Instrument Development for Measuring Responsibility of Student in
Elementary School
A Case in Physical Education
Sri Santoso Sabarini¹
,
², Adang Suherman² and Yudy Hendrayana²
1
Universitas Sebelas Maret, Solo, Indonesia
2
Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi, Bandung, Indonesia
Keywords: Instrument, Responsibility, Physical Education.
Abstract: Many studies stated that model of "Teaching Personal Social Responsibility" (TPSR) could improve the
character of responsibility of the student in physical education. This study wanted to construct instrument
for measuring level of students’ responsibility in primary school. The instrument was developed by adapting
from some existing responsibilities as Tool for Assessing Responsibility Based Education / TARE.
Research instrument was structured to facilitate teachers and students for measuring student's responsibility
when teaching physical education in the classroom through observation and reflection. Observations carried
out by the observer, while the reflection carried out by the students themselves. The scope of responsibilities
of the measured indicator was about respect, participation and effort, self-direction, and caring and helping
others while them do "game" in physical education. The instrument consisted of 18 items was construct
questions that poured into the enclosed questionnaire. The construction of instrument indicators and each
question was tried-out at 29 students of fourth grade in Nusukan Primary School in Surakarta, Central Java.
The results of the analysis with SPSS showed that reliability of both the instruments had a Cronbach's Alpha
value for the instrument observations of 0.921 and 0.863 amounted reflection instrument. The validity of the
instrument to 18 grains of all above 0.36. As with F table at a significance level of 5%, these figures suggest
that all items are valid instrument.
1 INTRODUCTION
Physical education is an integral part of the overall
education which involved utilizing physical activity,
healthy living habituation, and integrating character
that applied in everyday life (Seefeldt and Vogel,
1986).
To produce holistic changes in individual
quality, both in terms of physical, mental and
emotional through physical activity and sport
(Caldwell et al., 2009). The main purpose of
education is to develop individuals into individuals
who are creative, inventive and capable of adapting
to their environment. Thus the expected goal of
physical education is not just a physical
accomplishment alone, but the physical education
has ideal goal is to develop the overall personality,
cover physical, mental, emotional, intellectual,
social, moral and aesthetic (Riordan, 1980). In
addition to the positive effect of physical education
should be able to support the development of
cognitive, affective and psychomotor ideal for
students (Dyson and Grineski, 2001).
To learn the responsibility attitude to the
students at the school in physical education lessons
Hellison have found Teaching Personal Social
Responsibility (TPSR). This model is an approach
that be developed through his personal experience
working with students who have difficulty in
physical education, then it helps the student to take
responsibility for their welfare and help them to
become more sensitive and responsive to the others
welfare. It turned out have the best contribution that
can be done, especially personal and social problems
that students faced (Hellison, 1995). The TPSR
approach was not intended to replace the physical
education contents, but rather to provide a
framework program for its contents (Hellison,
1995). The TPSR program was used responsibility
as a theme to teach a variety of physical activities.
Learning strategies includes of responsibility
354
Sabarini, S., Suherman, A. and Hendrayana, Y.
Instrument Development for Measuring Responsibility of Student in Elementary School - A Case in Physical Education.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 354-357
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

awareness, experiences were used as a reflection of
the responsibility attitude, in individuals and groups
in decision-making (empowerment) (Martinek and
Hellison, 1997). For more details, see table 1.
Table. 1: TPSR Rubric for Assessing Responsible
Behavior (Wright, 2009).
Responsible
Behavior
Description Always
Most of
the time
Some of
the time
Never
Self-control
Student does no
harm to others
verbally or
physically;
includes/works well
with others; resolves
conflicts peacefully
if they emerge
3 2 1 0
Participation
Student will try
every activity and
take on various roles
if asked
3 2 1 0
Effort
Student tries hard to
master every task
and focuses on
improvement
3 2 1 0
Self-
direction
Student will stay on
task without direct
instruction or
supervision whether
working alone or
with others; does not
seem to follow bad
examples or peer
pressure
3 2 1 0
Caring
Student will help,
encourage others,
and offer positive
feedback
3 2 1 0
This opinion was reinforced by Deb (1999) in
his article, he stated that TPSR model was developed
to help students learn the responsibility by giving
them an increasing number of responsibilities and
carefully shift a significant portion of the
responsibility for their decision-making. So from
some opinions can be concluded that through the
TPSR model, the teacher can improve self-
responsibility and social responsibility through
empower students to take more responsibility for
their actions and lives and teach them to care about
the rights, feelings and others needs. This model
seeks to help students so that they feel empowered,
to give experience to make a commitment to
themselves and others, to live by a set of principles,
and be concerned with the others welfare.
Level of TPSR model can be described as moving
from not responsible to responsibility, moving from
self-respect to respect and concern for others
(Hassandra and Goudas, 2010).
. This behavior was first developed in physical
education classes and then used outside the gym, in
the home and community settings. The research
question is: “How the applicative instrument for
measuring the responsibility of fourth grade students
of elementary school?“
This study will construct a measurement tool to
determine the responsibility level of students in
elementary schools, especially those used in
Indonesia. The instrument development is adopting
some of existing responsibilities instrument such as
Tool for Assessing Responsibility Based Education /
TARE (Wright and Craig, 2011) and rubric TPSR of
(Wright, 2009). Research instrument was structured
to facilitate teachers and students to measure
student’s responsibility when teaching physical
education in the classroom through observation and
reflection. Observations carried out by the observer,
while the reflection carried out by the students
themselves. The scope of responsibilities
indicatorsare including of respect, participation,
sincerity and effort, independence, and empathy of
students while carrying out the “game”in physical
education.
2 METHODS
The steps to construct this instrument including of
determining the instrument specification, writing the
instrument, determine the instruments scale, define
scoring guidelines, review the instrument, assemble
instrument, perform limited test, analyze test
results., repair the instrument, implement the
measurement, and interpret measurement results.
Instrument that are constructed from lattice,
indicator, and the questions then tested
(experimented) to the 29 students of fourth grade SD
Negeri Nusukan Surakarta, Central Java. The results
were analyzed with SPSS to look for instruments
reliability and validity.
3 RESULTS AND DISCUSSION
The study instruments are including of attitude
observation sheets with the attitude scale were taken
from Helison’s responsibility theory. With as
follows procedural at table.
Instrument Development for Measuring Responsibility of Student in Elementary School - A Case in Physical Education
355

Table 2: Item-Total Statistics Observations.
Test questions
Scale Mean i
f
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if
Item Deleted
acts that could hurt
others
63.38 150.958 .420 .920
perform acts that
ma
y
harm others.
62.66 143.734 .701 .914
can work with goo
d
p
eers,
63.48 139.259 .611 .917
can solve social
conflicts by well
when there.
63.21 141.241 .712 .913
try each exercise
provided by the
teache
r
62.55 143.613 .676 .915
tried all the role of
the teacher when
re
q
ueste
d
62.66 143.734 .701 .914
worked hard to
master the material
provided by the
teache
r
62.72 147.421 .480 .919
focus on improving
learnin
g
outcomes
62.76 146.761 .482 .919
practice without
an
y
one watchin
g
.
63.38 150.958 .420 .920
have a target in
learnin
g
63.07 139.495 .723 .913
resistant to
interference and
p
ressure of friends
63.21 141.241 .712 .913
away from
misconduct
62.66 143.734 .701 .914
trying to realize the
g
ood behavio
r
63.62 151.601 .328 .923
love, help, and
support their peers
in learning
62.90 151.810 .406 .921
do each othe
r
well, 63.07 139.495 .723 .913
show
s
p
ortsmanshi
p
63.21 141.241 .712 .913
provide support
fellow
63.24 145.047 .626 .916
provide positive
feedback among
friends.
62.55 143.613 .676 .915
The data analysis results used SPSS 2.0. The
instrument validity is as follows. The SPSS analysis
results shown that reliability of both instruments has
Cronbach’s Alpha value for the instrument
observation of 0921, and the reflection instrument of
0863, these calculations results are high. The 18
instrument items validity is all above 0.36. In
accordance to the Rtable at a significance level of
5%, these numbers suggest that all of instrument
items are valid.
Discussion on the study results was indicated
that this instrument was developed to assist teachers
in measuring students’ responsibility where they feel
empowered, given the experience to make a
commitment to themselves and to others, to live by a
set of principles, and be concerned with the others
welfare. This instrument has fulfilled responsibilities
indicator that emphasizes effort and directing the
student to achieve personal welfare. Social welfare
is including of respect to the rights, considering the
others feelings, and caring to the other. In addition,
this instrument aimed help teachers and students to
be aware of their behavior and to focus their efforts
in establishing responsibility. Simplifying of
questionnaires questions items that should be filled
teachers and students were expected to facilitate
teachers and students in measuring the student’s
responsibility. In addition, teachers can have used
this level for framework of planning, teaching, and
evaluating of student learning.
The form should be completed and signed by one
author on behalf of all the other authors.
4 CONCLUSIONS
Through responsibility instrument adopted from
TPSR model, teachers can measure personal and
social responsibility of students to empower students
to take responsibility for actions and their lives and
to teach them about caring for the rights, feelings,
and needs of others. TPSR was not intended to
replace the contents of the physical education
material, but rather to provide a framework for
physical education teaching, so the physical
education teachers should have integrated with other
physical education learning models. Responsibility
instruments were adopted from TPSR learning
model which has been constructed over more simply
felt could be used to measure the students
‘responsibility, especially fourth grade students of
elementary school with easier language to be
understand, and it’s using is in accordance to the
characteristics of children in Surakarta Indonesia.
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