Students Responsibility Pattern in Indonesia

Adang Suherman

, Mulyana Mulyana

, Nur Indri Rahayu

, Kuston Sultoni

and Jajat Jajat

1,2

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

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Galuh Ciamis, Jl. RE. Martadinata No. 150, Ciamis, Indonesia

adangsuherman@upi.edu

Keywords: Physical Education, Fitness Education, Self-Concept, Physical Activity, Active Lifestyle.

Abstract: This study aims to determine whether the responsibility of students is influenced by teacher reference value.

In the indicator of participation also tend to be so, judging from the average score between elementary and

junior high school level there is no difference and will increase in SMA level. In self-direction indicator can

be seen pattern average score decrease from elementary to junior high, then at level of high school will

increase sharply. The results of the study indicate that there is a significant difference in student responsibility

between those taught by the patient teacher with strong, moderate and weak TVO.

1 INTRODUCTION

Education is a way of moral quality improvement

(Sheldon and Epstein, 2002). Moral and good

behaviour have the same position even higher than

academic achievement. However, parents, teachers

and society generally agree that good behaviour is as

important as the test score (Sheldon and Epstein,

2002).

Many social organizations claim that giving social

responsibility education is very important. However,

teaching this subject has many obstacles, requiring

the initiative of each individual or group of academic

teachers (Zandvoort, 2013). Students learn about the

responsibilities shown and taught by the adults in

their environment (Cook-Sather, 2010).

Nowadays, there is an increasing interest in the

importance of self-concept physically at a young age,

especially as a recommendation guide to the

participation of physical activity at a young age

(Welk, 1999). The teacher reference value previously

developed by Jewet consists of 5, while the currently

research consists of 8 references as a result of the

development of (Haerens et al., 2011).

Based on these problems, there is a need of an

assessment as an effort to improve the physical self-

concept and active lifestyle of the students through a

comprehensive method in learning sports subject. In

this case the author tries to apply the method of

learning Physical Education to improve physical

fitness (Thomas et al., 2015). This method is designed

one of them with the aim to raise awareness about the

understanding of the physical conditions that exist in

each individual (Proshansky et al., 1983).

Involvement in physical activity has various benefits,

both for physical health, psychological and cognitive,

on the contrary that the lack of movement will have a

negative impact on health. Therefore, there should be

an awareness about the importance of doing physical

activity on a regular basis.

Physical self-concept is an important factor in the

context of a physical intervention program

(Amesberger, 2011). Physical self-concept has a key

role in developing a level of physical fitness that can

allow or not to allow the realization of certain types

of activities within a certain timeframe and which can

increase the positive influence that will occur on one's

health.

Individuals who have positive physical self-

concept will be more physically active, and those

involved in physical activity will have a high physical

self-concept (Arazi and Hosseini, 2013). Thus, the

involvement in physical activity and physical self-

concept are closely related to each other.

2 METHODS

2.1 Procedure

Research was planned to be implemented for eight

months, starting from March to October 2017 at the

Suherman, A., Mulyana, M., Rahayu, N., Sultoni, K. and Jajat, J.

Students Responsibility Pattern in Indonesia.

In Proceedings of the 2nd International Conference on Spor ts Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 425-428

ISBN: 978-989-758-317-9

425

University of Education Indonesia. The treatment of

this program is during 16 meetings in accordance

with the number of meetings Physics Education held

on UPI students.

‘Randomized post-test only control group

design’ was chosen as a suitable research design to

solve the problem in this study (Campbell and

Stanley, 1963). Each sample group in this design was

taken in a random manner. In this case one group is

given experiment or treatment, and the other group as

control. In this case the experimental group was given

treatment with exploratory fitness education which

was integrated in learning Physics Education in UPI.

The control group used is the students who follow the

learning Physics Education with the usual methods

implemented by the lecturer.

2.2 Instrumentation

Instrument adapted through three stages, namely the

first stage of translation (translate) from English to

Indonesian. The second stage, the translate result then

converted back into English to ensure that its meaning

is unchanged. The next instrument is validated both

in content validity (by linguists and instrument

experts) and construct validity through testing of

respondents.

2.3 Data Analysis

Analysis of the data obtained was done by using

descriptive and inferential statistical analysis. The

processing is by using the software Statistical Product

for Social Science (SPSS) Series. 22. Descriptive

statistical analysis to obtain a description of the

research data, while the use of inferential statistics

aims to answer the formulation of research

hypotheses.

In the data description stage, the authors perform

the descriptive statistical processing which will be

described on the description of data such as mean,

standard deviation, variance, minimum score and

maximum score. Data is presented in two forms,

namely tables and diagrams to further clarify the

description of the data. Hypothesis testing is done by

two-track Anova test (Manova) which aims to test the

difference of influence and interaction between

independent variable with moderator variable.

3 RESULTS AND DISCUSSION

The study intends to examine whether the pattern of

personal and social responsibility of students is

increasing based on the level of education

(elementary, junior high school) through. In addition

to looking at patterns in each indicator of personal and

social responsibility that consists of respect,

participation and effort, independent and caring.

Table 1. Description of Student Responsibility Data.

Mean

Std. Deviation

Responsibility

108

91.8056

9.19514

SMP

165

90.6121

12.17334

SMA

330

109.0970

13.54862

Total

603

100.9420

15.37521

Respect

108

13.6389

1.62031

SMP

165

13.6727

2.09867

SMA

330

15.6273

3.10268

Total

603

14.7363

2.80871

Participation

108

29.0833

4.02126

SMP

165

29.2242

4.41775

SMA

330

31.4939

4.45050

Total

603

30.4411

4.51219

Mandiri

108

21.9815

3.73661

SMP

165

19.5636

4.26170

SMA

330

28.6333

5.56330

Total

603

24.9602

6.42760

Caring

108

27.1019

3.27248

SMP

165

28.1515

4.38624

SMA

330

33.3424

5.10149

Total

603

30.8043

5.41177

In Table 1 it is known that the pattern of personal

and social responsibility of students when viewed

from the average score has a fixed pattern from

elementary level to junior high even tended to

decrease although not significant, and increased

rapidly in high school level. If assessed from the

indicator of respect pattern also tends to equal

responsibility, at elementary and junior high school

levels are relatively the same and will increase in

SMA.

In the indicator of participation also tend to be so,

judging from the average score between elementary

and junior high school level there is no difference and

will increase in SMA level. In self-direction indicator

can be seen pattern average score decrease from

elementary to junior high, then at level of high school

will increase sharply.

Last is the caring indicator which, when viewed

from the average score, is likely to experience an

improvement pattern from elementary to junior high,

and so is from junior to senior high school. For more

details about these patterns, the following picture

shows the pattern of each indicator and overall

responsibility.

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

426

Figure 1: Overall Responsibility Pattern.

Figure 2: Respect Pattern.

Figure 3: Participation Pattern.

Figure 4: Overall Self-Direction Pattern

Figure 5: Caring Pattern

Figure 1 describes overall responsibility pattern of

level of schooling and mean of responsibility. Figure

2 explains respect pattern of level of schooling and

mean of respect. Figure 3 explains participation

pattern of level of schooling and level of participant.

Figure 4 explains overall responsibility pattern of

level of schooling and level of mean of self-direction.

Figure 5 explains caring pattern of level of schooling

and mean of caring.

4 CONCLUSIONS

The results of the study indicate that there is a

significant difference in student responsibility

between those taught by the patient teacher with

strong, moderate and weak TVO.

Students who were taught by a sexiest teacher

with a weak TVO had a higher responsibility score

Students Responsibility Pattern in Indonesia

427

than the others. The second sequence is a student

taught by a pauper teacher with moderate TVO, and

the last one is a student who is taught by a pseudo

teacher with a strong TVO.

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