Physical Education Teachers' Perceptions of Independent Learning in Public Elementary Schools in Wolio District, Bau Bau City

Febriyanti Milenia Rumanga; Muh. Adnan Hudain; Ilham Kamaruddin; Ahmad Adil; Suwardi

doi:10.26858/cjpko.v17i3.323

Authors

Febriyanti Milenia Rumanga Universitas Negeri Makassar Author
Muh. Adnan Hudain Universitas Negeri Makassar Author
Ilham Kamaruddin Universitas Negeri Makassar Author
Ahmad Adil Universitas Negeri Makassar Author
Suwardi Universitas Negeri Makassar Author

DOI:

https://doi.org/10.26858/cjpko.v17i3.323

Keywords:

Persepsi, Guru PJOK, Merdeka Belajar.

Abstract

This study aims to identify the perceptions of Physical Education, Sports, and Health (PJOK) teachers regarding the implementation of the Independent Curriculum in Public Elementary Schools in Wolio District, Bau Bau City. The method used in this study is a qualitative approach with data collection through interviews and observations in 11 local public elementary schools. The results show that PJOK teachers have a positive view of the Independent Curriculum, recognizing increased student motivation and their active involvement in learning. In addition, teachers recognize the importance of developing students' social skills and character as part of the curriculum. In conclusion, the perception of PJOK teachers regarding the concept of Independent Learning is that the majority of PJOK teachers understand the concept of Independent Learning as freedom in teaching that remains directed. PJOK teachers consider this program to provide flexibility in determining learning methods that are appropriate to students' conditions. Teachers also view this concept as an opportunity to develop creativity in PJOK learning. Factors that influence perceptions, namely internal factors such as teaching experience, curriculum understanding, and teacher readiness are the main determinants of perceptions regarding Independent Learning. Support for infrastructure and the school environment also influence teachers' perspectives on this program. The training and outreach received by physical education teachers also contribute to shaping teacher perceptions. The implementation of the Merdeka Belajar concept, namely the application of Freedom to Learn in Physical Education (PJOK), is carried out by adapting materials and methods to school conditions. Physical education teachers develop more interactive and student-centered learning. Learning evaluation is carried out more comprehensively, taking into account individual student development. Challenges and opportunities, namely limited facilities and conceptual understanding, are the main challenges in implementing Merdeka Belajar. Stakeholder support and professional development opportunities provide opportunities to improve the quality of learning. This program opens up opportunities for innovation in higher-quality PJOK learning.

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