUSIONS

In accordance with the data analysis, it can be

concluded that the TPSR model in physical education

learning is very suitable to be applied at school,

especially to overcome the students’ moral issues that

occurred nowadays in both their personal and social

responsibility aspects such as respect and self-

regulation behavior. These behaviors are improved

after the TPSR (Teaching Personal Social

Responsibility) model in physical education learning

was applied. However, based on the result, a better

improvement occurred in students’ respect behavior

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

than the increase in students’ self-regulation

behavior.

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Students’ Low Respect and Self-Regulation - Is TPSR the Solution?