EFEKTIVITAS PEMBELAJARAN DARING PADA MATA PELAJARAN PENDIDIKAN JASMANI OLAHRAGA DAN KESEHATAN DI MTS SALAFIYAH AL-AMIN

EFFECTIVENESS OF ONLINE LEARNING IN PHYSICAL EDUCATION SUBJECTS

SPORT AND HEALTH AT MTS SALAFIYAH AL-AMIN

Pembelajaran daring (on-line) adalah sistem belajar dengan memanfaatkan teknologi yang memungkinkan tidak terjadinya tatap muka/ interaksi langsung. Pembelajaran daring berkemungkinan dapat membantu memutus rantai penyebaran Covid-19 kluster sekolah dengan tetap mempertahankan kualitas pendidikan. Pelaksanaan pembelajaran daring telah diterapkan diseluruh sekolah tak terkecuali MTs. Salafiyah Al-Amin Kabupaten Tuban Jawa Timur. Pembelajaran daring memiliki keunggulan dan kelamahan kaitannya dengan efektivitas pencapaian tujuan pembelajaran terutama untuk matapelajaran yang memiliki kegiatan praktik seperti matapelajaran PJOK. Penelitian ini ingin mengetahui gambaran umum berkaitan dengan efektivitas pembelajaran daring pada matapelajaran PJOK di MTs. Salafiyah Al-Amin. Metode penelitian yang digunakan adalah metode deskriptif suevei dengan pendekatan kuantitatif. Subjek penelitian adalah siswa kelas VII, VIII, dan IX MTs. Salafiyah Al-Amin sebanyak 68 siswa. Instrumen penelitian berbentuk angket yang subindikatornya diturunkan dari indikator dan selanjutnya disusun aitem-aitem angketnya. Angket kemudian disampaikan kepada subyek penelitian melalui Google Form. Hasil penelitian yang dilakukan melalui survei pada siswa MTs. Salafiyah Al-Amin Tuban menunjukkan bahwa: (1) respon siswa: (a) keluhan secara fisik adalah: kelelahan mata, badan pegal, dan kepala pusing, (b) keluahan secara psikhis adalah: Khawatir, bosan, dan stress, (c) pemahaman materi ajar 1,6% mengatakan sangat mudah, 30,2% mengatakan mudah, 63,5% mengatakan kurang mengerti, dan 0% mengatakan tidak mengerti, (d) kebermanfaatan materi ajar untuk fisik: 1,6% mengatakan sangat manfaat, 19% mengatakan manfaat, 71,4% mengatakan sedikit manfaat, 7,9% mengatakan tidak merasakan manfaat, (e) efektivitas pembelajaran: 7,9% mengatakan sangat efektif, 12,7% mengatakan efektif, 77,8% mengatakan kurang efektif, dan 1,6% mengatakan tidak efektif, (2) media pembelajaran: (a) jenis media on-line yang digunakan siswa: 4,8% menggunakan wifi, dan 95,2% menggunakan paketan kuota, (b) kondisi sinyal internet: 20,6% kuat, 77,8% sedang, dan 1,6% lemah, (c) kendala selama daring: 14,3% sinyal tidak stabil, 57,1% kuota terbatas, 7,9% aplikasi rumit, dan 20,6% tugas semakin banyak, (d) aplikasi yang digunakan: 22,2% google classroom, 20,6% google form, 74,6% whatsapp, 0% lain-lain, (3) aktivitas siswa: (a) lama aktivitas fisik selama pembelajaran: 6,3%% selama 0 menit, 84,1% selama 30 menit dan 9,5% lebih 30 menit, (b) kesiapan mengikuti pembelajaran: 31,7% siap, 68,3% kurang siap, dan 0% tidak siap, (c) kehadiran: 36,5% selalu hadir, 38,1% pernah tidak hadir, dan 25,4% jarang hadir, (d) pengerjaan tugas: 27% selalu mengerjakan, 41,3% terkadang mengerjakan, 30,2% jarang mengerjakan, dan 1,6% tidak pernah mengerjakan, (e) reaksi terhadap pertanyaan Guru: 7,9% selalu menjawab, 79,4% terkadang menjawab, dan 12,7% tidak pernah menjawab, (f) rentang perhatian siswa: 49,2% serius memerhatikan, 39,7% biasa saja, 11,1% tidak memperhatikan.

Kata Kunci: pembelajaran, daring, respon, media, aktivitas

Online learning (on-line) is a learning system by utilizing technology that allows no face-to-face/direct interaction. Online learning is likely to help break the chain of spread of Covid-19 in school clusters while maintaining the quality of education. The implementation of online learning has been implemented in all schools, including MTs. Salafiyah Al-Amin, Tuban Regency, East Java. Online learning has advantages and disadvantages in relation to the effectiveness of achieving learning objectives, especially for subjects that have practical activities such as PJOK subjects. This study wants to know the general description related to the effectiveness of online learning in PJOK subjects in MTs. Salafiyah Al-Amin. The research method used is a descriptive survey method with a quantitative approach. The research subjects were students of class VII, VIII, and IX of MTs. Salafiyah Al-Amin as many as 68 students. The research instrument is in the form of a questionnaire whose sub-indicators are derived from indicators and then the questionnaire items are compiled. The questionnaire was then submitted to the research subjects via Google Form. The results of research conducted through a survey on MTs students. Salafiyah Al-Amin Tuban showed that: (1) student responses: (a) physical complaints were: eye fatigue, body aches, and headaches, (b) psychological complaints were: worried, bored, and stressed, (c) understanding of teaching materials 1.6% said it was very easy, 30.2% said it was easy, 63.5% said they did not understand, and 0% said they did not understand, (d) the usefulness of teaching materials for physical: 1.6% said very useful, 19% said it was 116 116 useful, 71.4% said a little benefit, 7.9% said no benefit, (e) learning effectiveness: 7.9% said very effective, 12.7% said effective, 77.8% said less effective , and 1.6% said it was not effective, (2) learning media: (a) types of on-line media used by students: 4.8% used wifi, and 95.2% used quota packages, (b) internet signal conditions : 20.6% strong, 77.8% moderate, and 1.6% weak, (c) obstacles while online: 14.3% unstable signal, 57.1% limited quota, 7.9% complicated application, and 20.6% duty more and more, (d) applications used: 22.2% google classroom, 20.6% google form, 74.6% whatsapp, 0% others, (3) student activities: (a) duration of physical activity during learning : 6.3%% for 0 minutes, 84.1% for 30 minutes and 9.5% more than 30 minutes, (b) readiness to take part in learning: 31.7% ready, 68.3% less ready, and 0% not ready, (c) attendance: 36.5% always present, 38.1% never present, and 25.4% rarely present, (d) task completion: 27% always doing, 41.3% sometimes doing, 30, 2% rarely did, and 1.6% never did, (e) reactions to Teacher's questions: 7.9% always answered, 79.4% sometimes answered, and 12.7% never answered, (f) attention span students: 49.2% seriously paid attention, 39.7% was average, 11.1% did not pay attention.

Keyword: Online Learning, Learning Effectivities