Developing a Lesson Plan for Physical Education for Junior High

School Which Implements Jigsaw Technique: Based on Cooperative

Learning Approach

Reza Amalia Astuti

, Sri Winarni

Faculty of Sport Sciences Yogyakarta State University, Jl. Colombo No.1 Yogyakarta, Indonesia

Keywords: Development, Physical education pedagogy, the 2013 Curriculum

Abstract: This research is motivated by the need of enhancement of ways of developing lesson plans for physical

education. This research aims to produce a lesson plan for physical education which implements jigsaw

technique which can be implemented as a learning resource for junior high school teachers. The design of

this research is Research and Development which refers to the theory of Borg and Gall (1983). The subject

of the development of this research is learning material of physical education for junior high school students

which focuses on big ball based games. Data collection was done by distributing the instrument in the form

of rubrics for assessment to the curriculum experts and subject masters. Data analysis technique uses both

descriptive quantitative and descriptive qualitative based on the result of the input and suggestion from the

experts. The result of this research is in the form of a lesson plan which implements jigsaw technique,

especially for physical education subject. According to the curriculum experts, the validity result falls into

the category of very good with the percentage of 89,75% whereas based on the subject masters, it falls into

the category of very good (82,5%) and from the validity questionnaire, teacher judgement, it is good

(77,60%).

1 INTRODUCTION

In an education system, curriculum is dynamic and

there should always be changes and development to

catch up with the world. The development of the

2013 Curriculum will produce productive, creative,

and innovative humans through integrated

empowerment of attitude, skills, and knowledge. In

this case, the curriculum development is focused on

the construction of students’ competencies and

characters in the form of a combination between

knowledge, skills, and development as well as

challenges of the era. However, the changes and

development should be done systematically; it

should have a clear direction as well, not just for the

sake of making a change. The changes and

development of the curriculum need to have a clear

vision and direction: where the national education

system will be directed to with the curriculum.

According to (Mulyasa, 2014), the 2013 Curriculum

is a follow up of the Competence-based Curriculum

which was in trial in 2004. The development of the

2013 Curriculum will produce productive, creative,

and innovative humans through integrated

empowerment of attitude, skills, and knowledge.

In this case, the curriculum development is

focused on the construction of students’

competencies and characters in the form of a

combination between knowledge, skills, and attitude

which can be demonstrated by students as a form of

understanding towards the concepts they learn

contextually. The 2013 Curriculum enables teachers

to assess the learning outcomes of the students in the

process of achieving the learning objectives which

reflects the mastery and understanding towards what

have been learned. Therefore, students need to know

the criteria of the competency mastery and

characters which are used as the assessment

standards of learning outcomes so that they can

prepare themselves by mastering several

competencies and certain characters as requirements

to continue to the other competencies and characters

(Mulyasa, 2014).

There are some teaching and learning models

suggested by the 2013 Curriculum, one of which is

cooperative learning. Cooperative learning in

physical education is a learning method which

facilitates the students to work together in small

groups to learn psychomotor, cognitive, and

526

Astuti, R. and Winarni, S.

Developing a Lesson Plan for Physical Education for Junior High School Which Implements Jigsaw Technique: Based on Cooperative Learning Approach.

DOI: 10.5220/0009790005260532

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 526-532

ISBN: 978-989-758-457-2

affective domain (Dyson, Griffin, & Hastie, 2004;

Iserbyt, Madou, Vergauwen, & Behets, 2011). This

is marked by various forms of student interaction

through physical activity. Cooperative learning in

physical contexts in the level of activity or skill

performance as well as problem solving is a large

part of research on cooperative learning that has

focused on increasing physical activity. Cooperative

learning is the practice of applying social skills in a

face-to-face interaction done with their peers and

physical activity to improve problem solving.

Cooperative learning model is a teaching and

learning model that enables students to learn actively

and participatively. Cooperative learning is a

respected pedagogy, which has the potential to

positively influence student achievement, motivation

for learning, intergroup relations, thinking and

problem solving (Balochea and Brodyb, 2017).

Adam’s research says that jigsaw empowered both

teachers and pupils to resort to the use of

collaborative learning due to its immense benefits in

learning program in sport education.

The model maximizes the learning activity by

grouping students into small groups and enabling

them to learn from each other together. There are

several techniques in cooperative learning, one of

which is jigsaw technique. By using jigsaw

technique, students can direct their attention in the

teaching and learning process so that their

understanding towards the materials can be

maximized. The jigsaw strategy is a cooperative

learning technique appropriate for students. There

are several benefits of jigsaw technique in teaching;

teacher does not become the sole provider of

knowledge because most of the work is done by the

students themselves which makes it an efficient way

to learn. Students take the ownership in the work

and achievement and therefore students are held

accountable among their peers.

It can be seen from the collaborations between

students in jigsaw technique as an effort to

understand the concepts of the materials. The

collaborations have an impact on the improvement

of students’ learning motivation. The jigsaw

technique makes students do more learning activities

such as asking their friends instead of their teachers

and can create a more enjoyable learning (

Made,

2011).

Jigsaw technique is beneficial to teaching

because the learning process involves interaction

with peers. Students are active participants in the

learning process and thereby help to build

interpersonal and interactive skills among students.

The use of this technique also makes teachers find it

easy to learn and enjoys working with it. It can be

used in combination with other teaching strategies

and it can be effective even if it is used for just an

hour per day (Francis Hull Adams, 2013).

In this case, the teaching and learning model

used by teachers cannot improve students’ learning

motivation since students only act as listeners and

receivers of the materials delivered by the teachers.

There are still few teachers of physical education

who develop learning models using jigsaw technique

based on cooperative learning. Therefore, it is

expected that they will know better about model

variations in lesson planning.

One of techniques which can be implemented in

the lesson planning is jigsaw technique which is

based on cooperative learning. One of the schools

that has implemented this model is SMP Negeri 3

Pajangan. Physical education teachers at SMP

Negeri 3 Pajangan have implemented jigsaw

technique in teaching football. The implementation

of jigsaw technique is expected to make students

more enthusiastic and to facilitate them to study in

groups by discussing the materials being learned.

This research is very important because it will help

Indonesian junior high school students. In addition,

this research develops a new programme to increase

entusiasm, confidence, leadership, creativity, and

argumentation. Jigsaw technique was applied to the

experimental group as a treatment, while the control

group received traditional teaching.

The data collected were analyzed using

descriptive statistics. The results of the findings

indicate that the teaching of physical education using

jigsaw technique is more effective than the

traditional teaching method in increasing academic

achievement. Additionally, it is further inferred that

jigsaw technique increases positive attitudes toward

subject learning (Yemi, Binti, & Azid, 2018).

The

technique was randomly introduced into some

classrooms. It helps to compare between students

who learn using Jigsaw technique and those who are

not. Students in the jigsaw classes expressed

significantly, had more self-confidence and liked

school better when tested objectively. Behavioral

data support these self-report measures. Less

students were absent in jigsaw classes. They made

more interraction in the cafeteria and in the school

yard and performed better in exams.

2 METHODOLOGY

This research adopts Research and Development

model. Research and Development is a type of

research which produces a product (

Sugiyono, 2013).

Developing a Lesson Plan for Physical Education for Junior High School Which Implements Jigsaw Technique: Based on Cooperative

Learning Approach

527

The product developed in this research is a lesson

plan which implements jigsaw technique of

cooperative learning.

2.1 Data, Instruments, and Data

Collection Techniques

Two instruments were developed and used to

evaluate the product and to identify the

appropriateness of the product. The instruments

were in the form of: (1) Instrument of

appropriateness evaluation for material experts, and

(2) Instrument of appropriateness evaluation for

curriculum experts. All of the instruments are in the

form of questionnaires. The data in this research

were collected by distributing the evaluation sheets

to the experts.

2.2 Data Analysis Techniques

The first technique used in this research was

quantitative descriptive analysis in the form of

percentages while data in the form of suggestions

and reasons of choosing the answers were analyzed

using qualitative analysis technique. The scores of

the evaluations from the experts and the students

were then categorized using a percentage formula.

The data analysis technique in this research was

done in two steps. Following are the steps of the data

analysis.

1) Converting the category values into evaluation

scores, The evaluation which was in the form of

category values were converted into evaluation

scores (

Sugiyono, 2009). The conversion from

category values into evaluation scores used the

following criteria.

Table 1: The Evaluation Score of the Lesson Plan

Development

o Cate

Score

1 Ver

poo

2 Poo

3 Fai

4 Goo

5 Ver

2) Analyzing the score by adding up the scores

obtained from the research then dividing the total by

the ideal score for all items and multiplying it by

100%.

Table 2: The Categories of the Lesson Plan Development

Evaluation and Expert Judgement

o Percenta

eCate

10% -20% Ver

poo

2 20,1% - 40% Poo

3 40,1% - 60% Fai

4 60,1% - 80% Goo

5 80,1% - 100% Ver

Percentage of evaluation score:

%100x

items all of score ideal

obtained score



(1)

(Sugiyono, 2009)

3 INTERVENTION, RESULTS

AND DISCUSSIONS

3.1 Pre-intervention

To ensure the effective implementation of

cooperative learning in the classroom, the researcher

explained why he wanted to use cooperative learning

and explained its benefits to the students. To assist

the explanation, he distributed flyers that explained

collaborative learning. Group sizes ranged from two

to four students, depending on the cooperative

learning tasks. Groups were formed by bringing

students together to share the material being studied.

Once a group was assigned, students were given the

time needed to work together for a while before

moving to a different group.

Researchers also carried out the learning process

in the field so students could actively move. The

agreed methods and materials chosen by the

researchers were asked to contribute to the

successful group. There are several considerations

regarding whether the research must be approved or

not in this decision. Whether the researcher chooses

to play a role in a group, he believed there are

different roles for each student. Moreover, the

researchers assisted students in choosing roles that

use their strengths and increase their weaknesses.

The researcher also warned the students not to

choose the same role repeatedly. Some roles chosen

or assigned include facilitators, time organizers, note

takers, examiners (for understanding), and

summarizers, elaborators (based on prior knowledge

or discussion points). (Francis Hull Adams, (2013).

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)

528

3.2 Intervention

After the preparation was done, it was time to begin

working. During the intervention phase of

cooperative learning, the students played the most

important role. Some of the tasks the students should

do were; Working together, listening to one another,

questioning one another, keeping records of their

work and progress, producing the assessment task

(product), and assuming personal responsibility

being involved in the group.

3.3 Steps Involved in the Intervention

Students were divided into five groups consisting of

six people, each of which has a group of letters and

numbers. The researchers asked each group to

choose the leaders representing the president and the

secretary. After selecting the president and secretary,

assignments on five different topics (all were related

to the main topic) were given to the groups.

The students were allowed to do the work after

the task was given. During the discussion, the

researcher walked around to supervise the work to

provide assistance to the group. Later, after 30

minutes, they were asked to move to their letter

groups to teach other group members about their

areas of speciality. After they had finished teaching

other members with different speciality, each group

was invited to do a presentation. After the

presentations, there was a plenary session. The

researcher gave final comments on the whole

activity and brought it to an end.

3.4 Post-intervention

Post-intervention is an evaluation of the outcome of

the intervention. After completing the group work

and assessment tasks, the students’ job was to reflect

on the work that was accomplished in the group.

What worked well and what did not work? What

would they change or keep next time they work

together. The students also gave feedback to the

researcher and this is a sign which shows that they

were really having cooperative learning. They were

able to tell the researcher what worked or what was

good about a particular unit and they did point out

what did not work well. This information had been

written down and informally discussed with them.

Research question 1: What are the steps involved

in using jigsaw technique in teaching? After the

activity, students were interviewed with regards to

the steps involved in planning jigsaw. The

respondents came out with a number of steps to

implement jigsaw technique. The steps identified by

the respondents perfectly agreed with the ten steps

of Aronson (2008). They are:

1) Students are divided into 5 or 6 people’s

jigsaw group. The group should be diverse

in terms of ethnicity, gender, ability and

race.

2) One student should be appointed as the

group leader. This person should initially

be the most mature student in the group.

3) The day’s lesson is divided into 5-6

segments (one for each member).

4) Each student is assigned one segment to

learn. Each student should only have direct

access to their own segment.

5) Students should be given time to read over

their segment at least twice to become

familiar with it. Students do not need to

memorize it.

6) Temporary experts groups should be

formed in which one student from each

jigsaw group joins other students assigned

to the same segment. Students in this

expert group should be given time to

discuss the main points of their segment

and rehearse the presentation they are going

to make to their jigsaw group.

7) Students come back to their jigsaw group.

8) Students present their segment to the group,

other members are encouraged to ask

question for clarification.

9) The teacher needs to float from one group

to other group to observe the process.

Intervention may be needed if any group is

having trouble such as member being

dominating or disruptive. There will come

to a point that the group leader should hand

this task. Teachers can whisper to group

leader as to how to intervene until the group

leader can effectively do it themselves.

10) A quiz on the material should be given at

the end so students realize that the sessions

are not just for fun and games but they

really count.

This model, according to (S.B. Olorukooba,

2001) was developed by Elliot and is based on the

notion of cooperation that each individual will

develop, and each individual can achieve his goals

only if all the other individuals in the group achieve

their goals. In jigsaw, students are divided into

groups and assigned to work on academic material

that has been broken down into sections. For

example, the material of football game can be

divided into basic techniques of dribbling, shooting

Developing a Lesson Plan for Physical Education for Junior High School Which Implements Jigsaw Technique: Based on Cooperative

Learning Approach

529

and combination. Each team member reads the part.

After that, members of various teams who have the

same section meet in expert groups to discuss their

part. After that, students return to their team and tell

their teammates about their part in turn. Because the

activity will work if the students listen carefully to

their teammates, they are motivated to support and

pay attention to each other's work. Elliot uses special

cooperative learning to unite children of various

races and abilities.

3.5 Results

The result of this research is in the form of a lesson

plan. This research uses a method developed by

Borg and Gall (1983:222) that has been modified

because the steps of the research are quite suitable

for creating a product in the form of lesson plan.

Those steps were:

Figure 1: Lesson plan steps

The research aims at producing a lesson plan of

big ball based games which implements jigsaw

technique, which can be used by teachers in the

teaching and learning process of physical education.

Based on the previous tables and figures, it can

be concluded that the results of the implementation

of physical education teaching and learning based on

the 2013 Curriculum at the state junior high schools

in Bantul district in the academic year 2016/2017

fall into these categories: good, according to 4

respondents (5.79% of total respondents); fairly

good, according to 55 respondents (79.71% of total

respondents), and; slightly poor, according to 10

respondents (14.49% of total respondents).

3.6 Discussions

The 2013 Curriculum is a development of the

previous curricula, namely Competence-based

Curriculum that was started in 2014 and School-

based Curriculum in 2006. The 2013 Curriculum

emphasizes the improvements and the balance

between soft skills and hard skills which include

attitude, skills, and knowledge aspects.

The development of the 2013 Curriculum will

produce productive, creative, and innovative humans

through integrated empowerment of attitude, skills,

and knowledge. Students do not only become

independent, but also rely on the teacher. This model

provides encouragement to think and supports active

learning. This model also encourages students to ask

questions and argue. The learning process of

physical education therefore becomes more

challenging, the students become active and they

have the skills to think critically (Sulisworo, Syriac.

2014).

In this case, the curriculum development is

focused on the construction of students’

competencies and characters in the form of a

combination between knowledge, skills, and attitude

which can be demonstrated by students as a form of

understanding towards the concepts they learn

contextually. There are some teaching and learning

models suggested by the 2013 Curriculum, one of

which is cooperative learning. Cooperative learning

model is a teaching and learning model that enables

students to learn actively and participatively. The

model maximizes the learning activity by grouping

students into small groups and making them learn

from each other together. There are several

techniques in cooperative learning, one of which is

jigsaw technique. By using jigsaw technique,

students can focus their attention during the teaching

and learning process so that their understanding

towards the materials can be maximized. This

technique does not only facilitate the students to

become more independent, but also provides

encouragement to think and actively participate in

learning.

This model encourages students to dare to ask

questions and debate, so that the learning process of

physics hopefully becomes more meaningful.

Furthermore, it is hoped that this model can

encourage the teachers to put cooperative learning

into their list of teaching methods. The popularity of

this approach can be attributed to the substantial

Anal

zin

the information

Plannin

the research

Small

rou

trials

Develo

the

roduct

Expert judgment and product

revision obtained

Final Produc

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)

530

body of research that supports the positive role of

cooperative learning in improving student

achievement and promoting deep learning, as well as

evidence showing that students generally prefer

cooperative learning exercises rather than more

passive modes of instruction such as lectures

(Johnson et al., 1998b; Slavin, 2011; Yamarik, 2007

thinking skills).

The responses from the curriculum experts and

material experts about the lesson plan development

varied. One of them suggested to put more emphasis

on the steps of jigsaw so that the readers could

understand better about what is meant by jigsaw

technique. Furthermore, the responses of the small

group trial consisting of 10 junior high school

teachers in Bantul district reveal that some teachers

have not understood about jigsaw method. It is

expected that the developed lesson plan which

implements jigsaw technique can be a learning

reference for the teachers so that they can develop

learning models in lesson plans.

Well-designed cooperative learning activities

provide formative assessments of individual

performance (i.e., provide individual accountability);

positive mutual support fosters trust among students.

Understanding the relationship between personality

types and students’ perceptions towards cooperative

learning equips instructors to more effectively

communicate the benefits of cooperative learning

activities, to respond to and anticipate students'

(positive and negative) responses to cooperative

learning. In applying active learning pedagogy

techniques, these techniques will be more effectively

applied to improve the achievements, interests and

involvement of students (Sulisworo, Syriac. 2014).

The final product of this research is a junior

high school lesson plan which implements jigsaw

method. The criteria of the product, according to the

material expert are as follows. The learning material

quality falls into the category of good (70%)

whereas the content aspect falls into the category of

very good (90%). According to the curriculum

experts, the learning material quality falls into the

category of very good (90%) whereas the content

aspect falls into the category of very good (89.5%).

Meanwhile, in the trial, the scores are 78.6% (good)

and 76.6% (good). From those evaluations, the

average score is 80.1% or categorized as very good.

The modification of the lesson plan was done based

on the characteristics of junior high school students

using the principles of lesson plan development with

jigsaw method based on cooperative learning in big

ball based games. The implementation of jigsaw

method is expected to make students more

enthusiastic and to facilitate them to study in groups

in the form of discussion about the materials being

learned.

4 CONCLUSIONS AND

SUGGESTIONS

4.1 Conclusions

This study reveals that jigsaw is a very useful

technique. Through the use of this technique,

students are encouraged to work with their peers, to

learn from each other, to learn more, and to have

good behavior towards one another. Observations

made by researchers after the intervention also help

most students to take an active part in the lesson by

answering questions during and after the lesson. In

particular, teachers must avoid using only the lecture

method in teaching materials at a lower level

because the students tend to have low participation

and low understanding on the concept. Teachers

should be given the opportunity to decide the

teaching methods to be applied in the classroom to

help the students understand the concepts. The

Ministry of Education must conduct frequent in-

service training for teachers in various schools,

especially on completion methods.

This research produces a lesson plan for junior high

school students which implements jigsaw method.

The evaluation score falls into the category of very

good (82.5%) from the material expert, very good

(89.75%) from two curriculum experts, and good

(77.60%) from the trial for teachers.

4.2 Suggestions

Based on the results of the research, following are

some suggestions. 1) Teachers should be able to

improve their creativity so that the teaching and

learning process at school is not monotonous and

they can use various learning models in the 2013

Curriculum; 2) The next researchers can do

modification and development toward the research

which are proper and can be practiced or tested; 3)

Teachers of the colleges of education should be

altering the teaching method they use for teaching

the subject so as to improve students’ understanding

and performance; 4) It may be necessary to evaluate

students’ reasoning ability to know how grouping

for cooperative learning strategy can be adopted so

that every student would be able to get benefits from

it.

Developing a Lesson Plan for Physical Education for Junior High School Which Implements Jigsaw Technique: Based on Cooperative

Learning Approach

531

REFERENCES

Aronson, E., 2008. Jigsaw classroom. Texas: Austin

Balochea & Brodyb. 2017. Cooperative Learning:

exploring exploring challenges, crafting innovations,

Journal of Education for Teaching.

https://doi.org/10.1080/02607476.2017.1319513

Borg, Walter R., Gall, M.D., 1983. Educational Research.

(an introduction) edition. New York & London:

Longman.

Darliana. 2011. Peningkatan pembelajaran IPA. Retrieved

February 18, 2012, from Penyelesaian Masalah

Peningkatan Pembelajaran IPA:

http://pipabdg.blogspot.com/2011/06/bagaimana-

meningkatkan-mutu_16.html

Deni, D., Permasih., 2011. Kurikulum dan Pembelajaran

(Tim Pengembang MKDP Kurikulum dan

Pembelajaran, Jurusan Kurikulum dan Teknologi

Pendidikan, FIP, UPI). Jakarta: Raja Grafindo

Persada.

Dyson, B., Griffin, L. L., & Hastie, P. A., 2004. Sport

education, tactical games, and cooperative learning:

theoretical and pedagogical considerations. Quest, 56,

226-240. doi: 10.1080/00336297.2004.10491823

Emerson, I.N.T., English, L., McGoldrick, Kim Marie.,

22015. Cooperative learning and personality types.

Baylor University, United States.

http://dx.doi.org/10.1016/j.iree.2015.12.003

Francis, H., 2013. International Journal of Education and

Practice Using Jigsaw Technique as as Effective Way

of Promoting Cooperative Learning Among Primary

Six Pupils in Fijai. (2013). 1(6), 64–74.

Iserbyt, P., Madou, B., Vergauwen, L., & Behets, D. 2011.

Effects of peer mediated instruction with task cards on

motor skill acquisition in tennis. Journal of Teaching

in Physical Education, 30, 31-50.

Made., Wena., 2011. Strategi Pembelajaran Inovatif

Kontemporer: Suatu Tinjauan. Konseptual

Operasional. Jakarta: PT. Bumi Aksara.

Mari, J. S., & Gumel, S. A., 2015. Effects of Jigsaw Model

of Cooperative Learning on Self-Efficacy and

Achievement in Chemistry among Concrete and

Formal Reasoners in Colleges of Education in

Nigeria. 5(3), 3–6.

https://doi.org/10.7763/IJIET.2015.V5.501

Mulyasa, H.E., 2014. Pengembangan dan Implementasi

Kurikulum 2013.

Roksa, J., & Potter, D., 2011. Parenting and Academic

Achievement: Intergenerational Transmission of

Educational Advantage. Sociology of Education, Vol

84 No 4 , pp. 299–321.

Slavin, R.E., 2011. Instruction based on cooperative

learning. In: Mayer, Richard E., Alexander, Patricia

A. (Eds.), Handbook of Research on Learning and

Instruction. Routledge, New York.

Sugiyono. 2009. Metode Penelitian Kuantitatif Kualitatif

dan R & D. Bandung:Alfabeta.

Sugiyono. 2013. Metode Penelitian Kuantitatif Kualitatif

dan R & D. Bandung:Alfabeta.

Sulisworo, D., Suryani, F., 2014. The Effect of

Cooperative Learning, Motivation and Information

Technology Literacy to Achievement. Physics

Education, Ahmad Dahlan University. URL:

http://dx.doi.org/10.5296/ijld.v4i2.4908

Johnson, D., and R. Johnson., 2015.

Theoretical

Approaches to Cooperative Learning. In

Collaborative Learning: Developments in Research

and Practice, edited by Robyn Gillies, 17–46. New

York: Nova. [Google Scholar]

Johnson, D.W., R.T. Johnson and E.J. Holubec., 1986.

Circles of learning: Cooperation in the classroom.

Edina, MN: Interaction Book Company.

Pshenychna, L., Kuzikova, S., Kuzikov, B., & Shcherbak,

T., 2019. Original Article Phenomenon of nervous

mental stability in extreme sports. 19(4), 1349–1354.

https://doi.org/10.7752/jpes.2019.s4195

Yemi, T. M., Binti, N., & Azid, H., 2018. European

Journal of Education Studies Effect of Jigsaw Strategy

of Cooperative Learning on Mathematic Achievements

Among Secondary. 51–61.

https://doi.org/10.5281/zenodo.1167888.

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)

532