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10, No 5 (201 4) - Perpustakaan Universitas Negeri Padang

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10, No 5 (201 4) - Perpustakaan Universitas Negeri Padang
1
Editorial Team
1. Ernest Chili, The University of Hong Kong, Hong Kong
1. Alexander S Takeuchi, University of North Alabama, United States
2. L N Venkataraman, NRW Research School of Education and Capabilities, Germany
3. Polly Yeung, Massey University, New Zealand
1. Jenny Zhang, Canadian Center of Science and Education, Canada
1. Anna Helena Jankowiak, Wroclaw University of Economics, Poland
2. Abd. Rahim Md. Nor, Universiti Kebangsaan Malaysia, Malaysia
3. Andrew Schumann, University of Information Technology and Management in Rzeszow,
Poland
4. Anila Naeem, NED University of Engineering andTechnology, Canada
5. Antonio De Lauri, Universiti degli Studi di Milano Bicocca, ltaly
6. Arezou Zalipour, University of Waikato, New Zealand
7. Atieh Fsrashaiyan, University Kebangsaan Malaysia, Malaysia
8. Avdo~anKars, Vanderbilt University, United States
9. Ayfer kydlner Boylu, Hacettepe University, Turkey
10. Bahador Sadeghi, Islamic Azad University, Iran, Islamic Republic Of
11. Basmah lssa AISaleem, The World Islamic Sciences and Education Universltv, .lordm
12. Biswaiit Satpathy, Sambalpur University, lndia
13. Cai Lian T a 3 Monash University Sunway, Malaysia
14. Chanchal Kurnar Sharma, Kurukshetra University, lndia
15. Chanaioo Kim, University of Cincinnati, United States
16. Cho-ying Li
17. Christian Tamas, Alexandru loan Cuza University, Romania
18. Chun~-JenWang, MingDao University, Taiwan, Province of China
19. Chung-Khain Wye, Universiti Tunku Abdul Rahman, Malaysia
20. Constantino Terrenal Ballena, De La Salle University, Philippines
21. C.r?!inWark, Texas A&M University-Kingsville, United States
22. Critina Isabel Fernandes, NECE- Research Centre at University of Beira Interior, Portugal
23. Daisv Inyingi Dimkpa, Niger Delta University, Nigeria
24. David Knox Aylward, University of Technology, Australia
25. Deirdre Warren, Kent State University at Stark, Armenia
26. Dragoljub Todic, Institute of International Politics and Economics, Belgrade, Serbia
27. Dr Effandi Zakaria, Universiti Kebangsaan Malaysia, Malaysia
28. Enline Ozmete, Ankara University, Turkey
29. Ennio Bilancini, Universita di Modena e Reggio Emilia, ltaly
30. Ezmaeii Zeiny Jelodar, National University of Malaysia (UKM), Malaysia
31. Fauziah Ahmad, National University of Malaysia, Malaysia
32. Femi Rufus TINUOM, Kogi State University, Nigeria
33. Fen-ling Chen, Yuan-ze University, Taiwan, Province of China
34. Dr. Francisco Liebana-Cabanillas, University of Granada, Spain
35. Professor Geor~iaAndreou, University of Thessaly, Greece
36. Gokhan Nuri Torlak, Fatih University, Turkey
37. Giilay Gijnay, Karabuk University, Turkey
38. Hazlina Abdul Halim, Universiti Putra Malaysia, Malaysia
39. Hiba Qusay Abdul Sattar, Australian Catholic University, Australia
40. Hyung Seok Lee, Chungbuk National University, Korea, Republic Of
41. Hongyu Wang, University of International Business and Economics, China
42. ilham Haouas, Abu Dhabi University, United Arab Emirates
43. I-Tsun C h m National Changhua University of Education, Taiwan
44. Jaime Leon, Spain
45. Jorma E. Enkenberg, University of Eastern Finland, Finland
46. Josefina Fernandez-Guadafio, Complutense University, Spain
47. Jun-Young Oh, Hanyang University, Korea, Republic Of
48. Dr. Kapil Jain, Devi Ahilya University, lndia
49. Kimburley Wing Yee Choi, City University of Hong Kong, Hong Kong
50. Krishna Chandra Mishra, School of Management,Sarnbhram Group of Institutions, lndia
51. Loris Vergolini Vergolini, Irvapp, Bruno Kessler Foundation, Italy
52. Dr. Mahdi Salehi, Ferdowsi University of Mashhad, Iran, Islamic Republic Of
53. Maniam Kaliannan, Universiti Teknologi MARA, Malaysia, Malaysia
54. Marcin Waligora, Jagiellonian University, Poland
55. Marion Van San, Erasmus University Rotterdam, Netherlands
56. Maryam Ahmadian, Universiti Putra Malaysia, Malaysia
57. Ming Ling Lai, Universiti Teknologi Mara, Malaysia
58. Mohamad Hisyam Mohd. Hashim, Universiti Tun Hussein Onn Malaysia
59. Mohammad A!i Heidari-Shahreza, Iran, Islamic Republic Of
60. Mohammad ismail, Universiti Teknologi MARA (UiTM) Kelantan, Malaysia
Tilaki, Universiti Sains Malaysia, Malaysia
61. Mohammad javad PAaghs~~di
62. Mohammadreza D a v a Payame Noor University, Iran, Islamic Republic Of
63. Mohammed S . Wattad, Zefat Academic College, Israel
64. Mohd Salehuddin Mohd Zahari, University Technology MARA, Malaysia
65. Muhammad Javed, Universiti Sains Malaysia, Malaysia
66. Nabeel kilahdi A!thabhawI, University of Kufa -Iraq, Iraq
67. Nawaraj Chaulagain, Harvard University, United States
68. Nedal Sawan, Liverpool Business School, United Kingdom
69. Nicholas Ruei-lin Lee, Chaoyang University of Technology, Taiwan, Taiwan, Province of C!?ir?a
70. Nikolaos Amanatidis, London South Bank University, Greece
71. Nooshirl Sabour Esmaeiii, University Putra Malaysia, Malaysia
72. Noraien Mansor, Universiti Malaysia Terengganu, Malaysia
73. Normaliza Abd Rahim, Universiti Putra Mahysia, Malaysia
74. Oiaoluwa Olusanya, Abetystwyth University, United Kingdom
75. On2 Puay Liu, Universiti Kebangsaan Malaysia, Malaysia
76. Ornsiri Wimontham, Nakhon Ratchasima Rajabhat University, Thailand
77. Pabio Z a n l Universidad Nacional de la Matanza Matanza National University, Argentina
78. Paul Allin, Imperial College London, United Kingdom
79. Parveen Kaur, University Malaysia Sarawak, Malaysia
80. Paulito Va!eriano Hi!ario, San Beda College Alabang, Philippines
81. Peter Kien-hong Yu, Swinburne University of Technology, Australia
82. Pramcd Kuma: Eaip~i,Maharaja Agrasen PG College, lndia
83. ~uharnPandey, Germany
84. R.K. Kavitha, Kumaraguru College of Technologv, lndia
85. Rafael Leal-Arcas, Queen Mary University of London School of Law, United Kingdom
86. Rakhvun Edward Kim, United Nations University, Japan
87. Ram Phul, Maharshi Dayanand University, lndia
88. Rickev Ray, Northeast State Community College, United States
89. Rita Yi Man Li, Hong Kong Shue Yan University, Hong Kong
90. Rohana Kamaruddin, Universiti Teknologi MARA, Malaysia
91. Sabry M. Abd-El-Fattah, Sultan Qaboos University, Oman
92. Shobha Ajithan, Bharathiar University, lndia
93. Shruti Tewari, Allahabad University, lndia
94. Stefan S t i f ? ? University of Vienna, Austria
95. Stephen Anthony Healy, University of New South wales, Australia
96. Tapas Pal, Visva-Bharati University, lndia
97. Teck-Chai Lau, Universiti Tunku Abdul Rahman, Malaysia
98. Tiantian Zheng, State University of New York, Cortland, United States
99. Tsui-Yii Shih, National Taipei College of Business, Taiwan
Tu~baYilmaz, (hnkaya University, Turkey
100.
101.
Vakur Sumer, Selcuk University/ UNC Global Research Institute, Turkey
102.
Victor Gary Devinatz, Illinois State University, United States
103.
Wan lzatul Asma Wan Talaat, Universiti Malaysia Terengganu, Malaysia
Won-iun Lee, Cheongju University, Korea, Republic Of
104.
105.
Yuna-Jaan Lee, Chung-Hua Institution for Economic Research, Taiwan
Vo?10, No 5 (2014)
Vol. 10, No. 5, March 2014
Table of Contents
, eaching 5tyIer;d
T
--
Motivation in I ~ . > :..I ! , :fir,?.;::
~; -
';ti<;>:
~
.<.d..,:li.i.i,i,.6z
--;?.~
~~.
~
Achmad Sofyan Hans Pringgo Mardesia
3.-!d ! - i e a j ~ ~ >.gr
~~~:
Professionalism in Deveiopiuz S i u d ? l ~ t 5<:harcicta
'
Influence of Sports, Physica! Educa! :i,n
Bafirman Bafirman
TZ
Correlation between Sum of 8 Skinfomto ? r e a i c t e ! j ~ S . ; . ~ dEr;i:
~;
Range as a Reliable Measu:? of Body Con;posi'iion +ss;,;sgr;:.
:;I!
!(ell-Trained Athletes
Ballard R. J., Dewanti R. A., Sayuti S., Umar N.
Parenting and Fundamental Movenient Skills
Eka Fitri Novita Sari
i-earning Singie S:?nce Pet?c;ik SiIat thrct~ghC o r n p ~ , t q - ~ _;.?-.!.:!-,!~;;
~.~>~~l
/is Marwan
3irection::
p!>\i~j::-;
j ~Sp~j-:.
!i
f,e . : ~ ~ ~ i z ~ - i ~
-- E d ~- ~
.--j t &
Fijndavei?ta! M o t o r Comp~.t!-nceir! t h + Early vfa!-s !E.? ; ~r ? ~< .t~.
i . .:lif t.:
L.ifpI~~:,g
P h i j s i ~ aActiviti.i
!
:il:iJi?
-
Jacqueline D. Goodway, Ruri Famelia, Syahrial Bakhtiar
Anticipation of P?nalty Kick to 5 GoaI K e ~ ~ e r r -
Johansyah Lubis
develop
in^ Table Tenqis
--.
5 t ~ > ~ I ~ : t ~ ~ - ~ ~ $!-,:arcjiy
! t i ~ ~ 0 ~ ~1 lg~h: + ~ i : ~ c i
Feedback and Pgi?&
Jonni Siahaan
Pri~iriot./ilgSocial Skiiii t!,rC.cieI; Cjt.:i:2or)r Educaiion
Effects
?..lcf;.dT c 3 Harun, Norlena Salamuddin
_ . _ - - _ L L . . _ . _ - .
2ni.i
..
"..;::.r-,\.j!-
-
:.
in Imp!-c :ii-;,:
..
The Effectiveness of a C r ( j ~ ~ ~ < P~ ~c ;i zr l~eGame
j
fi.biiity nf i(indergarte3 CIk!ii<lt-i.:;
-
h.:r.-
:.j ;:.;;.
: .:;,ci;
.-,.
~
~
Rakimahwati Rakimahwati
F;!q
:-earning rLd,=jq;!zc!qj-.i-::.f.:
-
rl!?:i:!:rj!
- . ..E d g c a t i a ~c.
. ..;::,. .J ..
~
~
-
. .
:
:.
:
,
Ramdan Pelana
...
Ll-,;>;.
The lnflc~enceof PJkifti;~i:? rc:rc'!~!~i-~ce Approach on*?:
.:.
Edilcation Learnin;? to\;lc?rd.
Ch;ractpr Imat.oven.:ei;t
':.!I-
;..,,
.
.:!;
,
.
Roesdiyanto Roesdiyanto
;.
. . -
-
.
c f R~c:>?;>:;r,fi,:j
: ;[;;,
L.73
T i # ! . ........
~~~J,~:.-.:;;~,-:;:[-t:
. :: :.:-:,<t
-.
- sot., -.
...
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~
i.c;cirism in Ir!c?c~nesiain I n i r ~ a s i i ~ ~ ~ ~ ~ ; l ; l ~ ~ ~ > ' , s ' , s ' , :.lft
s~o~~i~i~ti!
f
7.-
,I,(:
..
f
..A.
~
Sabaruddin Yunis Bangun
7 : : InflC!encp
~
c;' ihe F o ~ R -;,i&?jt
;~
D;edst
5:rolie
$...;ji~
.- - ~
~
!it.. - . ~
. . . .
:;-i' :;I.
-- .---
:
><:;.
PC.
-~
.. .<YE! :..;,,v3;,,j;..
-
~
Saharuddin Ita
Influences of Te333ing Styl?5 an,::
$
.
~ . ; ~ ! i c .i ,
.
i.,.~-
.
:.?. : . . ,
,.:
....
Outcomes of Vc~l!eyball
.:
Syarnsuddin Syamsuddin
. .
Influence o f BrainC~yn-Ion Mathem;j!~?~+.:~~L~~g
. r.;,:..............
r ii:ir:!..-n
I
,
,-J:
Sutoro Sutoro
Uti!izing Music jn>port
. . . . .
-.
and Exercise at Eie;-neri;+ Sc;c~?c, j,~<ti:oi;e<;a
L
Ardipa
rdrpal
. . . . .
I h e I r i f l u e ~ _ o f ~ _Regulated
clf
and Traaitios~iI.c.?(:j;!:g
j.>ii,GL:iE-i Ciii tk:?
De\~elopment
of Students' Cognitive Process ar?d 5:1;5r.t t l:~-j'::ir.Jriiiri
--Basketball Le~rniir~Process
Dian Budiana
lshak Aziz
_
I
The -Influence of Modified
- -Games and C,3ni..~t1tiol,;i
i
'
::i:~d::i:
; (:.;:;::r!i.
.........
on the Physlca! F i t ~ e s suf Junior High SCI~QG!
;~v*>??Tc
1
Khairuddin Khairuddin
c
*- :
, ,. .. , . . . . "
, . .,.
a;!?.3ng
F+=rf.;,/e
>.:jc!e~:ts
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8
.
.
. . . . . . 8. . . .
,
- ;
.
, . I - . .
: .
r.
.. -
:i..
. .. . . . .
Norlena Salamuddin, Mohd Taib Harun, Sanaa Ali Ahmed Al-Rushed
.
~-
L j ; -.
.;i :~; -~. >~. s.:; , : r : , , ~ s
~ ~ i ; ~ i ~ . ; ~ , ~ ~ ~ ~ ~ ~ ~ ~ : : - ; ;Ez.;?~!
< - ~ ~ ~ ~ ~7 &, ~ - ~, .p -;
~ .7~
~
.
f
ri
i
I
t
-
Mohd Taib Harun, Junaidy Mohamad Hashim, Norlena Solamuddin
.
..
-.
C o r r , p a r ~ t i v e S ~ q ~ j ~ y ~ ~ ~ e a r ~ ~ ~ , q E....-~:.;~.!..id:-~~~~~~-~~~~~~~~..~~:.:::i:~~~;
Using Mi-ilti ?,4-.,7;a ,jnd C~>nventicjnar.?i/1eiiit<><1
Syahrastani Syahrastani
F~~nciarnfntsi
t v l g ~ Skill
r
arnori2 ~-Year-Q~~i..~>.~~~.g!~-~~-!.?~~j?j~g~..&-e~t
Sumatera, Indc;r.!esia
Syahrial Bakhtiar
Efft:<t
...................
( 2 ; : ; ,-,. ;-,iLi:;
;
,
-
\:'!f.ijlcj,.j
-i_---.,-.{(-.dri,<:;,t~i
. , . ~.,!;I&:.
::;:<!;u
l'ech;?iqc!e
Tri Setyo Guntoro
-
Umar Nawawi
Using Game 8p~r;Sdchin improvinc iearn;iie O,jlr;.:,i-,t:-;
c:: pc-icsit S j f a t
-.
Widiastuti Widiastuti
-L--
-
i:.i-,!c>:t
. -Wildo Welis, Rimbawan Rimbowan, Ahmad Sulaernon, Hadi Riyadi
,.
.
L ~ a r f i i n ?$lppr<>achis;-Hail&
foora,;iat!oi.. sr;? [hc i.:inejti;::ic
.
!3utco!~!~=i~1;-1:~&,to ?b. L ~ w - C i12.bR
!:;
-
Yusmawati Yusmawati
r a ; k .- .
; ---ififi:.ic?<r?ci'.._-.
-- .,.
-.
C
n n f j d ~r~ce
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-,
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Yusup Hidayat, Didin Budiman
,.
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.
Asian Social Science; Vol. 10. NO. 5: 2014
I.';SN1911-2017 E-ISfiN191!-2025
Publihhed by Canadian Ccnter of Science and Education
1
1
Influence of Sports, Physical Education and Health Teacher
Professionalism in Developing Students' Character
!
,
~afirman'
Faculty of Sports Sciences, Universitas Negeri Padang, lndonesia
Correspondence: Bafirman, Faculty of Sport Sciences, Universitas Negeri Padang. JI. Prof. Dr. I kamka - Air
Tawar, Padang, Sumatera Barat, lndonesia E-mail: bafirman(@gnail.com
Received: January 16,2014
doi: 10.5539/ass.vl On5p7
Accepted: February 20,2014
Online Published: February 28,2014
URL: http:Ndx.doi.orgll0.5539/ass.v10n5p7
Abstract
Character education through a variety of subjects including the Sports, Physical Education and Health i : ~schw?!
has recently includes the introduction of norms or values, however the internalization of those norms arr ye: to
be seen through actions in daily living. Professionalism of Sports, Physical Education and Health teachers is
crucial for effective and efficient learning to occurs. Sports, Physical Education and Health teachers requires a
series of professional courses to become teachers, who will produce smarr, critical, innovative, democratic and
dignified students with good character, and at the same time, be a role model for developing a high quality
human resources. The research objective is to see the effect of Sports, Physical Education and Health teacher's
professionalism toward the development of students' character. This research as designed using qualitative and
quantitative approaches in the form of "cross-sectional" study. The population in this research were the certified
Sports, Physical Education and Health teachers, the students and the principals of public junior high school in the
city of Padang. The samples were determined by purposive sampling. Data was collected by qucstio~;:?n:rr.
observation and interview. The analysis results found that (1) Professionalism of Sports, Physical Educa:ios
Health teachers affects very significantly to the development of students' character and (2) Professionalisrn of
Sports, Physical Education and Health teachers is significantly associated with the state of the studmy;'
character.
Keywords: professionalism, physical education, health, teacher, student's character
I. lotroduction
-..
Teachers become the spearhead in improving the quality of human resources. To be a professional and dignified
teacher is a dream for all teachers, because it will produce a nation who are intelligent, critical, inrii1v.3tiv~:.
democratic, moral, dignified, and provide role models for students. Professionalism of Sport<. P h ~ s l c-;
Education and Health teachers is crucial to the effective and efficient learning activity, because it has a set c:;
requirements for the profession of Sports, Physical Education and Health teacher.
Success or failure of students in learning at school is one of the factor that is dependent on the teacher. :"i;!;?
students are at home, the students are in the parent's responsibility; but the responsibility is taker: ur b-: !ix!:school teachers when they are at school. Meanwhile, people have high expectations that their children
experienced positive-constructive changes due to their interaction with the teacher.
The success of a teacher can be seen from the process and results. In terms of process, the teacher i\ a; !e ::I
engage successfully when the majority of learners are physically active bo:h mentally -nd socially in r';r i ~ .I::?
;
proccss. >I terms of results, the teacl~eris successful when learning that was taught are able change 1';e !K--~-T
behavior for the better. In contrast, from the students side, the learning will be successll if it f'di!ills r:io
requirements: (1) learning is a student's needs, and (2) there is readiness for leaming, namely readiness :c ?,,:'-I
new experiences both knowledge and skills.
In the Law of the Republic of Indonesia Number 20 in 2003 about National Education System (Edusnt!c.~1.
chapter IX Article 39 paragraph (2): "Educators are professionals in charge of planning and implementing the
learning process, assessing learning outcomes, coaching and training, as well as perform research n:~d
community service, particularly for educators in higher education". Teacher's professionalism is at stake wb-r. j!
becomes a demand towards democratic learning, because the demands reflects ari increasingly complex ir-!:,
.~i'
~~\~~~~.ccscnct.o~ass
rbian Social Science
Vol. 10, NO. 5; 2014
the students, not only the ability n i teachers to master the learning process but also other skills that are
psychological, strategic and productive. These demands can only be answered by a professional teacher.
Therefore, as an educator, a teacher should be professional as defined iri the law of National Education System.
The presence of a professional teacher is never subsided, because it comes as the most reliable subject.
Character education in schools has been included by the introduction of new norms, and yet the internali~atioq
and action in everyday life has not occurred. The formation of character is generally only used
an
accompaniment effect (nurturant effect) or a hidden curriculum, which is inserted in the cognitive and
psychomotor domains. Competent educational institutions find an effective educational tool in shapinz tile
character of students. Education or cducating is not only limited to transfer knowledge, but the more importar~t
thing is to establish the character of students to be kind, courteous, ethical and aesthetic in everyday life.
The Law of the Republic of Indonesia No. 20 in 2003 on National Education System, also argued that the
curriculum in primary and secondary education shall include, these items: Education of Physical Sport (tqrr'
Health (Sports, Physical Education and Health). Sports, Physical Education and Health, is a discipline which ic a
sub-system of national education which is prosecuted to appear as a key in the development of human resources,
namely the man who has the ability, skills and personality to suit the demands of development.
Sports, Physical Education and Health utilizes the physical to develop integrity of human beings. Through
physical activity the mental and emotional aspects leads to develop that contribute to the improvements in mind
and body that affects all aspects of a person's daily life. Holistic approach to body and soul includes the mph-sis
on the three educational domains: psychomotor, cognitivity and affectivity. Robert Gensemer (in Freeman, 2W!)
expresses that Sports, Physical Education and Health is termed as the process of creating "a good body as a good
place for the mind or soul". The importance of sport as one of the necessities of life is like being floated in the
Indonesia national anthem lyrics "Riseup his soul rise up his bodyfor Indonesia Rqya".
Baron Piere de Coubertin in Lutan (2001) says, "the ultimate goal of sport and physical education lies in its role
as a unique container of perfecting character, and as a vehicle to own and form a strong personality, good
character and noble qualities; just people who has the moral virtues such as these characters will be weful
citizens ". Sports does not only mean i: is able to support the quality of human resources, but it is also able to
foster a cultue of social religious culture based on the values of sportsmanship, creativity, discipline and
responsibility.
Message fiom the Minister of National Education on the occasion of National Education Day 201 1 expressed the
theme "character education as a pillar of national revival with subthemes achieve accomplishments an8 t X-?I>:,!
morality". Character education has actually been done in schools for a long time, especially in learning 511 -+s,
Physical Education and Health. Sports, Physical Education and Health is an educational program throug+ .nr%*l
In
or plq) and sport. It contains the sense that movement, games, or certain sports are chosen merely as a nle?r;sof
educating. Sports, Physical Education and Health which is well-directed, is able to make participant5 elr- r . i 1
conducive activities to develop healthy lifestyle, to develop socially, and to contribute to physical and l!:~:r-:. I
health.
>%
The role Sports, Physical Education and Health teachers on the formation of students' character exprctrscd
generally by some practitioners that it has not demonstrated professionalism. Their performance is rortsic!c),?r?
weak, not fully able to perform the role and function optimally for the development of students' ~ ; % 3 - . ? ( : ! c i
education. Most teachers that are less prepared with the Sports, Physical Education and Health learrir; r'l-'.; :e
which is able to analyse values in each material for the formation of student character. A professicr~:~?
!-.p?.-:<,
Physical Education and Health teacher is expected to address the question of the students' character at is
needed to establish the quality of human resource.
2. Methodology
This is a qualitative and quantitative research using cross-sectional study design to analyze the characterkt ic of 3
population at a specific time or certain stage. The population of the study was certified Spwf-. ''!.::.I.:.i
Education ana Health teachers at 37 Junior High Schools, with a population of 27,596 junior h.!>h ::L? ;-31
students in the city of Padang, as well as the associated principal as the main informant. The reseac:,. s?.-1-1~i;
determined in stages:first, to determine the research area in Padang; second and lhit-4 to determine ;he sa:r;ole
consisting of schwls, teachers and students of class VILl Sports, Pl~ysicalEducation and Health. me r.!u,::. t y . 2 ~
set at four Junior High Schools, with a sample of 155 students.
Data was collected using a questionnaire, interviews, and direct observation of teacher's professionalism
specifically for the development of students' character. Questionnaire was prepared by the researchrr ii::: !':l:n
~~w~~~.ccsenet.o@,zss
Asian Social Science
Vol. 10, No. 5;2014
.
~
was developed into the fbrrn of statements about the influence of professionalism of teachers for Physical. Sports
and Health Education for the development of students' character. Data were analyzed descriptively, using
Spearman correlation and I-lest.
3. Results
Before testing the hypotheses, data obtained were ana!pzed descriptively Tests of normality and hc.moge!lcit!: of
variance were conducted. The research hypothesis were tested using correlation and t-test, with a confidence
level set at a = 0.05 level. tiypothesis testing is done to determine: (I) the influence of professionalism of Sports,
Physical Education and Health teacher to development of sludents' character, and (2) the relationship between
professionalism of Sports, Physical Education and Health teacher with state of students' character.
Results showed that: (1) Professionalism of Sports, Physical Education and Health teacher has very significant
influence on the development of student character (2) professionalism of Sports, Physical Education and Meai!h
teacher correlates significantly (a= 0.0 I) with the state of the learners' character (0.392> r table 0.206).
4. Discussion
Results of the study showed that professionalism of Sports, Physical Education and Health teacher significantly
influence the development of students' character, and professionalism of Sports, Physical Education and Health
teachers correlates significantly with the state of the students' character. A professional Sports, Physical
Education and Health teacher has competences such as: (a) able to make lesson plans, (b) able to educate
students through physical activity in order to develop physical, neuromuscular, intellectual, emotional, cultural
and spiritual abilities, (c) able to evaluate the process and outcomes cf learning, (d) able to use the evaluation
results for remedial purposes, and (e) use the results of research to improve the quality of learning.
Being a professional teacher according Zakiah Daradjat (1992) is not arbitrary, but must meet some requirements
such as: (1) piety to Allah SWT, it is not possible to educate children to be obedient to God, if teachers did not
fear Him. A teacher is a role model for the students. (2) Knowledgeable, a teaching certification is not merely a
piece of paper, but the proof that the owner has to have a certain knowledge and abilities which are needed for a
position. (3) Healthy body greatly affects the spirit of working. (4) Behave well, teachers' manner is very
important for students' character education.
When Sports, Physical Education and Health teachers consider teaching as merely conveying the subject matter
they will be different from teachers who think teaching is a proces'; of providing assistance to students. 'lhese
differences ultimately affect the ability of teachers to implement instructional strategies. The professiona: Smrfc,
Physical Education and Health teachers thought that the aim of teaching is to change the attitude of siudents
towards a better character.
Teachers who are materially oriented tends to apply learning with a one-way pattern, giving less freedom to t ! ~ e
students to be creative in learning. The condition will affect the quality of learning. The process of !,:?-~irig
activities is successful when students are actively engaged both physically and mentally in the learning i::'::-Crc.
According to the Minister of National Education Regulation No. 41 of 2007 on the Standard Process of
Education, include: Planning the learning process, doing implementation of the learning process and learning the
outcome assessment. Implementation of learning is done in an interactive way, inspiring, having h,
c'l:il:e~:~ing,
and motivating the students to actively participate and provide enough space for innovation, crear'k -iy, ?nd
independence which fit to their talents, interests, as well as physical and psychological development of' the
students.
Professional Sports, Physical Education and Health teachers who have responsibility for increasins nhvsical
fitness of students, lead the activity in which play or practice along with learning, as a mot \r-:rrr 2nd
disciplinarian. For the achievement of learning goals in each meetin? is often encountered that ~c:~;.r-- C , : J ~ n l ;
have difficulty in mastering skills motion. Under these conditions as Penjasorkes teachers, they are icquind to
have professionalism in service to the achievement of learning objectives.
Professiona!ism of spz?,s, Physical Education and Health teachers are able to give the best service ! i f ].q.i.r:'r' :he
common good) which is accompanied by the dedication ef to human welfare. This means that t t - Y ~c:rci.crs
prioritize the human values rather than the material values. So even if a teacher has a high ability hut iioes not
have the self-motivation to perform these tasks he will not be able to carry out his duties in a pr.rCe!.\ional
manner (Ibrahim Rafadal, 2009).
Professionalism as a Slwrts, Physical Education and Health teacher means that he is able to master the field
finely and deeply. Sports, Physical Education and Health teachers not only convey knowledge tl: uoi.js or
)I. 10. No. 5: 2014
writing. but also ~erformedskills directly in front of the shdents. Therefore, a Sport
11 Education and
Health teacher must be skillful in certain activities in the 1-ing
p-s,
although he IS nor a.11 e v e r t
in the
sport. He has previously analyzed the values contained in any lear
learning
process
rial in desiping the
for the development of learners' character.
. - cevelopa
2
According Wiranto (1997), emotional intelligence
mroPIgna m , nL-.-:-- Education and
Health. Unders~ndingthe essence of emotional intelligene by htan (1997), includes fbur aspects: self-control,
diligence, perseverance and the ability to motivate yo-if.
n e conclusion is that
intelligence is an
internal factor in determining student success. If the achievement
is
tlhc learning outcomes
of Sports, Physical Education and Health will increase as wc211. Conveneb, if 1the studenits' =hie\ rement
motivation is declining, achievement of Sports, Physical Educatioln and HealIth leminlg outcomes will be 11ow.
According to Singer (1980), achievement motivation is a motive i v r V - m r a m m n c "wll ~ U V U I & ~- S and
benefits of others. Achievement motivation is beneficial to
I the b 2 predictor for studenIS' achievement.
Thus, Sports, Physical Education and Health teachers should cansider a:n interverition to irnprove st^udents'
achievement motivation in order to assist the students in carrying 43ut their dluties with spiritfuly and sen01sly.
Weinberg and Gould (2003) states that participation in an exercise pmgran is able to build cblaracter, irnprove
one's moral reawning and educate him to apply sportsmanship. Leamilng s p o t - activities through sports,
Physical Education and Health contain ethical values o f fair pluy. Fair p ~Iayis an awareness that opponent 1
- pray
. a <OF
,
.
fi-iend who compete or play sports together is always attached. According Lutan
(,-.z---.
w ~ )-f m
i r- IS
nf
self-esteem as reflected in: (1) honesty and sense of justice, (2) respect 1Tor the opponent, eiher in derfe
victory, (3) attitude and selfless actions, (4) assertiveness and authority in tlle event 01 lan opporlent c r spf d
do not pluy fair, and (5) humility in victory, and peace I self-control in defeait.
-
- - -
-
.
Successful implementation of students' character values, relates to the qluality of professionalism owned by
Sports, Physical Education and Health teacher. According Sudarsono (2009') character is a trait that will ITianifest
,.-..-.~ ~ l ~ ~ ~ e ndis~lav.
themselves in the ability to push out, which leads the penon to perform, a.-.w
d a b l e Education
which is building character oriented will produce students who will display a virtue that is co
~ l ewith
appropriate levels of their knowledge.
Suharjana (201 1 ) suggests that Sports, Physical Education and Health is an efficacy unquest,,,,,,,
,,iedia to
build the nation's character. Development of ethics, positive values, discipline, sportsmanship, ancI quick
decision making are products of Sports, Physical Education and Health. Sports, Physical Education and Health
can also be used as an arena to develop honesty, promote integrity, and develop a sense of respect f<jr other
people's social environment.
nent to
According to Ruspendi (2008) there are five aspects to teacher professionalism: (1) Have. a
ach, (3)
students and the learning process, (2) Master the instructional materials and the techniques on hc
-..,A,
Have responsibility for monitoring the students' ability to learn through variety of evaluation recnniques, (4)
Have ability to think systematically in doing the task, and (5) Should be part of a learning community within
their profession.
Professional Sports, Physical Edccation and Health teachers will cany out their duties well if they have the
ability and motivation ta carry out this task to change the attitude of students towards a better behavior and
character. Although a teacher has high ability but does not have the motivation to carry out the task himself, the
teacher will not be able to carry out their duties in a professional manner (Ibrahim Bafadal, 2009).
5. Conclusions and Recommendations
1) Professionalism of Sports, Physical Education and Health teacher has very significant influence on the
formation of students' character. Therefore, Sports, Physical Education and Health teachers need to develop their
professionalism to have competencies related to their duties as an educator in various ways, such as training,
professional education of teachers (PPG), attending seminars and so on.
2) Professionalism Sports, Physical Education and HLalth reacher correlates significantly with the state of the
students' character. It is recommended that teachers of Sports, Physical Education and Health be always creative
in implementing the curriculum, analyzing the materials and the values contained in any learning material, and
then design a learning process for the formation of character and improve the quality of physical fitness of the
students, so that every content of the cumculum can be achieved better, and students become competent learners
as expected.
w.ccsenet.org '.as
Asian Social Science
XjI.
- 10. No. 5: 201 .$
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