Readiness Level to Be for Physical Education, Health and Recreation

Teachers in 2013

I Made Widiarsa Dwitya

, Mansur

, Caly Setiawan

Master program of sport sciences, Yogyakarta State University, Indonesia

Physical Education, Yogyakarta State University, jl. Colombo, Yogyakarta, Indonesia

Keywords: Teachers, competency standards, readiness, sport and health education.

Abstract: This research aims to find out how much the level of readiness to become teachers for the Physical

Education, Health and Recreation of the students of FSHE IKIP PGRI Bali in 2013. This type of research is

quantitative descriptive study. The population in this research comprises students of the 2013 physical

education, health and recreation program with a total of 180 students. The sampling technique used in this

research was an incidental sampling technique. There were 85 student participants involved in this study.

The instrument in this research was a questionnaire. The data were analyzed using the percentage

calculation technique. The result shows that the level of readiness to become teachers for the 2013 students

of physical education, health and recreation program is varied. Ten students (11.8%) belong to very ready

category, 16 students (18.8%) belong to ready category, 34 students (40%) belong to quite ready category,

24 students (28.2%) belong to unready category, and 1 student (1.2%) belong to very unready category.

1 INTRODUCTION

Education is one of the most important factors in

gaining the authority of a country. With a good

education, of course, it will lead to a smart and

competent future generation so that the nation's

condition will continue to experience improvement

and change to be more advanced and developed than

before. Thus, a country will gain welfare and

prosperity.

Based on a survey conducted by the United

Nations Educational, Scientific and Cultural

Organization (UNESCO) in 2015, Indonesia almost

occupied the lowest position on the quality of

education in developing countries in the Asia-

Pacific, which is ranked 10

out of 14 countries. The

low quality of Indonesian education can be seen

from the phenomena that hit Indonesian education,

namely the low competitiveness as an indicator that

education has not been able to produce quality

human resources (HR). The Human Development

Index (HDI) issued by the United Nations

Development Program (UNDP), which was formed

by the United Nations (UN), reported that Indonesia

ranked 108 in 1998, ranking 109 in 1999, and ranked

111 in 2004 from 174 countries studied (Mulyasa,

2013). To produce quality human resources, it needs

to be an increase in Indonesia education. In other

words, education in Indonesia must be able to

produce graduates who are capable of thinking

globally while capable of acting locally and based

on noble character.

The existence of teacher roles and functions is

one of the most significant factors in education.

Teachers are the most important part of the teaching

and learning process both in formal and non-formal

education. Therefore, in every effort to improve the

quality of education, teachers cannot be separated

(Daryanto, 2013). Efforts to improve the quality of

education are unlikely to be carried out properly if

they are not balanced by making standards for the

implementation of education, education service

standards, graduation standards, education staff

standards, and teacher competency standards.

In Law No. 14/2005 concerning teachers and

lecturers Article 1 which mandates that professional

teachers must have expertise and skills that certainly

meet certain quality standards or norms. The teacher

competency standard is divided into four main

competencies, namely pedagogic competence,

personality competence, social competence, and

professional competence. The four competencies are

then elaborated in detail in sub-competencies

through the Minister of National Education

Dwitya, I., , M. and Setiawan, C.

Readiness Level to Be for Physical Education, Health and Recreation Teachers in 2013.

DOI: 10.5220/0009785803230329

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 323-329

ISBN: 978-989-758-457-2

323

Regulation No. 16/2007 concerning Academic

Qualification Standards and Teacher Competencies

(Marselus, 2011).

In the current globalization era, it cannot be

denied that teacher professionalism is a necessity

that cannot be delayed any more along with the

increasing competition. It is necessary for people

who are truly experts in their fields toplay a

maximum role in it. The Educational Personnel

Education Institution (commonly known as LPTK in

Indonesia) is a higher education institution that

prepares professional and competent educators.

Thus, LPTK has a very important role to improve

the quality of education.

The Teacher Training and Education Institute

(commonly known as IKIP in Indonesia) PGRI Bali

is one of the universities in Bali that organizes

academic education in educational disciplines. IKIP

PGRI Bali has 5 faculties, each of which is engaged

in different fields. The faculties include: (1) Faculty

of Education (FE), (2) Faculty of Language and Art

Education (FLAE), (3) Faculty of Education and

Social Sciences (FESS), (4) Faculty of Sports and

Health Education (FSHE), and (5) Faculty of

Mathematics and Natural Sciences Education

(FMNSE).

The Faculty of Sports and Health Education

(FSHE) has a study program namely Physical Health

and Recreation Education (PHRE) where the study

program prepares students to become a physical

education teacher. The final semester students

starting from semester 5 to semester 7 must have

prepared themselves to become a physical education

teacher. In preparing themselves, they must have the

ability to teach based on teacher competency

standards that have been set for a teacher.

Based on the results of observations made by

researchers on 9 October 2016, students of the

Department of Physical Health and Recreation

Education from Faculty of Sports and Health

Education starting from the 5

semester were

provided with the knowledge to make a lesson plan.

Skills in making lesson plans must be mastered by

students as an illustration of insctruction so that a

systematically structured learning is created. In

addition, students in the 5

semester must also take

the compulsory course, such as sports teaching and

learning interaction courses, sports learning

methods, management of sports classes, tests and

measurements, and evaluation of sports education.

In the 6

semester, students are given courses in the

form of teaching training in small groups called

microteaching. The microteaching course is a course

that aims to improve students' abilities and skills in

managing physical education learning by applying

certain teaching techniques. After enrolled in the

microteaching course, in the 7th semester, the

students of the education and training program in the

field are directly sent to schools in Denpasar to carry

out field experience practices. In implementing

experience practices, students are expected to be

able to apply the knowledge they have obtained

from the class.

With the various efforts that have been done by

the Faculty of Sports and Health Education to create

physical education teachers, it is expected that the

students of the Physical Education program will later

become competent and qualified teachers. In

addition, students are also expected to have teaching

skills with a strong and creative teaching so alumnus

of FSHE are able to create new innovations in

improving the quality of physical education to

become more attractive and developed.

Students of the health education study program

after graduating and earning a Bachelor's degree are

expected to be able to apply the knowledge gained in

their class to serve and educate young generations

through physical education. In fact, not a few

education graduates move to other institutions and

do not become physical education teachers. One of

the reasons that are because the wages or salary

offered, which is higher than being a non-permanent

teaching staff. This can be seen from FSHE

graduates who have achievements in sports and then

move to other institutions such as banks.

Based on the problems above, it can be seen that

there is a possibility that FSHE students in the

education and training program are not ready to

become competent physical education teachers.

Therefore this research seeks to address readiness of

the 2013 FSHE students in Physical Health and

Recreation Education program. This needs to be

done so that FSHE IKIP PGRI Bali can prepare

students of health education programs to become

competent physical education teachers before

entering the real practice. This area needs serious

attention from various parties involved.

2 RESEARCH METHODS

2.1 Research Type

This research was a quantitative descriptive study.

The researcher used descriptive percentage data

analysis techniques to calculate the results.

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)

324

2.2 Research Settings

This research was conducted on February 3, 2017, to

February 27, 2017, which took place at the Faculty

of Sports and Health Education IKIP PGRI Bali.

2.3 Participants

The subjects in this research were 180 students of

2013 Physical Health and Recreation Education

study program of FSHE IKIP PGRI Bali. The

sampling technique used was incidental sampling

technique.

2.4 Procedure

This research was a quantitative research that

examines the percentage level of readiness of

students to become teachers. This research was

conducted by asking respondents to fill out the

research questionnaire readiness to become a teacher

by using teacher competency standards as an

indicator.

2.5 Data, Instruments, and Data

Collection Techniques

The data in this research is in the form of existing

numbers with a total value of the overall data of

5709. The maximum value was 84 and the smallest

value was 57, for the average value 67.16 and the

standard deviation 6.43. The instrument of this

research was questionnaires. Data collection were

carried out in several ways: 1) the subject were

given an explanation of the procedure for filling out

the questionnaire; 2) the researcher also confirmed

that filling out this questionnaire has no effect on

subjects grades so they are expected to fill answers

honestly; 3) questionnaires were distributed to

subjects and then guide each question until subjects

understand what was expected from the question; 4)

after subjects completed the questionnaire, the

questionnaire was submitted.

2.6 Data Analysis Technique

Analytical techniques to provide scores on the

answer to the questionnaire is presented in Table 1.

Table 1: Answer and Score

Positive Statements

ative Statements

Response Score Response Score

Strongly Agree

SA 4

Strongly Agree

SA 1

Agree

A 3

Agree

A 2

Disagree

D 2

Disagree

D 3

Strongly Disagree

SD 1

Strongly Disagree

SD 4

The data analysis technique in this research was

descriptive statistics, namely the calculation of

percentage through the steps of using the formula by

means of frequency divided by the number of

samples then multiplied by 100 percent.

(1)

Information:

P = Percentage

F = Frequency

N = Number of Respondents

The results of the data obtained were then converted

into the following assesment criteria intervals:

Table 2: Assessment Criteria Interval

Interval Criteria

X ≥ M + 1,5 SD Very goo

M + 0,5 SD ≤ X ˂ M + 1,5 SD Goo

M - 0,5 SD ≤ X ˂ M + 0,5 SD Adequate

M - 1,5 SD ≤ X ˂ M - 0,5 SD Less Ade

uate

X ˂ M - 1,5 SD Ver

less Ade

uate

Source: Sudijono (1987) in Asep Santosa (2016)

3 RESULTS AND DISCUSSION

The following is an overview of data processing to

find out the level of readiness to become a teacher

for the 2013 students of the Physical Health and

Recreation Education program in FSHE of IKIP

PGRI Bali. It employed descriptive analysis

techniques in the form of percentages with 85

respondents.

Readiness Level to Be for Physical Education, Health and Recreation Teachers in 2013

325

The results of retrieval of research data are then

recapitulated and analyzed so as to produce

information that the total value of the overall data

equals to 5709. The maximum value was 84 while

the smallest value was 57. Mean was 67.16 and

standard deviation (SD) was 6.43. The data can be

seen in table 2.

Table 3: Overall Data Results

Overall Data

Total score 5709

The highest score 84

Lowest score 57

Standard Deviation

(

)

6,43

Mean 67,16

Overall data including the highest score, lowest

score, standard deviation, and Mean have been

obtained. Then the data was converted in the interval

of the assessment category so that the number of

frequencies can be known in each category. The

following table presents the level of readiness to

become teachers for the 2013 students of the

Physical Education, Health and Recreation program

in FSHE of IKIP PGRI Bali.

Table 4: Readiness Level to be Teachers for 2013

Students of Physical Health and Recreation Education

Study Program of FSHE IKIP PGRI Bali

Interval Cate

F P

(

)

X ≥ 76,81 Ver

10 11,8

70,38 ≤ X ˂ 76,81 Goo

16 18,8

63,95 ≤ X ˂ 70,38 Adequate 34 40,0

57,52 ≤ X ˂ 63,95

Less

Ade

uate 24 28,2

X ˂ 57,52

Very less

Ade

uate 1 1,2

Total 85 100

Based on the table above, it can be seen that 10

students (11.8%) were in the very good category, 16

students (18.8%) were in the good category, 34

students (40%) were in the adequate category, 24

students (28.2%) were in less adequate category, and

1 person (1.2%) was in the very less adequate

category. The following histogram is based on the

data above.

Figure 1: Histrogram of Readiness Level to be Teachers

for 2013 Students of Physical Health and Recreation

Education Study Program of FSHE IKIP PGRI Bali.

Based on the results of the research, it can be

seen that the readiness level of the students of 2013

Physical Health and Recreation Education Study

Program of FSHE IKIP PGRI Bali to become

teachers is varied. 10 people (11.8%) were in the

"very good" category, 16 people (18.8%) were in the

"good" category, 34 people (40%) were in the

"adequate" category, 24 people (28.2%) were in the

"less adequate" category, and 1 person (1.2%) was in

the "very less adequate" category.

In this chapter the researcher also presents data

based on each competency and based on the results

of the processed data.

Table 5: Data on Pedagogic Competence

Pedagogic Data

Total score 1282

The hi

hest score 20

Lowest score 11

Standard Deviation

(

)

1,97

Average 15,08

Based on the table above, it can be seen that the

total score was 1281. The maximum score obtained

was 20, the smallest score was 11, Mean was 15.08

and the standard deviation (SD) was 1.97. Then the

data was converted in the interval of the assessment

category so that the number of frequencies in each

category can be known based on the results of the

instrument data from the sample. Table 5 presents

the level of readiness of 2013 Students of Physical

Education, Health and Recreation Study Program of

FSHE IKIP PGRI Bali based on indicators of

pedagogic competence.

[11,8%]

[18,8%]

[40%]

[28,2%]

1,2

Frekuensi

Tingkat Kesiapan Mahasiswa

Penjaskesrek Angkatan 2013 FPOK IKIP

PGRI Bali

SangatBaik Baik

Cukup Kurang

SangatKurang

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)

326

Tabel 6: Pedagogic Competency Indicator

Interval Cate

F P

(

)

X ≥ 18,03 Very goo

6 7,1

16,06 ≤ X ˂18,03 Goo

12 14,1

14,10 ≤ X ˂ 16,06 Adequate 31 36,5

12,13 ≤ X ˂ 14,10

Less

Adequate

31 36,5

X ˂ 12,13

Very less

Ade

uate

5 5,9

Total 85 100

Based on the table above, it can be seen that 6

people (7.1%) were in the very good category, 12

people (14.1%) were in the good category, 31 people

(36.5%) were in the adequate category, 31 people

(36, 5%) were in the less adequate category, and 5

people (5.9%) were in the very less adequate

category.

Table 7: Data on Professional Competence

Professional Data

Total score 1318

The hi

hest score 20

Lowest score 12

Standard Deviation

(

)

1,91

Average 15,51

Based on the table above it can be seen that the

total score was 1318. The maximum score s 20, the

smallest score was 12Mean was 15.51 and the

standard deviation was 1.91. Then the data wass

converted in the interval of the assessment category

so that the number of frequencies can be known in

each category based on the results of instrument data

from the research sample. Table 7 presents the

readiness level of the 2013 Physical Education,

Health and Recreation students in FSHE of IKIP

PGRI Bali based on indicators of professional

competence.

Table 8: Professional Competency Indicator

Interval Cate

F P

(

)

X ≥18,37 Very goo

4 4,7

16,46 ≤ X ˂18,37 Goo

23 27,1

14,55 ≤ X ˂ 16,46 Adequate 30 35,3

12,64 ≤ X ˂ 14,55 Less

Adequate

26 30,6

X ˂ 12,64 Very less

Ade

uate

2 2,4

Total 85 100

Based on the table above, it can be seen that 4

people (4.7%) were in the very good category, 23

people (27.1%) were in the good category, 30 people

(35.3%) were in the adequate category, 26 people

(30, 6%) were in the less adequate category, and 2

people (2.4%) were in the very less adequate

category.

Table 9: Personality Competence Data

Personalit

Data

Total score 1703

The hi

hest score 24

Lowest score 15

Standard Deviation (SD) 2,16

Avera

e 20,04

Based on the table above it can be seen that the

total score was 1703. The maximum score was 24,

the smallest score was 15, Mean was 20.04 and the

standard deviation (SD) was 2.16. Then the data was

converted in the interval of the assessment category

so that the number of frequencies can be known in

each category. Table 9 presents the readiness level

of the 2013 Physical Education, Health and

Recreation students in FSHE IKIP PGRI Bali based

on personality competency indicators.

Table 10: Personality Competency Indicator

Interval Cate

F P

(

)

X ≥ 23,27 Ver

6 7,1

21,11 ≤ X ˂ 23,27 Goo

16 18,8

18,96 ≤ X ˂ 21,11 Adequate 39 45,9

16,80≤ X ˂ 18,96

Less

Ade

uate

22 25,9

X ˂16,80

Very less

Ade

uate

2 2,4

Total 85 100

Based on the table above, it can be seen that 6

people (7.1%) belong to the very good category, 16

people (18.8%) belong to the good category, 39

people (45.9%) belong to the adequate category, 22

people (25, 9%) belong to the less adequate

category, and 2 people (2.4%) belong to the very

less adequate category.

Table 11: Data on Social Competence

Social Data

Total score 1406

The highest score 20

Lowest score 13

Standard Deviation (SD) 1,66

Avera

e 16,54

Based on the table above it can be seen that the

total score was 1406. The maximum score was 20,

Readiness Level to Be for Physical Education, Health and Recreation Teachers in 2013

327

the smallest score was 13, Mean was 16.54 and the

standard deviation (SD) was 1.66. Then the data was

converted in the interval of the assessment category

so that the number of frequencies can be known in

each category. Table 11 presents the readiness level

of the 2013 Physical Education, Health and

Recreation students in FSHE IKIP PGRI Bali based

on social competency indicators.

Table 12: Social Competency Indicator

Interval Categor

F P (%)

X ≥ 19,03 Ver

6 7,1

17,37 ≤ X ˂ 19,03 Goo

15 17,6

15,71 ≤ X ˂ 17,37 Ade

uate 41 48,2

14,05 ≤ X ˂ 15,71

Less

Ade

uate 16 18,8

X˂ 14,05

Very less

Adequate 7 8,2

Total 85 100

Based on the table above, it can be seen that 6

people (7.1%) were in the very good category, 15

people (17.6%) were in the good category, 41 people

(48.2%) were in the adequate category, 16 people

(18, 8%) were in the less adequate category, and 7

people (8.2%) were in the very less adequate

category.

Based on the data above, the lowest item was

professional competence compared to other

competencies. The low level of professional

competence might be caused by several factors,

including 1) maturities, 2) intelligences, 3) needs, 4)

experiences, 5) basic readiness. Firstly, maturity is a

process that causes changes in behavior as a result of

growth and development. Growth is certainly related

to the functions of one’s body and soul. Maturity of

body functions could bring someone ready to accept

and do something new. Likewise, teachers who are

physically and mentally mature will be able to carry

out his duties at its best as an educator. They are

alsoable to carry out learning according to what

students need in learning.

Secondly, the intelligence of a prospective

teacher has a big influence on progress in the

learning process. Teachers who have high

intelligence are likely able to carry out higher tasks

and will be more successful in creating innovation in

learning so students will not be easily bored in

learning. In addition, teachers who have high

intelligence are also able to apply their knowledge

according to the right situation and conditions both

with students, parents, teachers, and others.

Thirdly, the intended needs include the needs

realized and the needs that are not realized. The

needs which are not realized by the prospective

teachers result in no encouragement to try.

While the needs that are realized by the

prospective teachers will certainly encourage

students to try, thus a motive will arise. Motivation

will direct someone to reach the goal. When teachers

have needs that must be fulfilled, the teachers will

try to improve their professional competence to meet

their needs. With the needs met, teachers will be

more encouraged in improving his performance.

Added to this, experience also has an influence

on readiness. With the experiences that have been

obtained by prospective teachers, they will feel more

prepared and determined to become real teachers.

From these experiences, they become aware of what

they will encounter when coming into the real

teaching practice.

Lastly, basic readiness will be shaped through

various experiences gained during the formation

period. During this period, prospective teachers are

exposed to various processes and experiences.

Therefore, the basic readiness of prospective

teachers will be developed.

The student readiness to become teachers will

greatly influence the progress of education. Teacher

competency is the main requirement that must be

mastered by prospective teachers. In addition,

teacher competence also plays a role in determining

whether or not students are ready to become

teachers. This readiness is the main requirement for

prospective teachers and it determines whether

students are good when they become teachers, which

will have an impact on the quality of education.

4 CONCLUSIONS

Based on the results, the level of readiness to

become teachers for 2013 Physical Education,

Health and Recreation Education students are quite

diverse. 10 students (11.8%) were in the very good

category, 16 students (18.8%) were in the good

categories, 34 students (40%) were in the adequate

category, 24 students (28.2%) were in the less

adequate category, and 1 student (1.2%) was in the

very adequate category.

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Readiness Level to Be for Physical Education, Health and Recreation Teachers in 2013

329