scholarly journals THE CONTRIBUTION OF AGILITY AND SPEED ON DRIBBLING ABILITY AT SSB FOOTBALL PLAYERS SKB MUARA BUNGO

2019 ◽  
Vol 4 (2) ◽  
pp. 428-437
Author(s):  
Ikhsanmaulana Putra ◽  
Deka Ismi Mori Saputra
Keyword(s):  
Significant Relationship ◽  
Learning Activities ◽  
Learning Activity ◽  
Football Players ◽  
Age Group ◽  
Multiple Correlation ◽  
Ability Test ◽  
Determinant Formula ◽  
Variable Data ◽  
Run Test

The problem in this study is the low ability of dribbling for SSB football layers in Muara Bungo Learning Activity Studio, which is allegedly due to lack of agility and speed. Therefore, this study aims to describe the contribution of agility and speed both individually and together. With the dribbling ability of SSB football players, a studio of learning activities in 2010. The population of the study was 75 football players from the SSB Sanggar Muara Bungo Learning Activities in 2010. Sampling was carried out by means of porpusive sampling, that is, the age group of 17 to 20 years, with 30 people. To achieve the purpose of this study, there were  three instruments used,  (1) zig-zag run test, to measure agility variable, (2) 50 year (45 meter) running test to measure speed variable, (3) dribbling ability test to measure dribbling ability variable. Data were analyzed with product moment correlation and multiple correlation with the determinant formula. The finding of  this study shows; (1) there is a significant relationship between agility and dribbling ability, with the contribution of agility 43.30% to dribbling ability, (2) there is a significant relationship between speed and dribbling ability. Contributions of agility 24.21%, (3) there is a significant relationship between agility and speed together with the ability of dribbling, the contribution of agility and speed to the dribbling ability of 43.59%.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLES NON EXAMPLES UNTUK MENINGKATKAN AKTIVITAS DAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMP NEGERI 3 BATANGHARI

2019 ◽  
Vol 2 (1) ◽  
pp. 23-30
Author(s):  
Brigita Ivana Kurniati ◽  
H Jazim Ahmad ◽  
Dwi Rahmawati
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Ability Test ◽  
Average Percentage ◽  
Asking Questions

This study aims to determine the increase in learning activities and students' critical thinking abilities in circle material through the application of cooperative learning types Examples and Non Examples in Eight Grade Students of SMP Negeri 3 Batanghari. The research method is classroom action research which consists of four stages including: planning, implementation, observation, and reflection. The subjects of this study were students of class Eight Grade Students of SMP Negeri 3 Batanghari. Data collection uses instruments in the form of learning activity observation sheets and critical thinking ability test sheets consisting of 5 questions. The results of the study indicate the existence of: 1) Increased learning activities in the learning process. This can be seen from the increase in each indicator, the average percentage of learning activities per indicator, namely: a) focus of material presentation from teacher in the pre-survey is 78%. It decreases to 69.23% in the first cycle, then increasing to 82% in second cycle. b) Asking questions, in pre-survey at 9%, increased to 46.17% in first cycle, then increased to 62.8% in second cycle. c) Answering questions, in pre-survey by 4%, increasing to 42.33% in first cycle, and then increasing to 61.57% in second cycle. d) The activity in group discussions, in pre-survey by 57%, increasing to 55.1% in the first cycle, and then increasing to 65.37% in cycle II. e) Presenting group assignments, in pre-survey by 22%, increasing to 42.27% in first cycle, and then increasing to 62.8% in second cycle. 2) Increasing the percentage of learning outcomes of students' critical thinking skills from pre-survey by 30.33%, increasing to 30.76% in cycle I, and then increasing to 65.38% in cycle II. The conclusion of this study is that the application of the cooperative learning model type Examples Non Examples can: 1) Increase the learning activities of Eight Grades students of SMP Negeri 3 Batanghari 2018/2019 Academic Year. 2) Learning outcomes that refer to the critical thinking skills of Eight Grade Students of SMP Negeri 3 Batanghari ware improve.

scholarly journals HUBUNGAN ANTARA NYERI HAID (DISMENORE) TERHADAP AKTIVITAS BELAJAR PADA SISWI KELAS XI SMA NEGERI 52 JAKARTA

2017 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Salsabilla Alifah Putri ◽  
Moch Yunus ◽  
Erianto Fanani
Keyword(s):  
Significant Relationship ◽  
Sampling Technique ◽  
Female Students ◽  
Learning Activities ◽  
Learning Activity ◽  
Menstrual Pain ◽  
Cross Sectional ◽  
Purposive Sampling ◽  
Preliminary Study

Abstact: Menstrual pain (dysmenorrhea) is one of the disorders during menstruation. One of the activities that can be disrupted due to menstrual pain (dysmenorrhea) is learning activity. Preliminary study conducted by researchers shows that students who experience menstrual pain (dysmenorrhea) feel uncomfortable and not eager to follow the learning activities. The purpose of the research conducted is to find out whether there is a relationship between menstrual pain (dysmenorrhea) to learning activities undertaken by female students of class XI SMA 52 Jakarta. The method used in this research is descriptive analytic with cross sectional research design. The population is all female students of class XI SMA 52 Jakarta amount 171 people, the determination of samples by purposive sampling technique and calculate by the slovin formula obtained 120 people. The result of this research is there is a significant relationship between menstrual pain (dysmenorrhea) with learning activity (0,000<0,05). The conclusion of this research is there is a significant relationship between menstrual pain (dysmenorrhea) with learning activity.Keywords: Menstrual pain (dysmenorrhea), learning activitiesAbstrak: Nyeri haid (dismenore) merupakan salah satu gangguan saat menstruasi. Salah satu aktivitas yang dapat terganggu akibat nyeri haid (dismenore) adalah aktivitas belajar. Survei pendahuluan yang dilakukan peneliti menunjukkan bahwa siswi yang mengalami nyeri haid (dismenore) merasa tidak nyaman dan tidak bersemangat untuk mengikuti kegiatan pembelajaran. Penelitian bertujuan untuk mengetahui hubungan antara nyeri haid (dismenore) terhadap aktivitas belajar yang dilakukan oleh siswi kelas XI SMA Negeri 52 Jakarta. Penelitian ini menggunakan metode deskriptif analitik dengan desain cross sectional. Populasi penelitian ini adalah seluruh siswi kelas XI SMA Negeri 52 Jakarta berjumlah 171 siswi, penentuan sampel dengan teknik purposive sampling dan dihitung dengan rumus slovin diperoleh hasil 120 orang. Analisis data menggunakan uji korelasi rank spearman. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara nyeri haid (dismenore) dengan aktivitas belajar (0,000<0,05). Kesimpulan dari penelitian ini yaitu terdapat hubungan yang signifikan antara nyeri haid (dismenore) dengan aktivitas belajar pada siswi kelas XI SMA Negeri 52 Jakarta.Kata kunci: Nyeri haid (dismenore), aktivitas belajar

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sofnidar ◽  
Hartina ◽  
Kamid ◽  
Khairul Anwar
Keyword(s):  
Student Behavior ◽  
Mathematics Learning ◽  
Real Life ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Stimulus Selection ◽  
Learning Behavior ◽  
Research Subjects ◽  
Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan.   Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals Applying the PECSL: using case studies to demonstrate the Pedagogy of Experience Complexity for Smart Learning

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Pen Lister
Keyword(s):  
Real World ◽  
Mobile Apps ◽  
Urban Environments ◽  
Learning Activities ◽  
Learning Activity ◽  
Opportunities To Learn ◽  
Practical Application ◽  
Design And Development ◽  
Smart Learning

AbstractThis paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.

Correlations between Speakers' Body Size and Acoustic Parameters of Voice

2007 ◽  
Vol 105 (1) ◽  
pp. 215-220 ◽  
Author(s):  
Julio Conzález
Keyword(s):  
Body Size ◽  
Significant Relationship ◽  
The Body ◽  
Age Group ◽  
Acoustic Parameters ◽  
Acoustic Measures ◽  
Age And Sex

Generally, there is a significant relationship between some acoustic measures (F0 and formant parameters) and the body size of speakers; however, data become less clear when age and sex variables are controlled. To date, no other vocal parameter apart from F0 has been studied in relation to body size. In the present study, correlations between a set of 27 parameters of the Multi-dimensional Voice Program (Kay Elemetrics Corp.) and 4 body measures were obtained from 134 speakers of both sexes belonging to one age group (20–29 years). Correlations within sex groups were null or very weak, and all significant coefficients were below .35.

Assessing Maximal Sprinting Speed in Highly Trained Young Soccer Players

2012 ◽  
Vol 7 (1) ◽  
pp. 76-78 ◽  
Author(s):  
Martin Buchheit ◽  
Ben M. Simpson ◽  
Esa Peltola ◽  
Alberto Mendez-Villanueva
Keyword(s):  
Soccer Players ◽  
Football Players ◽  
Age Group ◽  
Running Speed ◽  
Main Determinant ◽  
Accurate Evaluation ◽  
Sprint Speed ◽  
Sprinting Speed ◽  
Split Time

The aim of the present study was to locate the fastest 10-m split time (Splitbest) over a 40-m sprint in relation to age and maximal sprint speed in highly trained young soccer players. Analyses were performed on 967 independent player sprints collected in 223 highly trained young football players (Under 12 to Under 18). The maximal sprint speed was defined as the average running speed during Splitbest. The distribution of the distance associated with Splitbest was affected by age (X23 = 158.7, P < .001), with the older the players, the greater the proportion of 30-to-40-m Splitbest. There was, however, no between-group difference when data were adjusted for maximal sprint speed. Maximal sprint speed is the main determinant of the distance associated with Splitbest. Given the important disparity in Splitbest location within each age group, three (U12-U13) to two (U14-U18) 10-m intervals are still required to guarantee an accurate evaluation of maximal sprint speed in young players when using timing gates.

scholarly journals A Novel Method of Assessment for Monitoring Neuromuscular Fatigue in Australian Rules Football Players

2019 ◽  
Vol 14 (5) ◽  
pp. 598-605 ◽  
Author(s):  
Joel Garrett ◽  
Stuart R. Graham ◽  
Roger G. Eston ◽  
Darren J. Burgess ◽  
Lachlan J. Garrett ◽  
...  
Keyword(s):  
High Performance ◽  
Recovery Phase ◽  
Neuromuscular Fatigue ◽  
Football Players ◽  
Alternative Method ◽  
Jump Test ◽  
Australian Rules Football ◽  
Novel Method ◽  
Run Test ◽  
Method Of Assessment

Purpose: To compare the sensitivity of a submaximal run test (SRT) with a countermovement-jump test (CMJ) to provide an alternative method of measuring neuromuscular fatigue (NMF) in high-performance sport. Methods: A total of 23 professional and semiprofessional Australian rules football players performed an SRT and CMJ test prematch and 48 and 96 h postmatch. Variables from accelerometers recorded during the SRT were player load 1D up (vertical vector), player load 1D side (mediolateral vector), and player load 1D forward (anteroposterior vector). Meaningful difference was examined through magnitude-based inferences (effect size [ES]), with reliability assessed as typical error of measurements expressed as coefficient of variance. Results: A small decrease in CMJ height, ES −0.43 ± 0.39 (likely), was observed 48 h postmatch before returning to baseline 96 h postmatch. This was accompanied by corresponding moderate decreases in the SRT variables player load 1D up, ES −0.60 ± 0.51 (likely), and player load 1D side, ES −0.74 ± 0.57 (likely), 48 h postmatch before also returning to prematch baseline. Conclusion: The results suggest that in the presence of NMF, players use an alternative running profile to produce the same external output (ie, time). This indicates that changes in accelerometer variables during an SRT can be used as an alternative method of measuring NMF in high-performance Australian rules football and provides a flexible option for monitoring changes in the recovery phase postmatch.

scholarly journals HUBUNGAN MINAT BELAJAR DAN PEMANFAATAN BUKU TEKS DENGAN HASIL BELAJAR MATA PELAJARAN EKONOMI DI SMA

Jurnal Ecogen ◽  
2019 ◽  
Vol 2 (3) ◽  
pp. 294
Author(s):  
Chintya Eka Putri ◽  
Z Mawardi Effendi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Significant Relationship ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Interest ◽  
The Relationship

Interest in learning and the use of textbooks are two aspects that are very influential and have a relationship with student learning outcomes. This can be seen in the learning activities in the XI IPS class of SMAN 1 Luhak Nan Duo on economic subjects, the low student learning outcomes are influenced by students' lack of interest in learning and the lack of use of textbooks by students themselves. The research conducted at the XI IPS class at SMAN 1 Luhak Nan Duo aims to determine the relationship between learning interest and the use of textbooks with learning outcomes. This type of research is quantitative research with correlational methods. The instrument used in this study was a research questionnaire. The population is 130 students with samples randomly selected for 100 students. From the results of the analysis it can be concluded that: (1) Interest in learning and the use of textbooks have a positive and significant relationship together with learning outcomes seen from the Sig. F change 0,000 <0,05. (2) There is a positive and significant relationship between interest in learning and learning outcomes seen from the value of Sig. 0,000 <0,05. (3) There is a positive and significant relationship between the use of textbooks and learning outcomes of economic subjects seen from the Sig. 0,000 <0,05.Keyword : Interest in learning, utilization of textbooks, learning outcomes

Sign in / Sign up

Export Citation Format

Share Document