Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

Improving Professionalism of Physical Education Teachers in Bali Province by Using a Lesson Study Model based on Balinese Local Wisdom

Made Agus Wijaya1*, I Nyoman Kanca1, I Ketut Yoda2, I Ketut Iwan Swadesi2, Rifqi Festiawan3

1 Physical Education, Sport and Health Program, Sport and Health Faculty 2 Sport Science Progam, Sport and Health Faculty, Ganesha University of Education, Bali 3Department of Physical Education, Faculty of Health Science, Jenderal Soedirman University

*Corresponding author: Made Agus Wijaya, Jalan Kresna Gang I No. 10 Singaraja, Bali,[email protected]

Abstract Introduction: Balinese Local Wisdom includes Tri Hita Karana (a harmonious relationship between God - Humans - Environment), Tri Kaya Parisudha (thinking, saying and doing good) and traditional Balinese games . Objective: This study aims to develop a lesson study model based on Balinese local wisdom in increasing the professionalism of Physical Education (PE) teachers inbasiceducationin Bali. Method: This research development employs the Fenrich model, includes6 phases, namely: 1) analysis;2) planning; 3) design;4) development; 5) implementation; and6) evaluation and revision. This article focuses on the implementation phase. The study was conducted in four elementary and junior high schools that took place in Badung regency, Buleleng regency, Jembrana regency, Karangasem regency, and Klungkung regency. Data collection techniques used were: PE class observation sheet, Formative Class Evaluation (FCE) questionnaire and the analysis of the focus learning. The data were analyzed descriptively. Results: The results showed:1) the PE teacher's activities in providing motion task, feedback and evaluation were carried out as much as 55.71% in the core learning activities, 2) the active time allotment provided by the PE teacher was in the average of 73 minutes of 120 minutes from learning time, 3) the number of student's direct engagement was 85.0%, and 4) the average FCE score was 2.82 from a maximum score of 3.00. Conclusion: Based on the data analysis and discussion, it can be concluded that a lesson study model based on Balinese local wisdom was very well implemented and was able to improve the professionalism of PE teachers inbasiceducation in Bali province.

Keywords: lesson study, Balinese local wisdom, PE teacher

How to cite this article: Wijaya MA, Kanca IN, et al (2021): Improving professionalism of physical education teachers in Bali Province by using a lesson study model based on Balinese local wisdom, Ann Trop Med & Public Health; 24(S03): SP24332. DOI: http://doi.org/10.36295/ASRO.2021.24332 INTRODUCTION

Educational system in Indonesia includes elementary school (SD), junior high school (SMP), and senior high school (SMA) has various conditions in terms of academic qualifications, the quality and quantity of PE (Physical Education) teachers, and the existence of facilities and infrastructure that give influence to the PE teachers’ performances to achieve different stages. The 2006 National survey conducted by PE database (PDPJOI) Asdep Ordik Kemenpora Republic of Indonesia on 2.382 education units in 13 regencies showed that the national average score has only reached 520 out a maximum score 1.000 (52%). It can be seen from 3 conditions of PE, namely facilities and infrastructures, teachers, and the performance in the last one year.

Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332

Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

Disturbing phenomena related to learning process especially PE subject, are easy to be found in daily activity as well as reports of national and international research, such as: (1) sedentary lifestyle, including watching TV, video, playing games which experienced by about 2/3 children, especially in the developing country (WHO, 2002), (2) there is still an understanding comes from internal school circles who believe that PE subject is a boring subject, wasting time, and disrupting children’ intellectual development [9], (3) the physical fitness level of the people in Bali is still in the low category [7]. The data was based on Sport Development Index (SDI) Bali province in 2005, the physical fitness index of people in Bali is still in the range of 0.334 – 0.363 from the maximum index 1.000, (4) deviant behavior among adolescents is getting higher and more varied. The problem of deviant behavior of motorcycle gangs, brawls among students, the use of drugs, and sexual deviance are frequently happened and become headlines of national newspaper. Harian Kompas newspaper 27 November 2007 edition wrote the result of research conducted in 4 cities (Jakarta, Surabaya, Bandung, and Medan) showed that 44% adolescents age 14-18 years experienced sexual relations before marriage, and (5) A competent PE teachers who can handle or manage their subjects are still difficult to be found. This kind of teacher makes the students like, appreciate, and take their focus in following the learning process. Therefore, it influences to the active and healthy lifestyle in daily life [13].

In order to improve the condition of the national PE subject which is not ideal yes as mentioned above, an effective and consistent policies and development steps up to the level of the education are required . One of the breakthroughs especially in the aspect of managing PE learning is by conducting lesson study by the PE teachers. According to Hendayana, 2007 (as cited in Ardana, 2009: 3), a lesson study is one of the in-service training models which focused on empowering teachers based on the capacity and problem faced during learning. Lesson study is a practice-based professional development where teachers work together to do a research and plan, implement, and observe the lesson, and afterwards reflect on children’s learning [1]. Besides, lesson study is a process of investigating teaching with the goal of instructional improvement [12]. Moreover, lesson study is also a form of professional development where teachers collaboratively design research lessons and improve instruction using the evidence, they have gathered on student learning and development [4].

Generally, lesson study has three stages, namely: (1) planning, (2) implementation, and (3) repeated reflection. Planning stage aims to designing learning that can be used to conducting a learning process with the studentcentered (low structure social system). Well-prepared planning cannot be done alone by a teacher but it will be better by doing it together with colleagues, therefore it can enrich the ideas. The implementation is the second stage in lesson study. In this stage, a learning design at the planning stage will be implemented into the real learning process in school. This stage aims to test the effectiveness of the learning strategies that have been formulated. Moreover, a model teacher will implement the lesson plan in class, while the colleague doing observation (as observer). The focus of observation is aimed to the interaction between teacher-students, students-environment, and among students. The third stage of lesson study is reflection. After the learning process is done, a discussion is held between the model teacher and the observer and it will be led by a designated team member. In order to optimize the data obtained through learning observation, reflection should be done shortly after learning is over (at the same day). Reflection is started with conveying an impression of the presenter (model teacher) toward the learning which being carried out, then it will be continued by explaining the observation result by the observers, especially related to the student activity. In this reflection stage, solution toward weaknesses of learning is sought so that the learning design and implementation becomes relatively better.

Balinese people as the indigenous social community have a norms concept that set daily life to be harmonious. These norms are Tri Hita Karana and Tri Kaya Parisudha. As a local wisdom, Balinese indigenous people believe in being able to live longer and happier, therefore, they apply three principles of harmonious life, namely: Parhyangan(divineness to the God), Pawongan(human being), and Palemahan(nature or environment). Besides. According to Subagia, et al (2016) Tri Hita Karana concept emphasizes three human relationships in life, namely:

Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332

Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

(1) relationship between human to the God (Parhyangan), (2) relationship among humans (Pawongan), and (3) relationship between human to the environment (Palemahan). Meanwhile, according to Adnyana and Citrawathi (2017), there is also another concept called Tri Kaya Parisudha. It has three main concepts, namely: good in thinking (Manacika), good in communicating (Wacika), and good in doing something (Kayika). Traditional Balinese sports games is one of Balinese local wisdom that needs to be developed.

Related to the statements above, by conducting this research, the lesson study and Balinese local wisdom can be developed to improve the professionalism of PE teacher for basic education in Bali province.

METHOD

This research is classified as research development that refers to the Fenrich model which includes 6 phases, namely: 1) analysis phase, 2) planning phase, 3) designing phase, 4) development phase, 5) implementation phase, 6) evaluation and revision phase. This research focus es on discussing implementation phase by conducting validated learning devices in the real situation of learning PE subject in school.

The research subjects consisted of 4 elementary schools and 4 junior high school which took place in Badung, Buleleng, Jembrana, Karangasem, and Klungkung regencies, Bali. Those elementary schools were: (1) SD N 2 Galungan-Buleleng, (2) SD N 3 Pakisan-Buleleng, (3) SD N 1 Loloan Barat-Jembrana, (4) SD N 8 Seraya- Karangasem. Meanwhile, junior high schools including: (1) SMP N 1 Mengwi-Badung, (2) SMP N 3 Singaraja- Buleleng, (3) SMP N 1 Rendang-Karangasem, and (4) SMP N 1 Banjarangkan-klungkung.

The instruments used in this research were Formative Class Evaluation (FCE), and Focus Proportion Analysis (FPA). FCE aims to measure the effectiveness of PE learning according to students’ opinions. The quality of PE learning can be seen through teacher preparation, early learning activity, during learning process, and final learning activities that are being observed based on FCE.While FPA aims to measure the time allotment for active movement learning and students active in learning movement (students ’ direct engagement). The results of the analysis were then compared with the existing criteria. Data analysis was conducted by using quantitative-qualitative descriptive methods.

RESULTS

The syntax of the lesson study based on PE learning model and Balinese local wisdom used by the model teachers refers to the IU 07-1 PE learning model that contains 4 main stages. Those are the preparation of PE teacher before conducting learning process, pre-activity, core activity, and post activity. Based on the observation conducted by the researcher and observer, the model teacher were able in implementing every pattern in each learning activity based on the IU 07-1 model. Moreover, the teacher gives apperception on pre-activity so that students have prior knowledge about the learning material that will be delivered in that day. Based on the discussion result, according to the teacher by conducting the IU 07-1 syntax model, learning material can be delivered in structured and clear at each stages.

Model teachers of elementary schools, including: I Cening Merta, S.Pd. (SD N 2 Galungan-Buleleng), I Wayan Suara, S.Pd. (SD N 1 Pakisan-Buleleng), I Wayan Redana, S.Pd (SD N 1 Loloan Barat-Jembrana), and I Made Siman Swardiyasa, S.Pd (SD N 8 Seraya-Karangasem). On the other hand, there are some model teachers in junior high schools, including: I Nyoman Winata, S.Pd (SMP N 1 Mengwi-Badung), I Gede Mudita, S.Pd (SMP N 3 Singaraja-Buleleng), I Made Karya, S.Pd (SMP N 1 Rendang-Karangasem), and Ni Ketut Sri Adnyani, S.Pd (SMP N 1 Banjarangkan-Klungkung).

Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332

Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

The model teachers in implementing the learning also put their attention to the Balinese local wisdom. One of the local wisdom is that Tri Hita Karana. The teachers will led the pray before and after learning process, checking learning facilities and other stuffs, and facilitating students learning and movement with great affection and responsibility. Besides, students are guided to think, communicate,and do good during learning and interacting in school and society. The implementation of Balinese traditional games as a warm-up of stretching or one of PE learning material which also carried out as PE learning. The purpose of implementing Balinese traditional games is not only to maintain the Balinese traditional games but also used as a warm-up activity during PE learning that can provide a sense of joy and happy to the students. Therefore, students are being motivated to take role in the learning process. The traditional games are adapted to the topic of learning material. At the elementary level, the Balinese traditional games that are implemented were perang-perangan, magayung batu, kasti, and dagongan. On the other hand, there are some traditional games such as majangkrik-jangkrikan, magoak-goakan, and juru pencar were implemented in PE subject in the level of junior high school.

The learning activity conducted by model teachers were being observed by lesson study observer team. Teacher- students activity in every stage of learning activity became the focus of observation. The components of teacher activity that are the object of observation, including motion assignment, feedback, and evaluation. Meanwhile, students activity that are being observed such as learning, motion, happiness, and collaboration component. The result of observation that recorded to the PE class observation sheet (FCE) showed that the PE teacher’s activities in providing motion task, feedback and evaluation were carried out as much as 55.71% in the core learning activity. The PE teacher motion assignment briefly, clear and certain time in the begining, during and in the end of the lesson. Feedback was delivered by the teacher in the begining, during and in the end of the lesson. Generally, the main feedback aimed at all students. As well as evaluation component, evaluation is given by the teacher in general and it does not reach ideal condition yet that is expected namely students worksheet (LKS).

Besides conducting observation to the teacher activity, observation is also conducted toward students activity during PE lesson. Observation of students activity showed that most of students (more than 50%) learn and move happily in the begining, during and in the end of the learning process. Result of observation showed that students collaboration can be seen from the begining of the lesson and the students were enthusiastic, while in the learning process, students collaboration were varied. In the end of learning process, students collaboration can be seen and they were still enthusiastic. The observation results of PE class above is supported by the result FPA. Time allotment proportion in motion learning (active time allotment) provided with the average 73 minutes out of 120 minutes time allotment and the number of students in learning motion activity (students ’ direct engagement) was 85.0%.

FCE was another instrument used in this research. It was conducted to know the effectiveness of PE learning according to students’ opinion. This instrument were carried out shortly before the lerning is dismissed. The result of FCE can be seen in the table below.

Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332

Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

Tabel 01. Formative Class Evaluation (FCE) Result School Score 1. SD No. 2 Galungan-Buleleng 2.98 2. SD No. 3 Pakisan-Buleleng 2.90 3. SD No. 1 Loloan Barat-Jembrana 2.60 4. SD No. 8 Seraya-Karangasem 2.46 5. SMP Negeri 1 Mengwi-Badung 2.92 6. SMP Negeri 3 Singaraja 2.82 7. SMP Negeri 1 Rendang-Karangasem 2.96 8. SMP Negeri 1 Banjarangkan-Klungkung 2.92 Average 2.82

Based on the table above, it can be seen that the average score of FCE is 2.82 (very good) from a maximum score is 3.00. After the implementation of learning activity (do), the next stage of lesson study is reflection (see). This activity of reflection including re-watch the learning process that has been recorded as learning video, model teacher advice, observer’s advice and the last one is the result of group discussion that accompanied by lecturer or other researchers who have PE teaching competency. The point of reflection stage is that to find better solution or alternative activity toward the findings that was found and it is definitely not used to judge or look for the weaknesses of model teacher. Based on model teacher’s explanation, by implementing lesson study in PE subject until the implementation stage, it is used to help model teachers to find their strengths and weaknesses in delivering PE subject. The result of this research was also widely accepted by the model teachers

DISCUSSION

The process of motion learning and learn from motion are two different meanings that should be carefully understood by PE teachers [6]. A learning process to move indicates that PE teachers have to be able to choose appropriate movement to be learnt as learning material, while put attention to the students’ growth and development aspects. Therefore, PE teachers have to be able to provide varied motion assignments by considering to the students’ characteristics. The purpose of learning process to move is that students are able to show the motion effectively, efficiently and skillfully.

PE learning cannot be separated from three learning domains. Those are cognitive domain, affective domain, and psychomotor domain. Those three domains should be applied directly in every learning process starts from applying those three domains into the indicators and learning objectives to the implementation of learning. Through a certain movement, students are guided to know how to do that movement, know the benefits of that movement and being able to show positive behaviors during learning (collaboration, discipline, willingness to share spaces and tools, honest and others). Therefore, learning through movement emphasizes the combination of cognitive domain, affective domain and psychomotor domain. Furthermore, the learning is through local wisdom, which highly supports the success of learning. Balinese local wisdom-based collaborative learning model (PKBKL) substantially fulfills the criteria for a learning model [17], namely syntax, social system, principles of reaction, support system, and contains instructional and nurturing effects. Furthermore, it is also stated that PKBKL learning model is a valid, practical and effective model with the degree of practically being in the high category.

As mentioned above, the objective of learning motion is to be able to show effective, efficient and skillful motion. In order to achieve that objective, repeated practice and sufficient motion of learning are required. The adequate o f learning motion means students get sufficient opportunity to gain knowledge and practice their skills in accordance with the learning objectives that has been mentioned before.

Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332

Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

The PE learning can be stated as successful if (1) students have a lot of time to do motion practice as well as time to active exercise (JWAB), (2) there is little time to wait for the turn, so that students are actively practicing, (3) the students are fully involved during learning process, (4) PE teachers are directly participated to the learning process [6].

In accordance to the statement above, it can be stated that in managing learning process, PE teacher is the main indicator that provide time allotment for learning process, so that students actively moving, practicing and learning. Besides, PE teachers have to put attention in giving motion assignment so that students can reach the appropriate motion that given. Students are able to present their appropriate motion assignment if that assignment given in a short, clear and clear due date.

In managing learning process, the teacher need to give feedback to the students motion assignment performance. Feedback can delivered in verbally or body language. Feedback can be delivered to all students or certain students in the right time. It means that after the students are able to perform both positive and negative motion tasks and then the feedback is immediately given at that time [8].

The quality of PE learning can be improved through lesson study activity. The stages of lesson study starting from planning, implementation of learning and reflection. Besides, the active participation of PE teacher, observers and expertise of PE teaching are also required. In this research, lesson study activity and harmonious collaboration between PE teachers, observers and expert of learning has been improving learning set such as syllabus and lesson plan that meet the content validity and do not contain misconceptions.

According the students, lesson study with Balinese local wisdom learning is very good and meaningful. During the learning process, there is something impressive to the students. Besides, students gain new knowledge about new motion that they cannot do before, doing motion tasks seriously, follow the learning process with a feeling of happiness, learn without a feeling of being forced and learning with friend in a friendly situation.

This research is related to the lesson study research that has been conducted by(1) Widyaningsih and Yusuf (2020) which concluded that the implementation of project-based learning assisted by e-learning through lesson study activities can improve the quality of learning especially in physics planning course subject.In addition, (2) Judy and Tan (2020) stated that the lesson study can improve school-based professional development, while (3) Appelgate, et al recommended mathemathics teacher educators’ (MTEs) conduct lesson studies for other mathematics topics to further understand what (mathematics teachers educators ’ (MKTI) MTEs need to develop to best support prospective teachers’ mathematical knowledge for teaching (MKTI).

Refering to the findings and discussion above, it can be concluded that this research is a research about lesson study model with Balinese local wisdom. It was very well implemented and was able to improve the professionalism of PE basic education teachers in Bali province.

Based on the result of this research, the suggestions can be stated as follows: (1) to improve the quality of teaching and learning activity, teachers can conduct lesson study activities repeatedly with harmonius collaboration between model teachers, observers and teaching ane learning experts, (2) appropriate attitude, open minded in accepting suggestion, criticisms, questions from observers. Therefore, this skills are needed for PE teachers as reflection for better learning and observers provide better solutions or alternative activity despite of looking for mistakes and weaknesses of model teachers, (3) PE teacher can use FCE to know the effectiveness of learning refering to the students’ needs and opinions.

Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332

Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332

Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

ACKNOWLEGEMENT

The researcher would like to thank and give highly appreciation to DRPM RistekDikti through Ganesha University of Education who funded this research and fellow teachers of PE basic education in Bali for their commitment and sincerity to participate in this research.

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Wijaya et al (2020): Improving professionalism of physical education teachers Feb 2021 Vol. 24 Issue 3

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Annals of Tropical Medicine & Public Health http://doi.org/10.36295/ASRO.2021.24332