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
Küçük Resim Yok
Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Federacion Espanola Asoc Docentes Educacion Fisica-Feadef
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
PE Learning Management, 21s -Century, Work Period, Quality Assurance
Kaynak
Retos-Nuevas Tendencias En Educacion Fisica Deporte Y Recreacion
WoS Q Değeri
N/A
Scopus Q Değeri
Q3
Cilt
Sayı
55
