Teachers Administration Implementation of Physical Education
of Adapted School in Yogyakarta
Pasca Tri Kaloka
1
, Sugeng Purwanto
1
, Yuyun Ari Wibowo
1
1
Faculty of Sport Science, Yogyakarta State University, Colombo Street Sleman, Yogyakarta, Indonesia
Keywords: Teachers, Administration, Physical Education, Adapted School.
Abstract: Physical, sports and health education teachers of Adapted School in Yogyakarta Regional have not properly
completed the administration of learning programs. This study aims to determine how well the
implementation of learning administration for Physical, Sports and Health Education teachers of Adapted
Schools in Yogyakarta. This research was a descriptive research. The method used was a survey with data
collection techniques using questionnaires. The subjects in this study were teachers of physical education,
sport and health in 12 Special Schools in the Special Region of Yogyakarta and were taken as sampling
totaling 12 teachers. The instrument used was a questionnaire. The data analysis technique employed
quantitative descriptive analysis as outlined in percentage form. Based on the results of the study, it can be
concluded that the implementation of the learning administration of Physical Education teachers at the State
Elementary School level in Sleman District is in the category of "inadequate" by 0% (0 teachers), "less" by
0% (0 teachers), "Moderate" is 0% (0 teachers), "good" is 75% (9 teachers), and "very good" is 58.33% (8
teachers).
1 INTRODUCTION
Physical, sports, and health education (penjasorkes)
is one of the subjects that taught in schools which
has a major role, for example providing
opportunities for students to be directly involved in
various learning experiences through physical
activity. Learning experiences aim to support better
physical growth and psychological development. In
addition, penjasorkes also supports the increasing
motor skills of students, especially mentally disabled
students. Mentally disabled students have the same
rights in physical education learning which is
intended to stimulate their optimal growth and
development.
Learning is a key element in education which
involves interaction between teacher and student.
Usman (Ahmad, 2012) argues that learning is
deemed as a process that contains a series of actions
performed by teachers and students on the basis of
reciprocal relationships that take place in
educational situations to achieve learning goals.
Learning can be construed as both teaching and
learning process that includes teachers as educators
and students in an effort to attain the expected
academic goals. In the learning process, two events
occur simultaneously. This procedure is made up of
two parties in whichtransfering and accepting
information or knowledge take place. A change in
students behavior is expected throughout the
learning activity. Sudjana (Sugihartono, 2013)
defines learning as diverse efforts made deliberately
by educators which can allow students to carry out
learning activities. The task of the teacher in the
learning process is as a facilitator. The expected
change in behavior of students is in knowledge,
skills and attitudes.
Learning will work well if there is a learning
component. The learning component according to
Suprihatiningrum (Husamah et al., 2016), involving
the components of teacher / lecturer, students /,
methods, environment, media, facilities, and
learning infrastructure that are interrelated with each
other. Thus, the role of teacher is one inseperable
component in learning. The teacher itself according
to Suparlan (2006), is someone who acquired a
decree (SK), either from the government, or the
private sector to carry out its duties, and therefore
has the right and obligation to carry out learning
activities in educational institutions. From the legal-
formal aspect, a person referred to as a teacher is is
330
Kaloka, P., Purwanto, S. and Wibowo, Y.
Teachers Administration Implementation of Physical Education of Adapted School in Yogyakarta.
DOI: 10.5220/0009785903300335
In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Spor t Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports
(YISHPESS and CoIS 2019), pages 330-335
ISBN: 978-989-758-457-2
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
when they obtain a decree from an authorized
official. According to Usman (2006), teachers can
simply be interpreted as people who provide
knowledge to students as well as a profession which
require a qualification to the field of expertise
attained during his studies in college.
Based on the opinion above, it can be concluded
that administration is an effort to help, serve, or
regulate all activities with a pattern of cooperation in
achieving a goal effectively and efficiently. The
term “learning” according to experts who have been
stated in the previous discussion is the interaction
between students and educators in the teaching and
learning environment so that changes in students'
behavior occur. Therefore, it can be concluded that
the notion of administration is an effort to regulate
teaching and learning activities in order to achieve
effective and efficient learning objectives. The task
of the teacher in the teaching and learning process
includes pedagogical and administrative tasks.
SLB N 2 Yogyakarta is one of the Public Special
Educaton Schools in the Special Region of
Yogyakarta (DIY). The Yogyakarta Public 2 Special
Education School accepts students with special
needs in an annual basis. This school also provides
opportunities for Children with Special Needs
(ABK) both from Yogyakarta regencies as well as
other cities in DIY, following a percentage that has
been set. Students who are admitted are identified as
autistic, blind and different types of disabilities.
Learning given to students with special needs
certainly differs from the regular ones in the level of
difficulty. Students who have special needs have
been known to possess dissimilar characters from
others. This is one of the focal things that must be
understood by teachers and other students.
Physical education learning for disabled student
is certainly different from the general one. Physical
education and health for students should be given
according to the characteristics of the disabled
students.
Based on the results of observations made on 4
Penjasorkes teachers at the Yogyakarta Special
Region SLB, one of the physical education teachers
in the State Special Education School in the Special
Region of Yogyakarta thinks that learning
administration is not essential to be done by a
teacherbecause administrative work only made it
difficult for the teacher's work. The teacher assumes
that teaching which only focuses in the most
important thing can enable teachers to deliver the
material well and students can understand the
material presented by the teacher. The teacher also
felt that he did not have much time to do the
administration of learning because his preoccupation
was not only teaching but there are still other works
that had to be fulfilled. Several teachers who went to
work on Public Special Education School in the
Special Region of Yogyakarta apparently did not
make a Learning Implementation Plan (RPP) and did
not have design for learning material in each
semester or syllabus. Their materials are provided on
the basis of self-selection or even teachers’
occasional wishes.
Teacher only relies on the experience he gained
during his time as a teacher. In fact, a teacher must
prepare the lesson plan which helps the teacher in
delivering the material. There are some penjasorkes
teachers who do not make an Annual Program
(Prota) and Semester Program (Prosem). This
teacher is actually still considered as beginning
teachers, if a teacher is new to the profession, he will
usually be more active in carrying out his duties.
The teacher in carrying out the learning
administration admitted that he was only at the end
of each semester.
Based on these problems, it is necessary to find a
solution to the problems faced by adaptive physical
education teachers. The form of solving the problem
was by conducting research on the implementation
of adaptive physical education learning at a special
school in the Special Region of Yogyakarta.
2 METHOD
This research is a descriptive research. According to
Arikunto (2010) descriptive research is intended to
investigate the circumstances, conditions or other
things that have been mentioned, the results of
which are presented in the form of research reports.
The method used in this study was a survey method
with data collection techniques using questionnaires.
According to Arikunto (2006), the survey method is
a research that is usually done with many subjects,
intended to gather opinions or information about the
status of symptoms at the time the research took
place. Based on the foregoing, this study aims to
determine the implementation of learning
administration for Physical Sports and Health
Education teachers of Special Education Schools in
the Special Region of Yogyakarta.
The instrument used in this study was a
questionnaire. According to Sukmadinata (2013) the
questionnaire is a technique or method of collecting
data indirectly (researchers did not directly ask
questions with respondents). The questionnaire used
was a closed questionnaire. According to
Teachers Administration Implementation of Physical Education of Adapted School in Yogyakarta
331
Sukmadinata (2013) in the closed questionnaire, the
question or statement had an alternative answer
(option) that was left to be chosen by the respondent.
According to Sugiyono (2013), questionnaires are
used if large numbers of respondents can read well,
and can disclose things that are confidential. The
data collection method used in this study is an
instrument in the form of a questionnaire containing
questions that are relevant to the research objectives.
The purpose of this technique is to obtain data
regarding the implementation of learning
administration for physical, sports and health
education teachers. The questions were arranged and
referred to the factors that influence the research. To
compile the points of the statement, these factors are
translated into lattice instruments of researchers
which were then developed in items or statements.
In the questionnaire the research was presented with
four alternative answers, namely always, often,
rarely, never. The questionnaire in this study was in
accordance with the theory of Hamalik (2001).
Scores for each alternative answer on positive (+)
and negative (-) questions, namely as follows:
Table 1: Alternative questionnaire answers.
Alternative answer scores
Score
Negative
Positive
Always
4
1
Frequent
3
2
Rarely
2
3
Never
1
4
Questionnaire was divided into several categories
as in before being tested, before the instrument is
used as a measure of data collection and an
instrument test that was needed to test the validity
and reliability of the instruments used. Validity and
reliability test results of the data were processed
using computer assistance, namely SPSS 18 for
windows. Trials were conducted on physical
education and sports teachers of special education
school in the Special Region of Yogyakarta because
they have the same characteristics as the subject
under study. The trial subjects were 12 teachers.
Validity is a measure that shows the level of
validity or validity of an instrument. A valid
instrument is one that has high validity. Conversely,
instruments that are less valid mean having low
validity (Arikunto, 2010). The validity test used in
this instrument is internal validity in the form of
item validity. This validity test was used whether the
items used are valid or not. The analysis of items in
this questionnaire used the Pearson Product moment
formula.
3 RESULT
The results of this study are to describe the data,
which is about how well the learning administration
of Physical Education, Sports and Health teachers of
Special Needs Schools in the Special Region of
Yogyakarta which then revealed with a
questionnaire of 40 items, and divided into three
factors, namely planning, implementation and
evaluation.
The frequency distribution of data from the
results of the implementation of learning
administration for Physical Education, Sports and
Health teachers in Schools with Special Needs in the
Special Region of Yogyakarta obtained the lowest
score (minimum) 119.0, highest score (maximum)
157.0, average (mean) 136.74, value middle
(median) 137.0, the value that often appears (mode)
was 129.0 with standard deviation (SD) 10.07.
When displayed in the form of frequency
distribution, the implementation of learning
administration for teachers of Physical Education
Sport and Health in Schools with Special Needs in
the Special Region of Yogyakarta is presented in
table 5 as follows:
Table 2: Administrative frequency distribution of learning
physical education teachers in sports and health levels.
No
Interval
Category
%
1
136-160
Very good
41,7%
2
120-135.5
Good
58,3%
3
88-111.5
Average
0%
4
64-87.5
Less
0%
5
40-63.5
Very Less
0%
Total
100%
Based on the frequency distribution in table 5
above, the implementation of the learning
administration of Physical Education, Sports and
Health teachers at the Yogyakarta Special Region of
Special Education School can be presented in Figure
1 as follows:
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)
332
Figure 1: Pie chart of administration of learning physical
education teachers of sports and health SLB of the Special
Region of Yogyakarta.
Based on table 2 and graph 1 above shows that
the implementation of learning administration of
Physical Education Sports and Health teachers of
Yogyakarta Special Region in Special Education
School is in the category of inadequate by 0% (0
teachers), "less" by 0% (0 teachers) "Moderate" is
0% (0 teachers), "good" is 58.3% (7 teachers), and
"very good" is 41.7% (5 teachers). Based on the
average value, which was 136.74 the
implementation of learning administration for
Physical Education teachers at the State Elementary
School level in Sleman Subdistrict is in the category
of "good".
3.1 Planning Factors
Table 3: Distribution of administrative frequency learning
of physical education teachers of sport and health for
special needs school of the Special Region of Yogyakarta
planning factor.
No
Interval
Category
Frequency
%
1
44.2-52
Very good
9
75%
2
120-135,5
Good
3
25%
3
88-111,5
Average
0
0%
4
64-87,5
Less
0
0%
5
40-63,5
Very Less
0
0%
Total
12
100%
Data on the results of research on the
implementation of learning administration for
Physical Education, Sportand Health teachers of
Yogyakarta Special Region for Dpecial Education
School based on planning factors obtained the
lowest score (minimum) 43.0, highest score
(maximum) 51.0, mean (mean) 47.22, mean value
(median) 47.0, the value that often appears (mode) is
47.0 with standard deviation (SD) 2.64.
When displayed in the form of frequency
distribution, the implementation of the learning
administration of Physical Education Sportand
Health teachers at the Yogyakarta Special Region
for Special Education School based on planning
factors is presented in table 3 above.
Based on the frequency distribution in the table
above, the implementation of learning
administration for Physical Education, Sports and
Health teachers in Special Education Schools in
Yogyakarta Special Region based on the planning
factors presented in Figure 2 as follows:
Figure 2: Administrative pie chart of learning physical
education, sports and health teachers of special education
school in Special Region of Yogyakarta planning factor.
Based on table 3 and graph 2 above shows that
the implementation of the learning administration of
Physical Education, Sports and Health teachers of
the Yogyakarta Special Region for Special
Education School based on planning factors is in the
category of inadequate by 0% (0 teachers), "less" by
0% (0 teacher), "moderate" by 0% (0 teachers),
"good" by 25% (3 teachers), and "very good" by
75% (9 teachers). Based on the average value, which
was 47.22 the implementation of learning
administration for Physical Education, Sports and
Health teachers at the Yogyakarta Special Region
for Special Education School based on planning
factors falls into the category of "very good".
3.2 Implementation Factors
The results of research on the implementation of
learning administration for Physical Education,
Sports and Health teachers of Yogyakarta Special
Very Good
Good
Average
Less
Very Less
Very Good
Good
Average
Less
Very Less
Teachers Administration Implementation of Physical Education of Adapted School in Yogyakarta
333
Region for Special Education School based on
implementation factors obtained the lowest score
(minimum) 48.0, highest score (maximum) 67.0,
mean (57.52), middle score (median) 58.0, the value
that appears frequently (mode) is 57.0standard
deviation (SD) is 5.22.
When displayed in the form of frequency
distribution, the implementation of learning
administration of Physical Education, Sports and
Health teachers at the Yogyakarta Special Region
for Special Education School based on
implementation factors is presented in table 4 as
follows:
Table 4: Distribution of administrative frequency learning
of physical education, sport and health teachers in
Yogyakarta Special Region for special education school
implementation factors.
No
Interval
Category
Frequency
%
1
57.8-68
Very good
8
66.6%
2
47.6-57.7
Good
4
33.4%
3
37.4-47.5
Average
0
0%
4
27.2-37.3
Less
0
0%
5
17-27.1
Very Less
0
0%
Total
12
100%
Based on table 4 above shows that the learning
administration of Physical Education, Sports and
Health teachers of Yogyakarta Special Region for
Special Education School implementation factors are
in the category of "inadequate" by 0% (0 teachers),
"less" by 0% (0 teachers ), "Moderate" is 0% (0
teachers), "good" is 33.4% (4 teachers), and "very
good" is 66.6% (8 teachers). Based on the average
value, which was 70.52 the implementation of
learning administration for Physical Education,
Sports and Health of the Special Region of
Yogyakarta, the implementation factor falls into the
category of "very good".
3.3 Evaluation Factors
The results of research on the implementation of
learning administration for Physical Education,
Sports and Health teachers of Yogyakarta Special
Region for Special Education School based on
evaluation factors obtained the lowest score
(minimum) 26.0, highest score (maximum) 40.0,
average (mean) 32.00, middle score (median) 32.0,
the value that often appears (mode) is 34.0, standard
deviation (SD) is 3.74.
When displayed in the form of frequency
distribution, the implementation of learning
administration of Physical Education Sports and
Health teachers of Yogyakarta Special Region for
Special Education School based on evaluation
factors is presented in table 5 as follows:
Table 5: Administration Frequency Distribution Learning
of Physical Education Teachers in Sport and Health in
Special Region of Yogyakarta Evaluation Factors.
No
Interval
Category
Frequency
%
1
34-50
Very good
2
16.67%
2
28-33.5
Good
7
58.33%
3
22-27.5
Average
3
25%
4
16-21.5
Less
0
0%
5
10-15.5
Very Less
0
0%
Total
12
100%
Based on table 5 above shows that the
implementation of learning administration of
Physical Education Sports and Health teachers of
Yogyakarta Special Region for special needs school
evaluation factors are in the category of
"inadequate" by 0% (0 teachers), "less" by 0% (0
teachers ),"Moderate" is 25% (3 teachers), "good" is
58.33% (7 teachers), and "very good" is 16.67% (2
teachers). Based on the average value, which is
56.52 the implementation of learning administration
for Physical Education, Sports and Health teachers
in Yogyakarta Special Region, evaluation factors fall
into the "good" category.
4 DISCUSSION
This study aims to determine the implementation of
learning administration of Physical Education,
Sports and Health teachers of Yogyakarta Special
Region for Special Education School based on three
factors, namely the factors of planning,
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)
334
implementation, and evaluation. The study indicates
that the implementation of learning administration
teachers of Physical Education, Sports and Health of
the Special Region of Yogyakarta for Special
Education School fall into the category of
"moderate". The results showed that the highest
percentage was in the good category, namely 75% (9
teachers), and the lowest in the excellent category,
which was 58.33% (8 teachers). This shows that the
teacher is already good at implementing the learning
administration of the Physical Education, Sports and
health education teachers. They must prepare
learning devices before the teaching and learning
process, such as: annual programs, semester
programs, syllabus, learning implementation plans
(RPP), and facility tools to support the learning
process. In the implementation, learning must be in
accordance with the implementation plan of learning
(RPP) and must achieve indicators of success in
learning. Besides, it must also conduct an
evaluation, because evaluation is the most important
item to measure students' success in learning. If
physical, sports and health education teachers carry
out administrative learning starting from planning,
implementation, to evaluation, learning will be able
to achieve the academic goals as what has been
expected. This can be achieved because the
administration of learning will facilitate the teacher
in the implementation of the expected learning
process.
5 CONCLUSIONS
Based on the results of data analysis, description,
testing the results of research, and discussion, it can
be concluded, that the implementation of learning
administration of Physical Education Sports and
Health teachers of Yogyakarta Special Region for
Special Education School is in the category of
"inadequate by 0% (0 teachers), "less "By 0% (0
teachers)," moderate "by 0% (0 teachers)," good "by
66.67% (18 teachers), and" very good "by 33.33% (9
teachers). Based on the average value, which was at
136.74, the implementation of learning
administration of Physical Education Sports and
Health teachers of the Special Region of Yogyakarta
falls in the category of "good".
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Arikunto, S., Safrudin, Cepi., 2010. Evaluasi program
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Hamalik, O., 2001. Media Pendidikan, Citra Aditya Bakti.
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Husamah dkk., 2016. Belajar & Pembelajaran,
Universitas Muhamadiyah Malang. Malang.
Moh. Uzer Usman., 2006. Menjadi Guru Profesional, PT
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Sugiharto,. 2013. Psikologi Pendidikan, UNY Press.
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