Adaptive physical education learning: evaluation by teachers of deaf students at special elementary schools

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dc.contributor.authorSusanto, Nugroho
dc.contributor.authorSetyawan, Hendra
dc.contributor.authorFitriady, Gema
dc.contributor.authorAnam, Khoiril
dc.contributor.authorJimenez, Jose Vicente Garcia
dc.contributor.authorLatino, Francesca
dc.contributor.authorTafuri, Francesco
dc.date.accessioned2026-04-04T13:30:46Z
dc.date.available2026-04-04T13:30:46Z
dc.date.issued2024
dc.departmentİnönü Üniversitesi
dc.description.abstractPurpose. This research aims to evaluate adaptive physical education learning in deaf students at special elementary schools. Methods. This study employs an evaluation model approach to assess the efficacy of adaptive physical education instruction. Specifically, this research utilizes the CIPP (Context, Input, Process, and Product) model for evaluation. The participants in this study were teachers who taught physical education in West Sumatra, with a sample size of 60 teachers in West Sumatra, Indonesia. Data collection was carried out using a research instrument in the form of a questionnaire administered via Google Forms. The results showed that all statement items of the questionnaire were valid for reliability testing. Results. The results of this research showed that the evaluation using the context and input components of the CIPP scored 74.32% and 70.71%, respectively, indicating both as good. However, the process and product aspects attained a score of 50.83% and 48.10% indicating them as enough. Conclusions. This research concluded that the implementation of adaptive physical education learning for deaf students was good. Based on the results, this research recommends that evaluations be conducted at the school level for students with special needs. Additionally, evaluation is also needed using participants involved in education.
dc.identifier.doi10.5114/hm/192889
dc.identifier.endpage128
dc.identifier.issn1732-3991
dc.identifier.issn1899-1955
dc.identifier.issue3
dc.identifier.orcid0000-0001-7731-2609
dc.identifier.orcid0000-0003-0302-6145
dc.identifier.orcid0000-0003-2518-1592
dc.identifier.orcid0000-0002-5488-3158
dc.identifier.orcid0000-0002-5637-9326
dc.identifier.orcid0000-0002-9794-4838
dc.identifier.orcid0000-0002-1987-6673
dc.identifier.scopus2-s2.0-85206901261
dc.identifier.scopusqualityQ2
dc.identifier.startpage120
dc.identifier.urihttps://doi.org/10.5114/hm/192889
dc.identifier.urihttps://hdl.handle.net/11616/108362
dc.identifier.volume25
dc.identifier.wosWOS:001364338600006
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTermedia Publishing House Ltd
dc.relation.ispartofHuman Movement
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250329
dc.subjectadaptive
dc.subjectevaluation
dc.subjectphysical education learning
dc.subjectdeaf students
dc.subjectspecial elementary schools
dc.titleAdaptive physical education learning: evaluation by teachers of deaf students at special elementary schools
dc.typeArticle

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