Implementation of Audio Visual Media in the Learning of Pencak

Silat Jurus Prasetya

Ulfa Dwi Cahya, Dian Budiana and Muhamad Ruhiat

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi, Bandung, Indonesia

ulfadc@gmail.com

Keywords: Learning Outcomes, Audio Visual Media, Pencak Silat, Jurus Prasetya.

Abstract: This study aims to determine the effect of the use of audio visual media on learning outcomes of Pencak Silat

Jurus Prasetya learning in grade V students in SD Negeri Cisitu 2 Bandung. The research method used in this

research is experimental research method with the research design is Post-test Only Control Design.

Population in this research is all student of class V in SD Negeri Cisitu 2 Bandung about 62 people. The

sample in this research are 20 students, consist of 10 students of experimental group and 10 students of control

group. Sampling technique that will be used for research is using purposive sampling technique. The

instrument used in this study is a test. From the data analysis results obtained t_count = 4.49, and t_table

obtained from the list of t distribution with probability 1-α = 1 - 0.05 = 0.95 and dk = (n_1 + n_2-2) = (10 +

10-2) = 18, then t_table obtained is 1734. So t_count = 4.49 is greater than t_table = 1.734. Thus t_count is in

the rejection region Ho, then Ha accepted. So the conclusion is "Learning pencak silat jurus prasetya by using

audio visual media gives a significant influence on the learning outcomes pencak silat on grade V SD Negeri

Cisitu 2 Bandung".

1 INTRODUCTION

Basically physical education is education through

physical activity or movement activity. Physical

education is applied in primary schools with the aim

of improving cognitive, affective, and psychomotor

skills as a tool for achieving educational goals.

Understanding is supported by the understanding as

follows:

"Physical education is an integral part of the

overall Education system, which focuses on the

development of aspects of physical activity, motion

skills, critical thinking skills, emotional stability,

social skills, reasoning and moral action through

physical activity" (Maksum, 2008).

By looking at the definition of physical education

according to the Ministry of National Education in

2006, physical education has a purpose in addition to

the previously described, namely to improve learning

outcomes of learners in understanding a subject

matter or game in sports that will ultimately be useful

in improving the outcome or ability of learners.

At the time of physical education learning it

should be realized that the physical education

learning model does not have to be centered on the

educator, but on the students or who will be educated.

Learning orientation should be tailored to the

development of the characteristics of learners so that

learners feel interested in learning and also learners

feel happy when learning takes place.

In physical education many sports are studied.

One of the physical education activities that exist in

the 2013 curriculum is pencak silat learning. (Wilson,

2015; Wilson, 2011) "Pencak silat is a martial arts

cultural heritage of the ancestors of Indonesia". With

our study of martial arts, we learn to defend our own

lives from the threats of nature, animals and with

others who are perceived to threaten their integrity.

This learning is one of the local content that plays an

important role to preserve the traditions of the

Indonesian nation.

In general, although pencak silat learning is a

local content that has been implemented in

elementary schools, but in reality there are still many

schools that do not implement pencak silat learning

process. Pencak Silat in this era is much used as an

extracurricular in some elementary schools,

especially in the city of Bandung is due to lack of

resources pencak silat teacher.

At this time, people have forgotten the culture

owned by our own nation, even many who consider

this martial art as an outdated sport. As citizens of

448

Cahya, U., Budiana, D. and Ruhiat, M.

Implementation of Audio Visual Media in the Learning of Pencak Silat Jurus Prasetya.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 448-451

ISBN: 978-989-758-317-9

Indonesia who love the nation, then we must make

people aware to maintain our culture so as not to be

stolen by other countries. Therefore, researchers want

to apply pencak silat learning when learning physical

education in elementary school by teaching one of the

stance in pencak silat that is Jurus Prasetya.

Jurus Prasetya is one of the art moves ibing

pencak contained in the elementary school

curriculum in learning martial arts. In this stance

consists of 7 Jurus Prasetya moves and each move has

7 series of movements with 7 counts and earlier

begins with the opening honor with two directions of

the wind. Jurus Prasetya composed and created from

the promise of Pencak Silat Indonesia man himself to

fulfill his obligations. In accordance with the

MUNAS IPSI to VII with the decision No. 3 of 1986

that every Pesilat Indonesia is required to understand

Prasetya Pesilat Indonesia consisting of 7 Prasetya as

one unity round and whole.

There are several cases that appear in pencak silat

learning, one of which is the lack of student

participation in pencak silat learning because in

general learning is done outside the room so that

uncertain weather conditions can be hot or heavy

rains become obstacles when the implementation of

pencak silat learning.

With this case it will be a challenge for a martial

art teacher to be able to continue to innovate in the

learning process of pencak silat, so that this pencak

silat learning can be more interesting, challenging and

most importantly in accordance with the times, even

in this pencak silat lesson eliminating the traditional

values contained in pencak silat itself.

One of the learning environment is very

instrumental in facilitating the mastery of learners to

the competence to be achieved is the application of

technology in the use of learning media.

According to AECT (Association of Education

and Communication Technology) cited by Azhar

(2011; Castells, 2011) "Media is any form used for

the process of information distribution". While the

other sense of media is a tool what can be used as a

message channel to achieve learning objectives.

Learning media is a tool that can be used by an

educator in helping with the education task delivery

of learning materials. Media can also help learners in

achieving competencies to be achieved or mastered,

which ultimately is expected to improve student

learning outcomes.

With the media in learning pencak silat in the

form of audio visual can be considered important,

because in addition to responding to the existing

challenges, audio visual in this pencak silat learning

also has the advantage that can facilitate the process

of teaching and learning both for teachers and for

learners because by using audio visual students can

see the motion over and over again without having the

teacher perform repetitive movements to model.

Audio visual media also has the characteristics can be

repeated with the speed that can be arranged itself in

accordance with the needs of learners.

By using the audio-visual media, pencak silat

learning is expected to be implemented in every

school that is indeed pencak silat learning has many

benefits in life today. As has been explained

previously that the lack of faculty when will

implement pencak silat learning, then by using audio

visual media is one solution for educators or the

school to continue to implement pencak silat learning.

On the other hand, by using audio-visual media,

learners can be motivated to be more active and the

excited to learn pencak silat and material can be

delivered intact in the learning process so as to help

improve the development of learners in a better

direction.

Then the plus point of the use of audio visual

media, any learning doesn’t always be done outdoors

but it can be implemented in the room. With the audio

visual media allegedly able to realize the

implementation of learning processes that are more

demanding students to be more active and creative.

2 METHODS

The method used by the researcher in this research is

experimental method. This experimental method is

used on the basis that the nature of the study is "to try

something to know the effect or effect of treatment"

(Rubin, 1974). So it can be concluded that in this

study the authors will try the learning by using the

audio visual media on pencak silat learning jurus

prasetya which will then compare the students'

learning success between using audio visual media

and without using audio visual media in grade V

students of SD Negeri Cisitu 2 Kota Bandung.

The research design used was (Post-test Only

Control Design) in Wiggins and McTighe (2005), i.e.

"a research design that only looks at the final test

results". The design is tailored to the research aspect

as well as the subject matter to be expressed.

Population in this research is all student of class V in

SD Negeri Cisitu 2 Bandung 62 people. The sample

in this research are 20 students, consist of 10 students

of experimental group and 10 students of control

group. Sampling technique that will be used for

research is using simple random sampling technique.

Implementation of Audio Visual Media in the Learning of Pencak Silat Jurus Prasetya

449

The instrument used in this study is the final test of

the jurus prasetya after the treatment.

The procedure of this research design from the

beginning of the research to the end of the study are

as follow:

 Determine the sample of the population;

 Provide treatment by using audio visual media

and without using audio visual media;

 Conduct a final test after treatment;

 Calculate the difference between the first group

results (using audio visual media) and the

second group (without using audio visual

media) after being treated;

 The final step is testing the hypothesis to

determine whether the difference means

accepting the hypothesis or reject the

hypothesis proposed in this study.

3 RESULTS AND DISCUSSION

3.1 Results

Researchers conducted this study to determine

whether there is a significant influence of the use of

audio visual media to learning outcomes pencak silat

jurus prasetya grade V SDN Cisitu 2 Bandung. This

research was held 12 times meeting and meeting to 13

is final test. This study starts from Friday, January 13,

2017 to Friday 10 February 2017.

The results of processing and analysis of the data

the authors describe in this chapter, namely as

follows:

3.1.1 M Calculating Average and Standard

Deviation

Here is the result of statistical data of test results of

learning pencak silat jurus prasetya on grade V SDN

Cisitu 2 Bandung in the form of mean and standard

deviation in each research group. Described in the

table 1 as follows:

Table 1: result of student’s statistics data.

Group

Mean

Standar Deviation

Experiment (Using

Audio Visual Media)

124,60

3,27

Control (Without

Audio Visual Media)

116,97

4,23

3.1.2 Normality Test

Normality test is done to determine whether or not a

normal distribution of data has been obtained. This is

important to know related to the accuracy of the

selection of statistical tests that will be used by

researchers. In this study, the data already obtained

will be tested using the Liliefors Normality Test.

Table 2: description of data tested using Liliefors Normality

Test.

Group





Table

Conclusion

Experiment (Using Audio

Visual Media)

0,049

2,58

“NORMAL”

Control (Without Audio

Visual Media)

0,096

“NORMAL”

In table 2 the experimental group on the final test

obtained 



= 0.049, so 0.049 <2.58, then the data

in the experimental group declared distributed

"NORMAL". While in the control group on the final

test has 



= 0.096, so 0.096 <2.58, then the data

in the control group is declared distributed

"NORMAL".

3.1.3 Homogeneity Test

After it is known that the data is normally distributed,

the next step is to test the homogeneity of the test

result data by using the equality test formula of two

variances in the learning group of pencak silat jurus

prasetya by using audio visual media and learning

without using audio visual media. The goal is to

establish that the data is homogeneous or not. The test

results are as follows table 3:

Table 3: Result of Homogeneity Test.

Group

Variance









Conclusion

Experiment

10,69

1,67

3,18

HOMOGEN

Control

17,89

Based on the above table it can be seen that the

result of experimental group variance test is 10.69,

while the result of control group variance test is

17.89. the result of homogeneity test is known that the

result of 



(1,67) <



(3.18) with the real

level α = 0.05 and dk = (n-1, n-1) for the numerator =

9 and for denominator = 9. Then the test result above

it can be concluded that the sample group data is

"HOMOGEN".

3.1.4 Significance Test

To test significantly the increase in learning outcomes

by using the two-equation test of average. By using

the two equality test can illustrate that there is a

difference or not about the level of movement

mastery of Jurus Prasetya on students in SD Negeri

Cisitu 2 Bandung the learning by using audio visual

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

450

media and without using audio visual media. The

results of the test, as follows table 4:

Table 4: Result of Significance Test.

Group









Conclusion

Experiment (Using

Audio Visual Media)

,78

4,49

1,734

“SIGNIFIK

AN”

Control (Without

Audio Visual Media)

Based on the above table obtained the combined

standard deviation of 3.78. From result of data of

calculation of significance test hence obtained

t_count = 4.49, while t_table at trust level α = 0.05

with dk = (n_1 + n_ (2) -2) = 18, price t of t

distribution list obtained price equal to (1.734). Since

t_count (4.49) is greater than t_table (1734) so that

t_count is in the rejection region of Ho, then Ha is

accepted. This means that learning groups using

audio-visual media show a real difference compared

to the learning group without using audio visual

media. So the conclusion is "Learning pencak silat

jurus prasetya by using audio visual media gives a

significant influence on the learning outcomes pencak

silat on grade V SD Negeri Cisitu 2 Bandung".

3.2 DISCUSSION

Audio-visual media is an observation made by using

the sense of sight and the sense of hearing that has

been prepared in the form of a video whose content is

a task of movement that must be done (Thomas and

Penz, 2003).

Based on the calculation / data analysis, the

authors found results that show that learning by using

audio visual media has a greater success rate in the

learning process of pencak silat especially the jurus

prasetya that has been studied. This is seen from the

average value of the test, the experimental group has

a larger value of 124.60 compared with the control

group that is 116.97.

In other words, learning pencak silat jurus

prasetya by using audio visual media gives a good

influence on student learning outcomes and learning

becomes more easily captured by students because

clearly visible from the ability of absorption through

sight and hearing. As stated by Daryanto (2011) that

The ability of human absorption is classified into 5

parts, namely: (1) Sightings 82%, (2) Hearing 11%,

(3) Smell 1%, (4) Tasting 2.5%, (5) Tasting 3.5%.

Based on the above explanation, it can be

concluded that learning audio visual media gives a

more significant effect than learning without audio

visual media. So from the results of this study can be

confirmed that the audio visual media is one of the

tools in teaching that can be applied in the process of

physical education, especially in the learning of

pencak silat jurus prasetya.

4 CONCLUSIONS

Based on the description of data that has passed the

processing and analysis stage as well as empirical

facts in the field during this study carried out it can be

concluded that:

"Pencak silat learning using audio-visual media

gives a significant influence on the learning outcome

of pencak silat jurus prasetya. So that learning pencak

silat jurus prasetya by using audio-visual is valued

better than the learning pencak silat jurus prasetya

without using audio visual media to the learning

outcomes in the students of SD Negeri Cisitu 2

Bandung ".

REFERENCES

Azhar, A., 2011. Media Pembelajaran, PT. Raja Grafindo

Persada. Jakarta.

Daryanto. 2011. Media Pembelajaran, Nurani Sejahtera.

Bandung.

Maksum, A., 2008. Kualitas guru Pendidikan Jasmani di

sekolah: Antara harapan dan kenyataan, Fakultas Ilmu

Keolahragaan: Universitas Negeri Surabaya. Surabaya.

Castells, M., 2011. The rise of the network society: The

information age: Economy, society, and culture. John

Wiley & Sons. Vol. 1.

Wiggins, G. P., McTighe, J., 2005. Understanding by

design. Ascd.

Wilson, L., 2011. Beyond the exemplary centre:

knowledge, power, and sovereign bodies in Java.

Journal of the Royal Anthropological Institute. 17(2),

pp.301-317.

Wilson, L., 2015. Martial arts and the body politic in

Indonesia, Brill.

Thomas, M., Penz, F., 2003. Architectures of illusion: from

motion pictures to navigable interactive environments,

Intellect Books. Vancouver.

Rubin, D. B., 1974. Estimating causal effects of treatments

in randomized and nonrandomized studies. Journal of

educational Psychology. 66(5), p.688.

Implementation of Audio Visual Media in the Learning of Pencak Silat Jurus Prasetya

451