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

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dc.authoridEken, Özgür/0000-0002-5488-3158
dc.authoridANAM, KHOIRIL/0000-0003-2518-1592
dc.authoridDarmawan, Arief/0000-0003-3700-629X
dc.authorwosidEken, Özgür/ABE-8274-2020
dc.authorwosidANAM, KHOIRIL/KFQ-1923-2024
dc.contributor.authorMardiyah, Siti Umi Khayatun
dc.contributor.authorSetyawan, Hendra
dc.contributor.authorGarcia-Jimenez, Josevicente
dc.contributor.authorEken, Ozgur
dc.contributor.authorLatino, Francesca
dc.contributor.authorPramoto, Nuridin Widya
dc.contributor.authorDarmawan, Arief
dc.date.accessioned2024-08-04T20:56:04Z
dc.date.available2024-08-04T20:56:04Z
dc.date.issued2024
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis 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.en_US
dc.identifier.endpage803en_US
dc.identifier.issn1579-1726
dc.identifier.issn1988-2041
dc.identifier.issue55en_US
dc.identifier.scopus2-s2.0-85194921913en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage797en_US
dc.identifier.urihttps://hdl.handle.net/11616/102028
dc.identifier.wosWOS:001236563000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherFederacion Espanola Asoc Docentes Educacion Fisica-Feadefen_US
dc.relation.ispartofRetos-Nuevas Tendencias En Educacion Fisica Deporte Y Recreacionen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPE Learning Managementen_US
dc.subject21s -Centuryen_US
dc.subjectWork Perioden_US
dc.subjectQuality Assuranceen_US
dc.titleDifferences in the Implementation of Physical Education (PE) Learning Management Based on Years of Work: Analysis of Differences in the Quality of Quality Assurance Cultureen_US
dc.typeArticleen_US

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