Effect of Cha-Cha Robic on University Students’ Self-Confidence

Surdiniaty Ugelta, Mustika Fitri and Jajat Jajat

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia

ugeltasurdiniaty@yahoo.com

Keywords: Cha-cha Robic, Confidence, University Student Age.

Abstract: The purpose of this study was to examine the effect of robic cha-cha on students' self-confidence. The

method used is experiment with post-test only control group design. Samples are UPI students consisting of

170 students (90 students for experimental group & 80 students for control group). The instrument used to

measure self-confidence is the questioner. The results of the study showed that there was no significant

difference between the experimental group and the control group (p> .05). Thus it is concluded that there is

no significant influence of the robotic cha-cha on university students’ self-confidence.

1 INTRODUCTION

The cha-cha dance that belongs to the achievement

sport has energetic characteristics with music that

has been changed; the music beat is faster than the

beat of classical cha-cha music. The classical cha-

cha music has fun cha-cha rhythm. It is fun and isn’t

boring, it makes the listeners want to move and sway

to the rhythm (Gao et al., 2013) Findings in the

Ugelta (2012) dissertation research on elementary

school children grades 4 and 5, that children are

enthusiastic about cha-cha dance for both boys and

girls for boys in the first three meetings, they try to

avoid for various reasons. The next three meetings

have already seen them start enjoying the move

accompanied by the rhythmic music of cha-cha, and

then those who were initially reluctant, unwilling to

join and embarrassed to move, they finally asked to

be turned on the movement (Batson et al., 2016).

The more interesting the step-by-step series of cha-

cha dance can be done individually, in same gender

pair, and different gender pair (boy and girl). In fact,

they do them all confidently.

The previous research experience on the basic

step of cha-cha dance does not need to be validated,

since the basic step of cha-cha dance already has

international standards, but to see the usefulness of

the basic step motion of cha-cha dance to the dancer

need to be reviewed (Burgess et al., 2006). Previous

research on the effect of basic cha-cha dance step

exercises on the physical fitness level of primary

school children. This research will be studied about

the influence of cha-cha dance basic step by using

criterion of aerobic exercise. The central subject of

this research is a series of step motion of cha-cha

dance with criteria of aerobic sports that will be

given to the students of Sport Science (IKOR) year

2016 with title "Cha-cha Robic".

Aerobic exercise that can stimulate

cardiovascular work is a sport that meets the aerobic

criteria, according to Cooper in Giriwijoyo (2007)

aerobic exercise is a physical activity that uses 40%

of large muscles, performed continuously,

simultaneously, has a dose of exercise health

exercise and performed at least 8 minutes. Through

the criteria of aerobic sports researchers try to

promote cha-cha dance with aerobic criteria by the

name of Cha-cha robic.

The selection of cha-cha robic by modifying cha-

cha dance moves that have 5M criteria then the

benefit and safe criteria should be considered in

training, because there is a connection with aerobic

exercise that can affect heart and lungs works.

Characteristics of cha-cha dance are energetic to

resemble aerobic sports with features such as aerobic

exercise. The characteristics of aerbolic sport by

Santoso Giriwijoyo (2007) are:

 Exercise that activates muscles at least 40% or

more;

 Simultaneously;

 With sufficient intensity and age appropriate;

 Continuously;

 A minimum time of 10 minutes.

Further suggested by Giriwijoyo (2007) that the

characteristics of aerobic exercise traits can affect

the heart and lungs works. The aerobic form of

exercise according to Gosselin (1995) can be

414

Ugelta, S., Fitri, M. and Jajat, J.

Effect of Cha-Cha Robic on University Students’ Self-Conﬁdence.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 414-416

ISBN: 978-989-758-317-9

walking, jogging and running, such activities can

stimulate the work of the heart, lungs, and blood

circulation.

The cha-cha dance resembles aerobic activity

because the beat or music rhythm has a speed of 130

beats per minute, according to Hanrahan (1996) can

affect cardiorepiratory, because the speed of

ordinary people walking is 90 beats per minute, that

is, moving at 130 beats per minute resembling

jogging (Camurri et al., 2003).

Increasing public health certainly has a good

impact on the performance and results government

employees, this phenomenon will become an

important spotlight for the Government as stated by

Arnaldo De O jeles cited Ugelta (1997) says the

following, especially in the city to avoid the pressure

of a life tense and possibly full of pollution, exercise

as a physical and mental therapy is not only the

concern of sports fitness specialists, but also of

Government officials.

Confidence is one aspect of personality that is

very instrumental in human life. Confidence is not

something that is innate, but formed from the

interaction with the environment then the confidence

that can be more developed. Gilmer (1978) argues

that self-confidence thrives through self-

understanding, which means self-confidence

develops through self-understanding, and deals with

the ability of how a person learns to accomplish their

tasks.

From the above statement it is true that self-

confidence is the development of a person to

complete his tasks in various things, like being able

to complete the tasks assigned by the school teacher.

The confidence of each individual can show his

ability in various things, of course in a positive way.

Wahyuni (2014) says that self confidence is "one's

belief in the ability possessed to display certain

behaviors or to achieve certain targets", then self-

confidence can mean how we feel about ourselves,

and our behaviour will reflect without us knowing it.

Confidence begins with ourselves, how our

determination to do what we want and need in living

process. To build confidence basically begins with

our own self-beliefs, how we can face all challenges

in life, so we can do something to deal with all the

challenges (Corteville, 2009). Thus, with a good

sense of confidence, it will be more convincing for

individuals to be able to pursue or achieve what is

targeted to be achieved in life.

2 METHODS

The method used in this research is quasi experiment

with the design of The Matching Pre-test and

Posttest Control Group Design as follows.

Table 1: Research Design.

Treatment group

Control Group

Research design on table 1, the instrument used

in this study is a self-confidence questioner made by

the researcher and the validity has been tested. Test

statistic can see in table 2.

Table 2: Test Statistic.

Test Statistics

Confidence

Mann-Whitney U

3221.500

Wilcoxon W

6461.500

-1.183

Asymp. Sig. (2-tailed)

.237

Grouping Variable: Group

Hypothesis

H0: There is no difference in self-confidence

between the experimental group and the control

group

H1: There is a difference in self-confidence between

the experimental group and the control group

Criteria

If the value is Sig. > 0.05 then H0 is accepted

If the value is Sig. <0.05 then H0 is rejected

The probability value or Sig. 0.237> 0.05 thus

H0 is accepted, meaning that there is no difference

in self-confidence between the experimental group

and the control group. Thus it can be concluded that,

there is no significant influence of the cha-cha robic

on self-confidence.

3 RESULTS AND DISCUSSION

Based on the results of tests that have been given by

researchers, there is no difference in the influence of

cha-cha robic to students' confidence in the

experimental group and in the control group.

Because the average students of the experimental

group have joined other activities in the course of

Physical Education (Penjas), in this case, has

Effect of Cha-Cha Robic on University Students’ Self-Conﬁdence

415

indirectly formed the students' self-confidence. As

we know, in the process of learning Physical

Education (Penjas), students of control groups often

appear or express themselves that foster self-

confidence. As a result, the cha-cha robic given to

the experimental group increased, as did the control

group also increased because of the previously

obtained Physical Education (Penjas) courses.

4 CONCLUSIONS

The conclusion of the study is that there was no

significant difference in self-confidence between

experimental group and control group students.

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