Tujuan dari artikel ini membahas tentang kurikulum pendidikan jasmani, olahraga, dan kesehatan (PJOK) di Indonesia abad 21. Kurikulum merupakan rancangan berupa isi untuk mewujudkan tujuan pendidikan. PJOK bagian dari integral pendidikan secara keseluruhan yang menjadi peran dalam mencetak sumber daya manusia yang unggul. Kurikulum di Indonesia selalu mengalami perubahan karena menyesuaikan perkembangan zaman yang terus dinamis. Hasil kajian ini menunjukkan bahwa dalam PJOK isi kurikulum tidak hanya tentang keterampilan gerak dan kesehatan jasmani saja, namun peserta didik dituntut untuk mampu berpikir kritis, kreatif, dan mampu berkolaborasi, Perubahan yang paling menonjol dalam kurikulum pendidikan jasmani abad 21 itu yaitu dalam pembelajaran jasmani tidak hanya melibatkan perlengkapan olahraga saja, namun sumber belajar yang berasal dari kemasan teknologi modern perlu diberikan. Jadi kurikulum pendidikan jasmani disusun agar menghasilkan manusia yang memiliki kesehatan dan keterampilan yang baik dalam tantangan global di abad 21. Selain itu juga diperlukan guru PJOK yang profesional untuk memahami dan mengimplementasikan kurikulum PJOK.
The purpose of this article discusses the curriculum of physical education, sports, and health (PESH) in 21st century Indonesia. The curriculum is a design in the form of content to realize educational goals. PESH is an integral part of overall education which plays a role in producing superior human resources. The curriculum in Indonesia is always changing because it adapts to the development of a dynamic era. The results of this study indicate that in PESH the curriculum content is not only about physical skills and physical health, but students are required to be able to think critically, creatively, and be able to collaborate, the most prominent changes in the 21st century physical education curriculum that is not in physical learning only involves sports equipment, but learning resources derived from the packaging of modern technology need to be provided. So the physical education curriculum is structured to produce people who have good health and skills in the global challenges of the 21st century. In addition, professional PESH teachers are needed to understand and implement the PESH curriculum.

Kurikulum Pendidikan Jasmani, Olahraga, dan Kesehatan di Indonesia Abad 21

A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class

This paper examines the pedagogy of flipped classroom techniques to meet the changing needs of learners at a time of increased demand for information management, knowledge sharing, and rapid technological advancements. Â First, the flipped classroom is defined in the context of online and hybrid classrooms. Â Relationships between flipped classroom techniques and Bloomâ€™s taxonomy are considered. Â Challenges of flipped classroom management for instructor and learner are explored. Â Best practices for flipped classroom implementation are investigated from the perspectives of learner, teacher and technology administrator.

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Flipped Classroom: Another Tool for Your Pedagogy Tool Box

The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.

Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

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Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.

The Flipped Classroom in Counselor Education.

Perceptions and experiences of elementary school counselors’ collaborative efforts with community mental health providers are examined through this exploratory phenomenological study. Ten participants engaged in two in-depth interviews. Collaboration was considered an effective way to increase services to students and their families. Six themes emerged: interactions in collaboration, commitment to collaboration, benefits of collaboration, components of effective collaboration, barriers to collaboration, and changes needed to collaboration. Implications for school counselors and counselor educators are discussed.

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Elementary School Counselors' Collaboration with Community Mental Health Providers.

Through a phenomenological study, the experiences of 8 early-career school counselor educators who entered academia directly from positions as P–12 school counselors were examined. Results revealed that the participants experienced numerous challenges and supports related to their transition. Recommendations for counselor educators, doctoral students, and new faculty are provided.

From School Counselor to Counselor Educator: A Phenomenological Study

Anxiety is a prevalent mental health concern in children and adolescents that can have a negative effect on their personal relationships as well as their academics. Teachers are in a position to assist in recognizing the signs of anxiety and supporting students in the classroom. Practical suggestions on how teachers can support middle school students with anxiety are provided.

Anxiety in the classroom: Implications for middle school teachers

Researchers explored meaningful experiences of high school students in counseling with school counselors through phenomenological interviews. Students discussed the following themes: relationship with the school counselor, characteristics of school counselors, benefits received from school counselors, and collaboration with the school counselor. Findings indicated participants in most cases accessed their school counselors solely for academic purposes such as class scheduling and for college and career readiness. Implications for school counselors, counselor educators, and professional advocacy are discussed.

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Kristen Moran

Papers

The Flipped Classroom in Counselor Education.

Elementary School Counselors' Collaboration with Community Mental Health Providers.

From School Counselor to Counselor Educator: A Phenomenological Study

Anxiety in the classroom: Implications for middle school teachers

A Phenomenological Inquiry of High School Students' Meaningful Experiences with School Counselors.