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    Differences in the Implementation of Physical Education (PE) Learning Management Based on Years of Work: Analysis of Differences in the Quality of Quality Assurance Culture
    (Federacion Espanola Asoc Docentes Educacion Fisica-Feadef, 2024) Mardiyah, Siti Umi Khayatun; Setyawan, Hendra; Garcia-Jimenez, Josevicente; Eken, Ozgur; Latino, Francesca; Pramoto, Nuridin Widya; Darmawan, Arief
    This research aims to determine the implementation of Physical Education (PE) learning management related to 21stcentury skills based on the service length of PE teachers in various schools with different quality assurance cultures. The sample in this study was secondary school PE teachers in Southeast Sulawesi Province, Indonesia. This research employed descriptive statistics and inferential factorial one-way Anova to analyze the data. One-way Anova test results in Sig. 0.009 < 0.05 means a significant difference in the average of the three PE learning outcomes between teachers with work periods of 1-7, 8-15, and 16 years or more. Firstly, the Tukey post hoc test Sig value is 0.024 < 0.05, meaning there is a difference in PE learning outcomes between 1-7 and 8-15 years of service. Testing the two Sig values is 0.983 > 0.05, meaning there is no difference in PE learning outcomes for working years 1-7 and 16 years and above. Test the three Sig values. 0.016 < 0.05, so there is a difference in PE learning outcomes between 8-15 and 16 years of service. This research concludes a significant difference in the average PE learning achievement between teachers with tenure of 1-7, 8-15, and 16 years or over. Thus, it can be concluded that the service length of PE teachers influences the effectiveness of implementing learning management containing 21st -century skills. Teaching experience plays a role in implementing teaching methods and techniques that suit the demands of 21st -century skills, including critical thinking, collaboration, communication, and creativity. This underlines the importance of continuous professional development for teachers, especially in improving teaching skills relevant to the student's needs in the current era of the 21st century. The results of this research can assist policymakers, school administrators, and teachers in designing and implementing more effective PE programs in classroom conditions and prioritizing needs according to the conditions of each school.
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    The Effect Of Implementing Physical Education Class Management Archery Material To Improve Concentration Elementary School Students
    (Federacion Espanola Asoc Docentes Educacion Fisica-Feadef, 2024) Setyawan, Hendra; Suyanto; Ngatman; Purwanto, Sugeng; Suyato; Darmawan, Arief; Shidiq, Abdul Aziz Purnomo
    Concentration is needed for students at the stage of physical and psychological growth and development to support successful learning achievement. This research was quantitative research. The research design employed a pre -experimental one -group pretestpost -test design. The research sample was 14 students taken using a purposive sampling method. The concentration data collection technique used a GTC test before and after intervension. The data analysis techniques used were paired sample t -test and n -gain score. The results of the descriptive statistical test show a pretest score of 51.79 and post-test 63.00, meaning there is no increase in the average descriptive score. The results of the paired sample t -test show a significance value of 0.067 > 0.05, meaning there is no significant difference between the pre-test and post-test. The effectiveness test results on applying PE archery material obtain an average value of 0.23, included in the low effectiveness category. The conclusion is that the implementation of descriptive archery material PE class management is able to increase elementary school students' concentration, but there is no significant increase. The implementation of PE material on archery with more specific movement activities will encourage training to focus the mind and eyesight. The research results also provide findings that archery can also be used as a means of PE and physical fitness and as a health therapy to focus the eye's gaze in paying attention to an object to increase concentration power in learning various important things.
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    The integration of social values in physical education and sport to develop teenage students' character: a systematic review
    (Federacion Espanola Asoc Docentes Educacion Fisica-Feadef, 2024) Suyato; Setyawan, Hendra; Sukarti, Sri Endang Edi; Shidiq, Abdul Aziz Purnomo; Darmawan, Arief; Gusliana, H. B.; Zulbahri
    The objective of this study is to examine how social values can be included in Physical Education (PE) and Sports to shape teenage students' character. The study was conducted by systematically reviewing existing literature on this topic. The data was collected using the Scite software, specifically focusing on the reputable journals indexed in the Scopus and DOAJ databases. The search was limited to articles published between 2019 and 2024. The specified keywords were Integration AND Social Values AND Physical Education AND Sports. In addition, the PRISMA technique was used as the main reference. According to the result, a total of 122 articles were discovered from these two databases. The study's findings highlighted the significance of incorporating social values into PE in order to develop teenage students' character. It found the arena of physical exercise as the potential place to enhance student concentration, motivation, mental health, and academic accomplishment. Thus, revisiting the curriculum to align with students' interests and skills, enhance teachers' competency, upgrade facilities, and implement a forward-thinking and consistent sports strategy is crucial. PE and sports enable pupils to internalize social ideals, including respect, equality, cooperation, discipline, and responsibility. Family participation might additionally enhance and promote the assimilation of favourable values. This research also found that Teaching Personal and Social Responsibility (TPSR) and Active Values program are essential for integrating the values of responsibility and independence.