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INTERNATIONAL JOURNAL OF SOCIAL SERVICE AND
RESEARCH
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PHYSICAL EDUCATION LEARNING MANAGEMENT IN FOSTERING
STUDENTS' KINESTHETIC INTELLIGENCE
Achmad Pahrul Rodji1, Novi Rukhviyanti2,
Sepryhatin Dioputra3
Krisnadwipayana University, Bandung, West
Java, Indonesia1
STMIK IM Bandung, West Java, Indonesia2,3
Email: [email protected], [email protected],
[email protected]
Abstract
Kinesthetic-based physical education learning has an excellent
opportunity to develop multiple intelligences in students at school. Physical
education carried out in schools can help students improve motor skills,
health, fitness, character formation, personality, and discipline, and instill
the values of honesty, cooperation, and responsibility. Currently, the
reality of teachers in the field does not understand the role of physical
education in the educational process, and most teachers argue that sport is
only for maintaining health and has not yet reached the role of physical
education in supporting the development of children's intelligence. This study
aimed to see how far the implementation of physical education in improving
kinesthetic intelligence in Madrasah Ibtidayyah (MI) Al-Firdaus and MI Yanuri
is through a management approach. In particular, this study describes the
principles of management theory, including: (1) planning, (2) organizing, (3)
implementing, and (4) evaluating physical education and its relationship with
kinesthetic intelligence using management theory from GR Terry and Howard
Gardner's theory of kinesthetic intelligence. This study uses a descriptive
method with a qualitative approach and data collection by conducting
observations, interviews, and documentation studies. The study results indicate
that the management of physical education in fostering kinesthetic intelligence
in the two Madrasah Ibtidaiyah has been carried out by adjusting the existing
theoretical principles and concepts. However, its implementation still has
obstacles, especially in the facilities and infrastructure supporting physical
education learning.
Keywords: Physical education; kinesthetic intelligence;
management
Received 24
May 2022, Revised 27 May 2022, Accepted 30 May 2022
INTRODUCTION
Education at Madrasah Ibtidaiyah (MI) is a formal
education organized to help lay the foundation for development in all aspects
before entering junior high school. MI age is a sensitive age to receive stimuli
and is very decisive for the development of children in the future.
Implementation of lessons in elementary schools is no exception at MI and
cannot be separated from the curriculum reference. One of the objectives of the
curriculum at MI is to support children's growth and development, including the
development of multiple intelligences, which include language,
logic-mathematics, spatial, physical-motor, musical, interpersonal,
intrapersonal, and naturalistic.
The theory of multiple intelligences consists of
linguistic intelligence, logical-mathematical intelligence, visual-spatial
intelligence, musical intelligence, kinesthetic intelligence, interpersonal
intelligence, intrapersonal intelligence, and naturalist intelligence (Howard, 1993). As explained in
Law Number 20 of 2003 concerning the National Education System Chapter 1
Article 1 paragraph 14, Early childhood education is an effort to provide
stimulation to children from the age of birth to the age of six years to help
the growth and development of the child's physical and spiritual so that
children have physical and psychological readiness to receive learning at a
higher level of education (UU, 2003).
This is reinforced by the 1945 Constitution Article 31
paragraph 1, which states: "Every citizen has the right to receive
instruction" (UUD, 1945). The above the law
implies that all citizens have the right to receive education from birth until
whenever. Early childhood education must be prepared in a planned manner to
develop various aspects of development that include moral and religious values,
physical, motoric, cognitive, language, social-emotional and artistic. These
six aspects of development will develop optimally if the stimulation is
appropriate to the child's stage of growth and development. The development of
multiple intelligences in children as early as possible needs to be done.
Multiple intelligences are complex body abilities and are needed in various
aspects of life in the future. Parents have made many efforts so that their
children can be intelligent so that they can be proud in the future, and so is
the world of education, including physical education in schools. The learning
process in physical education in schools uses a lot of physical activities
carried out both in closed and open rooms.
Kinesthetic intelligence or physical intelligence is the
ability to use the whole body and its components to solve a problem, make
something, use several kinds of products, and coordinate body and mind to
perfect physical appearance (Gardner, 2011).
Kinesthetic is physical intelligence. Physical intelligence is the ability to use
both the mind and body simultaneously to achieve any desired goal. Kinesthetic
intelligence enables humans to establish meaningful connections between mind
and body, thereby enabling the body to manipulate objects and create movement.
This intelligence includes talent in controlling body movements and skills in
handling objects.
Kinesthetic-based physical education is one of the choices
in the learning process because the movement process requires coordination of
the nervous and muscle systems and motion controllers to display the beauty and
communicate messages through the beauty of motion. Kinesthetic intelligence
includes elements of physical skills such as coordination, agility, strength,
flexibility, balance, endurance, and power. In human physiology, kinesthetic
(kinesthesia) means the sense of motion, which is part of the movement of bones
through joints. Children who have high kinesthetic intelligence will be able to
integrate coordination between nerves and muscles simultaneously to achieve one
goal. As a central regulator and basis of one's intelligence, Neurodevelopment
is no exception for multiple intelligences.
One management model that can be used to implement
physical education in fostering the kinesthetic intelligence of students at
Madrasah Ibtidayyah includes Planning, Organizing, Actuating, and Controlling
(POAC); thus, a systematic process is needed in the form of Management (Terry, 2010).
Therefore, efforts to improve the quality of physical
education in the future need physical education teachers to understand the
concept of multiple intelligences. In order to carry out their profession well,
physical education itself has a unique character, which uses the body as a tool
for learning. Physical education lessons' teaching and learning activities are
very different in their implementation from learning other subjects. Physical
education is education through physical activity. By participating in physical
activity, students can master skills and knowledge, develop aesthetic
appreciation, develop genetic skills and positive attitude values, and improve
the physical condition to achieve educational goals."
Based on the background of the problem above, in general,
this study aims to see how the implementation of physical education improves
the kinesthetic intelligence of students at Madrasah Ibtidayyah (MI) Al-Firdaus
and MI Yanuri through a management approach. In particular, this study
describes the principles of management theory, including (1) planning, (2)
organizing, (3) implementing, and (4) evaluating physical education learning to
improve students' kinesthetic intelligence.
METHOD
The research method used
is descriptive qualitative, which describes or describes the situation in the
field by photographing and presenting the data as it is and interpreting the
correlation as an existing factor that applies, including the point of view or
the ongoing process (Sugiyono, 2005).
The subjects in this study
were the Principal, Class Teacher, and Physical Education Teacher. Research
location in Madrasah Ibtidaiyyah (MI) Al-Firdaus and MI Yanuri. The research
subjects in the two schools were principals, classroom teachers, and physical
education teachers. They collected data by conducting observations, interviews,
and documentation studies with purposive sampling and validation of research
results.
RESULTS AND DISCUSSION
Learning Physical management education in improving students'
kinesthetic intelligence cannot be separated from the principles and functions
of management that must be carried out systematically in two Madrasah Ibtidayyah
(MI) Al-Firdaus and MI Yanuri Bandung. The description is as follows:
Planning (plan) means the management of physical education learning in
fostering kinesthetic intelligence to increase student independence. Planning
is the selection and linking of facts and the making and using of assumptions
for the future by describing and formulating the activities needed to achieve
the expected results (Sukarna, 2011). Physical
education taught in schools has a significant role, namely providing
opportunities for students to be directly involved in various learning
experiences through systematically selecting physical, sports, and health
activities. However, a deep and thorough understanding of the concept alone is
not enough to be able to teach physical education effectively. Teachers must
also understand learning methods. Several learning methods must be carried out
to manage physical education learning to foster kinesthetic intelligence to
increase students' independence. The method applied at MI Al Firdaus and MI
Yanuri is the Student Activity Based Learning (PBAS) method, namely, student
activities optimally to obtain learning outcomes in a balanced mix of cognitive,
affective, and psychomotor aspects as well as the method (Learning Approach),
which is a plan or pattern that can be used to design teaching patterns
face-to-face in the classroom or arrange tutorials to determine learning
materials or devices.
This planning is carried out in two schools to implement physical
education learning in fostering kinesthetic intelligence at MI Al Firdaus and
MI Yanuri, starting with preparing a learning plan to make a syllabus, RPP
(Learning Implementation Plan), RPH (Daily Learning Plan), supporting media
learning, as well as preparing the conditions of students. The learning
planning process at MI Al Firdaus and MI Yanuri begins with a Learning
Implementation Plan (RPP) containing arrangements relating to estimates or
projections of what will be done during teaching and learning activities. In
planning learning, teachers must be able to understand and describe the
behavior or abilities that students already have before they get a lesson, as a
description of the state of knowledge and skills of students concerning
instructional goals where students will eventually acquire new behaviors or
abilities by with instructional objectives to be achieved.
Organizing Physical Education Learning Management in Fostering
Kinesthetic Intelligence to increase students' independence. Organizing
Physical Education learning determines, groups, and compiles learning
activities to achieve goals. Organizing is an activity to serve the process of
activities by placing people who can achieve goals (Nana, 2004). Organizing physical
education learning is an activity of determining, classifying, and compiling
learning activities to achieve goals by placing people and providing the
necessary infrastructure to carry out tasks. The curriculum developed and
organized in physical education subjects has tutors or subject teachers who
have relevant competency standards or competencies to carry out teaching and
learning activities through the syllabus and lesson plans developed by the
teachers. The suitable model, method, or learning technique for students
depends on the teachers' competence in designing and organizing subject matter
into the learning stages in the syllabus and lesson plans and the teaching
materials used to support the enrichment of the learning process.
This organization is carried out at MI Al Firdaus and MI Yanuri to
implement physical education learning in fostering kinesthetic intelligence.
Before teaching, the teacher prepares learning tools through a curriculum that
contains core Competency Standards and Basic Competencies. Physical education
teachers must master the knowledge, skills, and attitudes that must be mastered
by students and the level of mastery that is expected to be achieved during
physical education learning. Basic Competencies are basic demands on the
knowledge, skills, and attitudes demonstrated, displayed, or shown by students
as learning outcomes. While in the scope of physical education are all
activities carried out to develop physical, movement, mental, and social
development.
Implementation (actuating) means Physical Education Learning Management
in Fostering Kinesthetic Intelligence to increase students' independence. The
learning method is a way to achieve learning goals expected by students in
learning activities (Yuan, 2010). Implementation in
management is the implementation process of planning and organizing in the form
of real action from elements of organizational resources. Implementation can
set all groups to desire earnestly to achieve the goals according to the
leadership's planning and organizing efforts. Activities of educational
institutions are learning activities or teaching and learning activities with a
predetermined and organized plan, which is a standard process for school
activities in carrying out the teaching and learning process, in which all
school resources carry out activities and are utilized to achieve the learning
objectives that have been set.
The implementation of learning is the implementation of the lesson plans
that have been planned by the teacher, including (1) preliminary activities,
namely activities before the subject matter is delivered, and (2) core
activities, namely the ongoing learning process according to the models,
methods, media, and learning resources used according to the characteristics of
students and subjects, as well as the formation of competence attitudes, knowledge
and skills of students, (3) closing activities, the teacher and students both
individually and in groups conduct reflection to evaluate. The implementation
of physical education learning strives to be carried out optimally at MI Al
Firdaus and MI Yanuri. By looking at the important thing in its implementation,
that is, everyone who is involved and feels motivated to do something if: (1)
feels confident that they can do it, (2 ) the job provides benefits for him,
(3) is not burdened by personal problems or other tasks that are more
important, or urgent, (4) the task is a trust, and (5) relationships between
friends in a harmonious organization to build an educational atmosphere
conducive.
Evaluation (Evaluating) means Physical Education Learning Management in
Fostering Kinesthetic Intelligence to increase students' independence. A
teacher who teaches a particular subject will evaluate aspects of learning
outcomes as specified in the curriculum, manuals, or particular objectives that
must be achieved in the subjects taught (Nurkancana & Sumartana, 1986).
Evaluation is a process of assessing the implementation of activities in learning
according to those specified in the learning planning program. Thus, it can be
said that evaluating means assessing student learning outcomes. In terms of
evaluation, activities contain a broader understanding that requires a more
precise instrument to collect data or information and a longer time in its
implementation. Evaluation activities aim to determine (1) To what extent do
students master the material that has been given, (2) To what extent are the
abilities, tenacity, and ability of students towards the subject matter, and
(3) What is the level of progress students are following the level of progress
according to the work program, and (4) The degree of efficiency and
effectiveness of the teaching strategies that have been used, both regarding
methods and teaching and learning techniques (Arifin, 1991).
This evaluation of physical education learning is carried out at MI Al
Firdaus and MI Yanuri by conducting a process assessment to assess the quality
of learning and internalizing the character and formation of student
competencies, including how learning objectives are realized. In this case, the
process assessment is carried out to assess students' activity, creativity, and
involvement in learning, primarily mental, emotional, and social involvement in
the formation of competence and character of students.
CONCLUSION
By implementing physical
education learning objectives through the vision, mission of the institution,
programs, structures, strategies, supporting facilities, and infrastructure, as
well as collaboration between institutions, educators, education staff, and
parents MI Al Firdaus and MI Yanuri in Fostering Kinesthetic Intelligence to
increase the independence of students through an approach to management
principles carried out in a systematic, measurable and planned manner so that
the objectives of the implementation of physical education learning can be
achieved. In the application of the management results, it can be described as
follows:
Planning and organizing is a
crucial initial stage of physical education learning in fostering kinesthetic
intelligence to increase students' independence as a determinant of the success
of the implementation of physical education learning for students. Then, with
the results of the implementation of the learning, an evaluation is carried out
so that the learning objectives can be achieved.
In its implementation, the
principles and functions of management have been carried out quite well and
systematically. However, the teacher has not fully supported them, so the
process and implementation of learning management in Physical education in
fostering the kinesthetic intelligence of students is still centered on
physical education teachers.
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