The Evaluation of Physical Education at Panca Bhakti Special

Primary School in Sleman Yogyakarta

Dani Sulistiantoro

, Feri Budi Setyawan

and Sumaryanto

Departement of Sport Science, Universitas Negeri Yogyakarta, Jl. Colombo No 1, Yogyakarta, Indonesia.

S1-PGSD Study Program, Faculty of Education, Ahmad Dahlan University, Yogyakarta, Indonesia.

Keywords: Evaluation, SDLB, CIPP

Abstract: This study aimed at evaluating Physical Education learning process at Panca Bhakti Special Primary School

in Sleman, Yogyakarta. This research is an evaluation research, using CIPP evaluation, which evaluates the

components of context, input, process, and product. The research data were collected through structured

interviews, semi-open questionnaires, closed questionnaires and observations.The results no fthe

identification of this study viewed from the mentioned four aspects were classified as fair.This was based on

funding factors for the needs to revamp the Panca Bhakti Special Primary School facilities in Sleman.

Furthermore, this was also due to the lack of public understanding regarding the importance of education for

students with special needs which must be handled optimally.

1 INTRODUCTION

Physical activity is an activity carried out by a

person or group of people physically to reach certain

goals. Physical activity is very important for the

development and maintenance of health (NASPE in

Corbin & McKenzie, 2008: 49). Based on Act No. 3

of 2005 concerning National Sports System Article

17, it was stated that sports can be categorized into

three scopes namely educational sports, recreational

sports and sports achievements. All the three have

different meanings, so the intentions and objectives

are different. Educational sports can be interpreted

as physical education and sports carried out as part

of a regular and continuous education process to

obtain knowledge, personality, skills, health and

physical fitness.

As a part of educational sports, Physical

Education becomes one of the subjects in various

education units ranging from elementary schools to

universities. This condition brings consequences on

fulfilling the needs of learning infrastructure

facilities, including special schools. According to the

Central Bureau of Statistics (BPS) data in 2005,

there were approximately 4.2 million students with

special needs in Indonesia (Republika, 2013). Based

on BPS data in 2007 there the number of special

need students increased into 8.3 million. On top all

of these, education is the right of every person.

Thus, every person has the right to receive

educational services according to their conditions

and needs. Children with special needs are also

entitled to education services based on with their

conditions and needs. In accordance with Act No. 20

of 2003 article 5 paragraph 2, it is affirmed that

"Citizens who have physical, emotional, mental,

intellectual, and / or social abnormalities are entitled

to education specifically."In addition, the Act No.20

of 2003 article 5 paragraph 4 also guarantees that"

citizens who have the potential for intelligence and

special talents are entitled to special education. "

In fact, there are various kinds of problems in the

management of Physical Education at special

schools. The physical education teachers have not

been optimally managed the Physical Education

according to the theory and reality in the field. The

problems are the management of facilities, lack of

proper planning, the condition of poorly maintained

education facilities, and lack of utilization of

educational facilities properly. The issue of

managing Physical Education for students with

special needs is also experienced by the Panca

Bhakti Special Primary School in Sleman. Physical

Education learning process at Panca Bhakti Special

Primary School still lacked of evaluation so that the

goals and objectives of the subject have not been

optimally achieved. An evaluation or management

Sulistiantoro, D., Setyawan, F. and , S.

The Evaluation of Physical Education at Panca Bhakti Special Primary School in Sleman Yogyakarta.

DOI: 10.5220/0009784502730275

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 273-275

ISBN: 978-989-758-457-2

273

of Physical Education by the teachers is really

crucial. The management aims at improving the

quality of learning to support the achievement of

quality education particularly at Panca Bhakti

Special Primary School, Sleman. Therefore, the

research on the implementation of the evaluation of

Physical Education at Panca Bhakti Special Primary

School in Sleman was conducted.

2 METHOD

This evaluation study employed the CIPP evaluation

model (Context, Input, Process, Product)

(Stufflebeam, 2003). This study also employed

qualitative and quantitative approaches in evaluating

Physical Education at Panca Bhakti Special Primary

School in Sleman. The evaluation context focused

on setting goals; the input evaluation focused on

exposing design; the process evaluation checked the

program operations; and product evaluation directed

the attention to assess and react to the program

objectives.

The research was conducted in Panca Bhakti

Special Primary School in Sleman which runs a

program of special needs students. The subjects in

the study were several parties of this school

consisting of the Principal as the person in charge

and the teachers in charge at the Panca Bhakti

Special Primary School.

The data were collected using questionnaires,

interviews, documentations and observations. The

questionnaires were given to teachers of the school.

The interviews were conducted with the person in

charge of the special primary school which is the

school principal. The objects of the observation were

school buildings, facilities and infrastructure to

support learning and implementation of learning.

The documents were in the form of notes, students’

lists, and photos of learning activities. The analysis

technique included four interacting components,

namely data collection, data reduction, data

presentation and conclusion drawing.

3 RESULTS AND DISCUSSION

Based on the research finding and its analysis, the

discussion of context evaluation, input evaluation,

process evaluation and product evaluation can be

described as follows.

Table 1: Evaluation Criteria of Context Evaluation.

Range of Value

Category

23.33 – 30.00

Good

16.67 – 23.32

Fair

10.01 – 16.66

Poor

Based on Table 1, the value of 25 (twenty-five)

is in the range of 23.33 - 30.00, which is in the good

category. This means that the context of the Panca

Bhakti Special Primary School had been going well,

supported by the relevance of the programs and

good program objectives.

Table 2: Evaluation Criteria of Input Evaluation.

Range of Value

Category

49.00 – 63.00

Good

35.00 – 48.99

Fair

21.00 – 34.99

Poor

According to Table 2, the value of 45 (forty-five)

is in the range of 35.00 - 48.99, which is in the fair

category. This means that the input in Panca Bhakti

Special Primary School had to be improved. Thus, it

would be better and evolve from fair into good

category.

Table 3: Evaluation Criteria of Process Evaluation.

Range of Value

Category

9.33 – 12.00

Good

6.67 – 9.32

Fair

4.01 – 6.66

Poor

Based on Table 3, the value of 8 (eight) is in the

range of 6.67 - 9.32, which is in the fair category.

This means that the process in Panca Bhakti Special

Primary School in general was quite good.

Table 4: Evaluation Criteria of Product Evaluation.

Range of Value

Category

21.00 – 27.00

Good

15.00 – 20.99

Fair

9.00 – 14.99

Poor

Based on Table 4, the value of 15 (fifteen) is in

the range of 15.00–20.99, which is in the fair

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

274

category. This means that the products of Panca

Bhakti Special Primary School had to be improved.

4 CONCLUSION

According to the research findings and discussions,

it can be concluded that: (1) The context evaluation

showed the relevance of the program related to the

Ministry of Education, Sleman Government, and

community needs, (2) The input evaluation showed

that short, medium and long-term programs,

students, teachers, facilities and infrastructure as

well as funds are needed in fostering students in

Panca Bhakti Special Primary School, (3) The

process evaluation showed the process of coaching

that ran from learning, monitoring and evaluation

carried out in monitoring and assessing the process

and (4 ) Product evaluation showed a result of a

coaching program such as students’ contributions,

achievement and academic stuff.

REFERENCES

Corbin, C.B. & McKenzie, T.L., 2008. Physical activity

promotion a responsibility for both K-12 physical

education and kinesiology. Journal of Physical

Education, Recreation & Dance, 79(6).

Republik Indonesia, 2003. Undang-Undang Nomor 20

Tahun 2003 tentang Sistem Pendidikan Nasional.

Diakses dari http://www.inherentdikti.

net/files/sisdiknas.pdf pada tanggal 04 Januari 2018,

jam 09.00 WIB.

Republik Indonesia, 2005. Undang-Undang RI Nomor 3,

Tahun 2005, tentang Sistem Keolahragaan Nasional.

Republika, 2013. Jumlah Anak Berkubutuhan Khusus di

Indonesia http://m.republika.co.id/berita/ nasional. 17

Juli 2013.

Stufflebeam, D.L., Madaus, G.F. & Kellaghan. 2002.

Evaluation models: Viewpoints on educational and

human services evaluation. Dordrecht: Kluwer

Academic Publishers.

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