Digital Learning Workshop for Primary Physical Education Teachers During Covid-19 Pandemic

  • Anggi Setia Lengkana Universitas Pendidikan Indonesia
  • Ayi Suherman Universitas Pendidikan Indonesia
  • Rizal Ahmad fauzi Universitas Pendidikan Indonesia
  • Tatang Muhtar Universitas Pendidikan Indonesia
  • Dinar Dinangsit Universitas Pendidikan Indonesia
Keywords: Workshop, Digital Learning, Physical Education, Covid-19

Abstract

The purpose of this community service activity is to introduce several forms of digital-based physical education learning in the COVID-19 pandemic era for PJOK teachers in Sumedang Regency. After analyzing the situation, several problems were identified as follows: (1) There are still PJOK teachers who have not delivered physical education materials during this COVID-19 pandemic with digital-based learning media, (2) There is still a lack of knowledge of PJOK teachers about how to form digital learning media for students. children, (3) There are still PJOK teachers who tend to focus more on giving assignments through the Whatsapp group instead of explaining the material using digital learning media. Therefore, this training is a solution for PJOK teachers to try to open scientific horizons regarding digital learning in physical education.

References

Adelman, C. (1993). Kurt Lewin and the Origins of Action Research. Educational Action Research, 1(1), 7–24. https://doi.org/10.1080/0965079930010102

Antoro, B. (2017). Gerakan Literasi Sekolah dari pucuk hingga akar: sebuah refleksi.

Direktorat Jenderal Pendidikan Dasar dan Menengah.

Budimansyah, D., Suharto, N., & Nurulpaik, I. (2019). Proyek Belajar Karakter Untuk Mengembangkan Literasi Baru Abad 21. Gapura Press.

Capobianco, B. M., & Feldman, A. (2006). Promoting quality for teacher action research: lessons learned from science teachers’ action research. Educational Action Research, 14(4), 497–512. https://doi.org/10.1080/09650790600975668

Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River, NJ.

Drew, S. V. (2012). Open up the ceiling on the Common Core State Standards: Preparing students for 21st‐century literacy—now. Journal of Adolescent & Adult Literacy, 56(4), 321–330.

Fauzi, R. A. (2020). Simple Exercises at Home During Social Distancing to Avoid Covid-19. Journal of Physical Education Health and Sport, 7 (2)(2020), 31–37.

Furqon. (2018). Perlunya LITERASI BARU Menghadapi Era Revolusi Industri 4.0. Https://Www.Uinjkt.Ac.Id.

Jaipal, K., & Figg, C. (2011). Collaborative action research approaches promoting professional development for elementary school teachers. Educational Action Research, 19(1), 59–72.

Jefferson, R. N. (2014). Action Research: Theory and Applications. New Review of Academic Librarianship, 20(2), 91–116. https://doi.org/10.1080/13614533.2014.921536

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. M.Prensky. (2001). Digital natives, digital immigrant. On the Horizon.

Maksum, A. (2010). Kualitas guru Pendidikan Jasmani di sekolah: Antara harapan dan kenyataan. Makalah Dipresentasikan Dalam Forum Penelitian Balitbang Depdiknas.

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27(2), 1–13. https://doi.org/10.1080/09650792.2018.1436081.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Mishra, P., & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. Annual Meeting of the American Educational Research Association, 1–16.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.

Nugroho, A. M., Wardono, W., Waluyo, S. B., & Cahyono, A. N. (2019). Kemampuan Berpikir Kreatif ditinjau dari Adversity Quotient pada Pembelajaran TPACK. PRISMA, Prosiding Seminar Nasional Matematika, 2, 40–45.

Pyle, B., & Esslinger, K. (2014). Utilizing technology in physical education: Addressing the obstacles of integration. Delta Kappa Gamma Bulletin, 80(2), 35.

Trust, T. (2018). 2017 ISTE standards for educators: from teaching with technology to using technology to empower learners. Taylor & Francis.

Published
2021-12-15
How to Cite
Lengkana, A., Suherman, A., fauzi, R., Muhtar, T., & Dinangsit, D. (2021). Digital Learning Workshop for Primary Physical Education Teachers During Covid-19 Pandemic. Jurnal Humanities Pengabdian Kepada Masyarakat, 2(2), 57-63. https://doi.org/10.24036/jha.0201.2021.09

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.