An evaluation study related to the relevance of nonlinear pedagogy to the development of 21st-century skills in physical education in Indonesia Hari Yuliarto, Pasca Tri Kaloka, Komarudin, Ahmad Rithaudin
Universitas Negeri Yogyakarta
Abstract
Nonlinear pedagogy has the potential to be a successful strategy for teaching and researching physical education in a manner that helps students acquire the necessary abilities for the twenty-first century. Ecological Dynamics is the basis for nonlinear pedagogy, which focuses on the learner and uses guided inquiry and less prescriptive instruction to foster enhanced autonomy, competence, and relatedness in the learning process. This descriptive quantitative research employs a quantitative methodology. There were 150 elementary school physical education instructors in Indonesia that participated in the study. Utilized is a knowledge examination comprising true-false questions. On the instrument test, the validity test based on the Pearson product-moment formula is used. The data analysis technique included quantitative descriptive analysis. Following the results of the study: (1) Teacher data on the relevance of curriculum, learning materials, student characteristics, and teacher character in Indonesia are in a good category- (2) Teachers teach pedagogical nonlinear learning, with 68% of teachers agreeing that students should be given this non-linear model of learning- (3) Teacher data on teacher activities and student activities are in a good category- and (4) the pedagogical nonlinear learning application can be effectively implemented in Indonesia.
