The Validity Instrument to Measure Cooperation and Play Ability in
Soccer Learning
Sarno
1
, Sugeng Purwanto
2
1
Program, Yogyakarta State University, Colombo Street No.1, Yogyakarta, Indonesia
2
Graduate Program, Yogyakarta State University, Yogyakarta, Indonesia
Keywords: Instrument, Cooperation, Skills, Soccer, Students.
Abstract: This study aims to examine the instrument validity of cooperation assessment and the soccer skills for junior
high school students. This seeks to address the ability of cooperation and playing skills. The method used in
this study was expert evaluation methods. The research instrument was validated by three experts on the
assessment of cooperation and soccer skills. The data were collected using content validity with Delphi
technique expert judgment. Data were analyzed using the Benchmark Reference Assessment formula. The
result of this study indicates that the content validity of the cooperative assessment instrument scored 3.33
(very good) and aspects of playing skills scored 3.58 (very good). The result suggests that the instrument of
cooperation and play ability in learning soccer is appropriate to be used for examining the soccer skills for
junior high school students.
1 INTRODUCTION
Soccer is one of the sports that have long been
applied in education. In the process of learning
soccer games, it is necessary to find out the tool to
measure the success of the learning process. Every
assessment in soccer learning requires an instrument
to measure the success of soccer learning (Rosch:
2000, Turner 2011, Jaana: 2009, Sieghartsleitner:
2018).
In playing soccer, the players need to cooperate
with one another. Rukiyati (2008) explained that
"cooperation is important to be owned by every
student at the education level because it is able to
train students to understand, feel, and carry out
collaborative activities to achieve a common goal".
Cooperation is a description of
friendliness/communicativeness, which is an action
that shows a sense of pleasure in talking,
associating, and working with others (Center for
Curriculum and Opening, 2010). Cooperation is
highly important for the students in the junior high
school level because it can make students confident
and interact in new environment. The ability of
students to achieve their development goals is
influenced by internalizing and habituating the
character of cooperation. Cooperation can be
inyternalized, trained, and developed in various
ways. One of them is through learning activities by
working together with two or more students who can
interact with each other, share energy andideas in a
certain time in achieving learning goals as a
common interest. Cooperation in learning is a part of
character education which is carried out to achieve
one of the purposes of learning, that is the students’
social development.
Collaboration can be instilled, drilled, and
developed in various ways. One of them can be
achieved by two or more students who can interact
with each other. Cooperation in learning is part of
the . This is in line with the opinion of Chi-Ming
Lee in (Martha, 2017) who states that the value of
cooperation must be emphasized at the level of
education as the basis for becoming a democratic
and pluralistic society. Cooperation aims to elucidate
the nature of these nonobservable links, both for the
sake of conceptual inquiry and for the ubiquity of
cooperation in our lives (Cédric Paternotte, 2012).
As good citizens must have general knowledge,
good cooperation and skills are needed to participate
in the life of the nation and state.
Anita Lie (2005) states that collaboration is a
very crucial thing in human survival. Without
cooperation, there will be no family, organization or
school. In particular there will be no learning
412
, S. and Purwanto, S.
The Validity Instrument to Measure Cooperation and Play Ability in Soccer Learning.
DOI: 10.5220/0009787804120416
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 412-416
ISBN: 978-989-758-457-2
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
process in schools. Anita Lie's opinion further states
that without the formation of character among the
students, the learning process at school will not run
well and the ultimate goal of education will not be
achieved. This means that a collaboration requires
students who have good understanding to explain to
their friends who do not quite understand.
In addition to the aspect of cooperation, play
ability also affects the learning process of students.
According to Nadler (1986) skills are activities that
require practice or can be interpreted as the
implications of activity. Whereas Munn (1964)
explained that skill is the ability of someone in
carrying out and completing tasks. Therefore, skill is
the level of a person's ability to complete a task.
Subagyo (2010) explained that the skill in
playing soccer is the ability to perform basic
movements or basic techniques of football
efficiently and effectively. Soccer game is said to be
good if every student controls various basic
techniques of playing football. The more basic
techniques are mastered by students, the faster the
cooperation will be formed in a team.
2 THEORETICAL REVIEW
The indicator of mastering soccer play ability is the
ability of students to master various basic techniques
of soccer. In the next learning process, one of the
learning models that can be used to assess soccer
skills is the performance assessment instrument
(GPAI) test. According to Griffin et al. (2005), the
teacher can use the GPAI test on different types of
games for all classification systems (e.g. invasion
games and net/wall). Husdarta (2010) states that
cooperation is joint action between two or more
parties to achieve the same goal. Weinberg and
Gould (2011) also explained that cooperation is a
social process, where all performance is evaluated
and valued, along with the collective achievement of
groups of people who work together to achieve
certain goals.
To improve students’ skills, social skills need to
be expanded. This is because the social skills such as
cooperation will be realized in students by
habituation. Social skills must be developed by
students to improve the ability of cooperation,
expressed by Johnson & Johnson in (Miftahul Huda,
2011). According to Johnson & Johnson, students
need to acquire several skills to be able to coordinate
every effort to achieve group goals. They should be
able to mutually understand and trust one another,
communicate clearly and unambiguously, mutually
accept and support one another, and reconcile any
conflict that can lead to a bigger conflict.
Charney in Ahmad Syarif (2014) explained that
"nothing influences behavior more than your
behavior at the top. You are the role model and your
action, not the slogans on the wall, will influence
how August behave.” A collaborative environment
that encourages working together for a common
purpose, within and among teams, is important for
the organization's success.
Yanuar (2016) explains that skills are activities
that require practice or can be interpreted as the
implications of activities. Whereas, Munn (1964)
explained that skill refers to someone’s ability in
carrying out and completing tasks. Subagyo (2010)
explains that football skills are the ability to perform
basic techniques of football efficiently and
effectively without the ball and with the ball. Soccer
game is said to be fun if each student masters
various basic techniques of the game. The more
basic techniques the students learn, the faster
collaboration will develop in a team.
A mastery indicator of soccer play ability is the
ability of students to master various basic soccer
techniques. In the next learning process, one of the
learning models that can be used to assess soccer
skills is the game performance assessment
instrument (GPAI) test. Furthermore, Griffin et al.
(2005) further explained that the GPAI test is a
convenient assessment instrument to assess skill
execution as well as student support and decision-
making strategies. They were the elements that tend
to be missed in traditional psychomotor assessment.
There are several relevant studies related to
collaboration and play ability that can support this
study. The previous studies explained thatsoccer
skills are the ability of students to master basic
soccer techniques effectively and efficiently to
produce good cooperation. One of the ways to assess
soccer skills was using GPAI (Nurlathifah &
Firmansyah, 2017). They explained that tactical
approaches can improve the ability to play hockey
and the students’ collaboration. Syarif and Winarni
(2015) suggest that the learning model of Teaching
Games for Understanding (TGfU) and theme skills
as well as modification of facilities and
infrastructure can enhance the cooperation and
ability to play strategies on volleyball games. In
addition, Webb, Pearson, and Forrest’s (2009) study
about TGfU concepts to inclusion in sports
education in physical education program (SEPEP)
revealed that both TgfU and SEPEP approaches can
be applied to improve the understanding of students
in game learning through questions.
The Validity Instrument to Measure Cooperation and Play Ability in Soccer Learning
413
3 RESEARCH METHODS
Research instruments are needed as a tool to collect
data. According to Sugiyono (2017), research
instruments are used to measure the value of the
variables to be studied. In line with this, Arikunto
(2010) states that research instruments are tools or
means used by researchers to collect data so that
their works are managed and the results are more
accurate, complete, and systematic.
This study was evaluation research. The
cooperative assessment document is tested in terms
of content validity. The data were collected using the
benchmark reference assessment (Sukardjo, 2006),
which is presented as follows.
Table 1: Benchmark reference assessment
Value
Score
A
< X
B
< X ≤
C
< X
< X ≤
D
X ≤
The instrument to measure the level of students’
cooperation was in forms of observation sheets.
Indicators were based on Charney (2005), which are
presented in Table 2:
Table 2: Cooperative instrument
Aspect
Indicator
Cooperative
(team
work)
Promoting
cohesiveness
Minimize the
boredom impact
on the team
Establishing
loyalty
Providing
solutions for
team problems
Giving awards
to team
members
Providing clear
goals
Providing
feedback to the
team
Taking care for
team members
Performing hard
work
This study employed GPAI test adapted from
Metzler (2000), which were presented as follows.
Table 3: Play Ability Instrument
Aspect
Criteria
Decision
making
Using the right type of passing
Using the technique of controlling the
ball that is right according to the
position of the ball.
Dribbling at the right time
Shooting at the right time
Skill
execution
Operate to teammates
Maintaining ball possession
Control the pass and do dribbling.
The ball is right in his view and is
directed towards the purpose/target.
support
Seea teammate in an empty space to
receive a ball.
Able to open space to accept a passing
Able to open space and be in the right
position
Providing support by being in the right
position.
4 RESULTS AND DISCUSSION
Based on the assessment of the instrument of
cooperation validation and playing skills, the
instrument score was 3.33 so that it has very good
criteria and the play ability instrument scored 3.58
so that it also had very good criteria.
An assessment instrument is said to be in a good
category if it has high validity (Kimberlin &
Winterstein, 2008; Rihtiana & Tomoliyus, 2014;
Tomoliyus, et al., 2016). Validity explains how well
data collection covers the actual area of research
(Ghauri & Gronhaug, 2005; Hamed Taherdoost,
2016). Validity is the degree of accuracy between
the data that occurs in the object of research with
data that can be reported by researchers (Sugiyono,
2017). Validity generally means measuring what
will be measured.
Based on the score conversion formula in table 1,
the following data conversion guidelines were
obtained.
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)
414
Table 4: Guidelines for converting quantitative data to
qualitative data
Values
Calculation
Interval
Criteria
A
X > 3,25
Very Good / Extremely
Appropriate
B
2,75 < X ≤ 3,25
Good / Appropriate
D
1,75 < X ≤ 2,75
Poor / Inadequate
E
X ≤ 1,75
Very Poor / Very
Inadequate
Based on the expert judgment, the results of this
assessment can be seen in Table 5.
Table 5: The results of the assessment instrument of
cooperation
Indicator
Value Scale
1
2
3
4
Being
actively
involved in
the game
(cooperation)
√
√
√
√
√
Appreciating
the
contribution
of each team
member in
the game
(cooperation)
√
√
√
Willing to
help
teammates in
the game
(cooperation)
√
√
√
√
√
Based on the table above, it can be seen that the
aspect of cooperation in the average score lies in the
range of 2.75-3.25, so that it fits into the criteria very
well. The results of the assessment of the instrument
experts indicate that the developed instruments are
of a very good/ extremely appropriate category.
Table 6: The result of play ability assessment instruments
Indicator
Value Scale
1
2
3
4
Decision
making
(play
ability)
√
Implementat
ion of skills
(play
ability)
√
√
√
Support
(play
ability)
√
√
Cover
(play
ability)
√
Based on the table above, it can be seen that the
aspect of average play ability scores lies in the range
of 2.75-3.25, so that it is considered having good
criteria. The results of the instrument experts
indicate that the developed instruments belong to
either category. Therefore, the instrument is
appropriate to be used.
The Validity Instrument to Measure Cooperation and Play Ability in Soccer Learning
415
5 CONCLUSION
Based on the result of this study, the validator
instrument of cooperation play ability obtained a
score of 3.33 (very good) and play ability scored
3.58 (very good). Therefore, validation instrument
for cooperation and play ability in learning soccer is
appropriate to be used to examine the students’
soccer- skills in junior high schools.
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