ORIGINAL PAPER
Adaptive physical education learning: evaluation by teachers of deaf students at special elementary schools
1
Department of Sport Science, Faculty of Sport Science, Universitas Negeri Padang, Padang, Indonesia
2
Department of Primary School Physical Education, Faculty of Sport Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
3
Faculty of Sport Science, Universitas Negeri Malang, Malang, Indonesia
4
Department of Sports Science, Faculty of Sport Sciences, Universitas Negeri Semarang, Semarang, Indonesia
5
Department of Music, Artistic and Physical Education, Faculty of Education, University of Murcia, Murcia, Spain
6
Department of Human Sciences, Pegaso University, Naples, Italy
7
Heracle Lab Research in Educational Neuroscience, Niccolo Cusano University, Rome, Italy
8
Faculty of Sport Sciences, Inonu University, Malatya, Turkey
9
Master of Physical Education, Universitas Suryakancana University, Jawa Barat, Indonesia
10
Universitas Negeri Surabaya, Surabaya, Indonesia
11
Departement of Coaching Education, Faculty of Sport Science, Universitas Negeri Semarang, Semarang, Indonesia
12
STKIP PGRI Bangkalan, Bangkalan, Indonesia
Submission date: 2024-01-07
Acceptance date: 2024-05-27
Publication date: 2024-09-30
Corresponding author
Nugroho Susanto
Department of Sport Science, Faculty of Sport Science, Universitas Negeri Padang, Prof. Dr. Hamka Street, Air Tawar, Padang, West Sumatra, Indonesia
Department of Sport Science, Faculty of Sport Science, Universitas Negeri Padang, Prof. Dr. Hamka Street, Air Tawar, Padang, West Sumatra, Indonesia
Hum Mov. 2024;25(3):120-128
KEYWORDS
TOPICS
ABSTRACT
Purpose:
This research aims to evaluate adaptive physical education learning in deaf students at special elementary schools.
Methods:
This study employs an evaluation model approach to assess the efficacy of adaptive physical education instruction. Specifically, this research utilizes the CIPP (Context, Input, Process, and Product) model for evaluation. The participants in this study were teachers who taught physical education in West Sumatra, with a sample size of 60 teachers in West Sumatra, Indonesia. Data collection was carried out using a research instrument in the form of a questionnaire administered via Google Forms. The results showed that all statement items of the questionnaire were valid for reliability testing.
Results:
The results of this research showed that the evaluation using the context and input components of the CIPP scored 74.32% and 70.71%, respectively, indicating both as good. However, the process and product aspects attained a score of 50.83% and 48.10% indicating them as enough.
Conclusions:
This research concluded that the implementation of adaptive physical education learning for deaf students was good. Based on the results, this research recommends that evaluations be conducted at the school level for students with special needs. Additionally, evaluation is also needed using participants involved in education.
This research aims to evaluate adaptive physical education learning in deaf students at special elementary schools.
Methods:
This study employs an evaluation model approach to assess the efficacy of adaptive physical education instruction. Specifically, this research utilizes the CIPP (Context, Input, Process, and Product) model for evaluation. The participants in this study were teachers who taught physical education in West Sumatra, with a sample size of 60 teachers in West Sumatra, Indonesia. Data collection was carried out using a research instrument in the form of a questionnaire administered via Google Forms. The results showed that all statement items of the questionnaire were valid for reliability testing.
Results:
The results of this research showed that the evaluation using the context and input components of the CIPP scored 74.32% and 70.71%, respectively, indicating both as good. However, the process and product aspects attained a score of 50.83% and 48.10% indicating them as enough.
Conclusions:
This research concluded that the implementation of adaptive physical education learning for deaf students was good. Based on the results, this research recommends that evaluations be conducted at the school level for students with special needs. Additionally, evaluation is also needed using participants involved in education.
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