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learning environment and social skills.
(Meskauskiene, 2015).
Self-esteem is considered to be one of the most
essential personality constructs, which does not lose
its relevance through the period of human existence.
According to the psychologists, self-esteems remains
as an important criteria of person’s significance
through various age groups, as well as while the
goals of human life, achievements and needs are
changing. Scholars, who study the construct of self-
esteem, notice the tendency of self-esteem decrease
during the period of adolescence, if comparing to
other age groups. The majority of psychological
researches, that reveal structural components of self-
esteem construct as well as determinants of
adolescence high self-esteem, usually distinguish the
significance of family, interpersonal relationships
with peers, academic achievements, learning
environment and social skills. (Meskauskiene, 2015).
Maslow's theory (in Yusuf LN and Nurihsan,
2008, p.159) on the need for appreciation that
includes two categories, namely (a) self-esteem
including self-confidence, competence, adequacy,
competence and freedom; (b) self-esteem from others
including recognition, attention, prestige, respect and
status. It can be concluded that self-esteem is a child's
attitude in understanding the characteristics of
himself and poured into his emotional or behavior.
The educational process has an important role in
shaping the personality of learners. Physical
education also fills the experience of learners in
forming a strong personality. The ultimate aim of
physical education instructional is personality
development as a whole, such as physical, mental,
emotional, social, as well as spiritual aspects through
guided, selected, and systematic-methodic physical
activity participation based on health and social
norms (Hendrayana, 2010). Through physical
activity, it is expected to increase learners’ self-
esteem However, there are four primary problems
faced by physical educators, such as instructional
facility, equipment, time allocation, and students
engaging in instructional activities (Hendrayana,
2010). The lack of facilities and services in schools
requires physical education teachers to be more
creative. The process of learning physical education
continues to grow so that needed an innovation and
modification to support the success of the learning
process. For that learning can be modified by
reducing the actual game structure, so that learning
can be received relatively easy by learners. Reduction
of the structure of this game can be done on several
factors, among others: field size, number of players,
the number of equipment used, game rules, game
objectives, and the form of tools used.
School is a context that can have considerable
influence on the mental health and quality of life of
children and adolescents. One overarching aim of the
school system is to ‘‘promote pupils’ self-esteem and
emotional well-being and help them to form and
maintain worthwhile and satisfying relationships,
based on respect for themselves and for others, at
home, school, work and in the community’’
(Standage, 2007)
The VOBAS game (Volleyball, Basketball, and
Football) is a new type of game developed in
Indonesia, and aims to provide a variety of learning
sports games to learners. Vobas games (Volleyball,
Basketball, and Football) are essentially the result of
a combination of volleyball, basketball and soccer.
The VOBAS game is a game that combines the three
basic movements in the great bulb of the ball,
volleyball, basketball and soccer in a game form
(Lutan, 2013). Since VOBAS is a sport of the result
of merging, Vobas can be played in a modified field,
which consists of volleyball, basketball and soccer
fields. The goals and objectives in VOBAS game
consist of the goal and the ring used by each team.
Each team consists of 4 to 6 learners. The number of
learners or team members in this game is tailored to
the type or area of the playing field available. The ball
used in VOBAS game is volleyball, plastic ball,
rubber ball or toy ball that are easy to find and buy in
stores or stalls (Lutan, 2013).
2 METHOD
People with high self-esteem are more emotionally
stable, less prone to experiencing depression and
display higher academic achievements (Schmidt, et
al, 2015). In addition to the physical component, there
is a second important factor that seems to determine
the level of self-esteem, especially in early
adolescence: perceived social acceptance (Schmidt,
et al, 2015). Believing that one is liked by others has
a positive impact on self-esteem. On the other hand,
an absence of support from parents or peers can lead
to pathologically low levels of self-esteem. Thus,
perceived social acceptance is, in addition to physical
self-concept, another important predictor of global
self-esteem in early adolescence (Granleese and
Joseph, 1994).
The experimental method was conducted by the
design of one group pretest-posttest design.
Experiments were conducted about 12 meetings that
were divided into three meetings each week. The
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