Literacy of Physical Education Teachers on ICT-based

Instructional Media

Soni Nopembri

, Saryono

, A. Erlina Listyarini

, and Nur Rohmah Muktiani

Department of Physical Education, Faculty of Sport Sciences, Universitas Negeri Yogyakarta, Colombo Rd No.1,

Yogyakarta, Indonesia

Keywords: ICT, Instructional Media, Literacy, PE, Teacher

Abstract: Digital Literacy supports the mandate of the 2013 curriculum that requires teachers to take over Information

Communication Technology (ICT) in the instructional media of Physical Education (PE) classes. Therefore,

this study aims to explore the knowledge and the utilization (literacy) of ICT-based instructional media for

physical education teachers. A descriptive study with survey method was conducted to 371 physical

education teachers of elementary and secondary schools in the Yogyakarta Special Region. The data

collection used knowledge test and utilization of ICT-based instructional media in PE. Quantitative

descriptive analysis was used to process the data obtained. The results showed that the knowledge of PE

teachers on ICT-based instructional media was in low (18.7%), moderate (62.6%), and high (18.7%)

category. Meanwhile, the utilization of ICT-based instructional media in PE class were in low (13.4%),

medium (73.6%), and high (13%) category. Based on the results, it can be concluded that literacy on ICT-

based instructional media of PE teachers needs to be improved with the factors that hinder and support in

gaining knowledge and using it. Therefore, education and training process is needed to increase their

literacy on ICT-based instructional media.

1 INTRODUCTION

The development of ICT is a priority in

improving the quality of education. Teachers are

required to master ICT in to develop ICT-based

instructional media and utilize it in the teaching and

learning process. The utilization of ICT starts from

primary, secondary to university, but the variation

and focus of its use varies in each relationship. The

development of ICT has enriched learning resources

and media. Professional teachers must be able to

choose, develop, and utilize various types of

instructional media by utilizing the sophistication of

ICT. The progress of ICT has been also

implemented on various types of learning media. In

addition to enhance skills in using and utilizing ICT

in learning, teachers can also increase the latest

insights and knowledge about learning theories,

methods, and research results. Besides, ICT is used

to discuss and talk about learning problems by

teachers.

The development of ICT is rapidly increasing in

the world of education. Some educational research

findings have proven the benefits of using ICT as a

tool for improving student achievement (Andrea &

Boos, 2004; Gary & O 'Sullivan, 2003; Uwe, 2004).

Clarke and Cronje's (2002) found that the use of

"virtual classrooms" which is a combination of

websites and list server allows for real classroom

imitation with good effects and improves the quality

of messages that can be done in conventional

classrooms. Truell (2001) states that effective

learning, which has useful practical implications,

must support internet-based teaching. In a physical

education setting, Tsangaridou and O'Sullivan

(2003) found that the theory of the relationship

between theories is needed in teacher practice

through web-based learning.

The physical education teachers have the duties

and responsibilities in developing instructional

media. Curriculum 2013 (K-13) requires teachers to

support information and communication technology

in teaching and learning process. One of the factors

that supports it is instructional media that can help

physical education teachers to provide a variety of

materials so that their students can receive well.

ICT-based instructional media in physical education

lesson is not easy to implement because of the

uniqueness given by it. Therefore, good ability of PE

Nopembri, S., Sar yono, ., Listyarini, A. and Muktiani, N.

Literacy of Physical Education Teachers on ICT-based Instructional Media.

DOI: 10.5220/0009211900690072

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 69-72

ISBN: 978-989-758-457-2

teachers in the knowledge and the utilization of ICT

in PE lessons needs to be prepared.

Various debates can be seen from the above

studies. The development of ICT has been very

massive but has not been maximally utilized in the

world of education. Demands for the use of ICT in

the 2013 curriculum have not been fully realized by

teachers, especially PE teachers. The ability of PE

teachers to use ICT as a quality-learning medium

has not been well identified. It can be concluded that

PE teachers are expected to be able to know and use

ICT in instructional media of PE. It is necessary to

research and to explore the extent to which PE

teachers need such assistance. Therefore, the

purpose of this study is to investigate the ability

(literacy) of PE teachers to understand and utilize

ICT in instructional media.

2 METHOD

2.1 Procedure

This research is a quantitative descriptive study

with a survey method. This research began by

making a research instrument which was then

validated. The study continued with determining the

population and research samples. The research

samples were used as the subjects of the research.

The next step was collecting the data from the

research samples based on questionnaires that have

been prepared. Finally, the data were analyzed and

used as the material for writing this article.

2.2 Participants

This research was conducted in the Special

Region of Yogyakarta (DIY). The subjects of this

study were 371 physical education teachers of

primary and secondary schools in the region of

Yogyakarta.

2.3 Data Collection

The data were collected by means of a survey

using instruments in the form of a knowledge test

and questionnaires for the use/ the utilization of

ICT-based learning media. The instruments were

compiled by the researchers which were then

distributed to the respondents. So, the data were

collected about the knowledge and the utilization of

ICT-based instructional media by PE teachers. In

this process, the validity and reliability of the

instruments were also carried out based on the data

obtained. PE teachers’ knowledge on ICT-based

instructional media was measured through a

knowledge test consisting of several question items

that must be answered in accordance with the

teacher knowledge. This knowledge test was based

on the cognitive level factors (knowledge) of Bloom

which consist of remembering (C1), understanding

(C2), applying (C3), analyzing (C4), evaluating

(C5), and creating (C6). The utilization of ICT-based

Instructional Media was measured through

questionnaires consisting of series of statements

based on the factors of media use in and outside the

classroom situations, computers, multimedia,

telecommunications, and internet networks.

2.4 Data Analysis

Analysis of the data used in this study is the

percentage that is the result of the division of the

total score of the respondents by the total score that

should be multiplied by one hundred percent

(100%). The knowledge and usage /utilization data

are descriptions of the PE teachers literacy towards

ICT-based learning media.

3 RESULTS

Figure 1: The Level of PE Teachers’ Knowledge on

ICT-based Instructional Media

Figure 1 shows that the level of PE teachers'

knowledge on ICT-based instructional media in

sequence was low (18.7%), moderate (62.6%), and

high (18.7%). Meanwhile, the level of PE teachers’

utilization of ICT-based learning media in sequence

was in the low category (13.4%), moderate (73.6%),

and high (13%) as shown in Figure 2

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

Low Moderate High

Frequency

Categories

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

Figure 2: The level of utilization of ICT-based

instructional media by PE teachers.

4 DISCUSSIONS

At this time in schools, the 2013 curriculum have

been enacted. The 2013 curriculum using a scientific

approach is believed to be a golden platform for the

development of students' attitudes, skills, and

knowledge in approaches or work processes that

meet scientific criteria. The 2013 curriculum

reaffirms to use the learning approaches by using

teaching methods that further develop thinking skills

and active learning methods that can encourage

students to be more active in seeking answers or

activities. In general, the notion of learning is an

effort made to help a person or a group of people in

such a way so the learning process becomes more

efficient and effective.

The teachers’ knowledge of ICT-based learning

media needs to be improved in order to become a

part of its development. This is in accordance with

the theory of cognitivist perspective which views

that learning is an internal process that includes

memory, retention, information processing,

emotions, and other factors. Among cognitive

learning theories that are often used as the basis of

theory in the use of instructional media is cognitive

theory regarding the stages of development

expressed by Jean Peaget. Heinich (1996: 17)

expresses that with cognitive learning theory from

Peaget, there will be a gradual process in receiving

material to the brain in accordance with students'

abilities. Knowledge construction is also based on

the constructivist perspective, which is a learning

theory with an emphasis on experiences, not merely

cognitive knowledge (Heinich, 1996: 17). In

addition, the knowledge base is also supported by

behavioristic theory which states that learning

principles must be designed to produce behaviors

that can be observed and measured (Neo, 2007).

Some examples are teaching machine learning

programs and learning programs (a forerunner to

multimedia-based learning), and other programs that

use the Stimulus-Response concept and reinforcing

factors.

The utilization of ICT in learning includes tools

or learning media, learning facilities/places, learning

resources, and means of increasing professionalism.

Nowadays, collaborative learning situations often

use learning media. ICT allows students in different

locations to collaborate on problem solving and

online learning. The realization that learning is both

a social and mental process is very important to

understand how media can enhance learning. While

ICT-assisted learning is increasingly popular in

developed countries, this does not mean to be the

most practical. Maybe, other types of media are

more appropriate. Once again, the exact use of

media depends on the needs. Educational

experiences that involve real students and that

provide concrete examples will last longer than

abstract experiences such as listening to teacher

lectures. Learning media help to add elements of

reality - for example, the use of images or computer

simulations during lectures. We have to pay

attention to the submission of good learning

materials, for example; problem solving, intuition,

imagination, and creativity as learning components.

Anido et al., (2004) further explains that placing

teaching material on the web in the form of notes

and assignments at this time is relatively easy and

simple. ICT has at least four educational potentials,

namely as a source of information, learning aids,

media for conducting demonstrations in the

classroom, and effective communication tools that

facilitate student-teacher communication (Weigand,

2002).

Media literacy can be integrated in education in

a number of ways (Friesem 2013; Friesem et al.

2014; Neag 2015). Media literacy plays an important

role in art and music lessons (visual and audio

literacy), language learning with a focus on

communicative media functions (reading and

understanding several types of texts); and in lessons

such as history, geography, and science, which offer

the possibility of promoting media literacy by

searching, analysing, and presenting information. In

addition, media literacy is explicit in the curriculum

by discussing media topics and problems. Simons,

Meeus, and T'Sas (2017) formulated three

competencies to be literate on media. First,

competency-using media is a competence that

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

Low Moderate High

Frequency

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Literacy of Physical Education Teachers on ICT-based Instructional Media

reflects the technical use of media. Second, the

competence in understanding media, namely

competence in the field (critical) understanding of

the media, including analysis, evaluation, and

reflection on media content. Third, the competence

that contributes medially, namely competencies

related to the making and communication of media

messages and participation in using media.

5 CONCLUSIONS

This study concludes that the knowledge and the

utilization of ICT-based instructional media on PE

teachers differ from each other, even though most

are in the moderate category. This illustrates that the

literacy of PE teachers on ICT-based instructional

media still has many factors in gaining knowledge

and using ICT-based instructional media. Various

education and training process needed by PE

teachers to increase their literacy on ICT-based

instructional media.

ACKNOWLEDGEMENTS

The authors thank all teachers who participated in

this study. We also thanks to Faculty of Sport

Science Universitas Negeri Yogyakarta for Research

Group Grants.

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YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)