Development of Physical Education Learning Outcomes Assessment Instruments for Volleyball Materials Based on Game Performance Assessment Instrument
DOI:
https://doi.org/10.17309/tmfv.2023.2.03Keywords:
learning outcomes assessment instrument, physical education, volleyball, GPAIAbstract
Study purpose. The basic assumption of this development is that there is no Game Performance Assessment Instrument (GPAI) based on physical education (PE) learning outcome assessment, so researchers are trying to develop the instrument. The teacher has not used the GPAI instrument in assessing the PE learning outcomes for volleyball material. The purpose of the study was to develop a valid and reliable assessment of PE learning outcomes for volleyball based on GPAI.
Materials and methods. This type of research is research and development. The subjects used were PE learning expert lecturers and volleyball expert lecturers with a minimum qualification of 5 Doctoral degrees. The field test was conducted on 18 junior high school students. The instrument uses a questionnaire with a score of 1-4 with the terms “Very Appropriate (score 4)”, “Agreed (score 3)”, “Not Appropriate (score 2)”, and “Very Not Appropriate (score 1)”. The validity data analysis technique uses Aiken validity, and reliability tests are carried out using Intraclass Correlation Coefficients.
Results. Based on the results of the research and the results of the data analysis that has been carried out, it is concluded that the instrument for assessing the learning outcomes of PE on volleyball material in Junior High School based on GPAI that was developed is valid and reliable, with V Aiken ≥ 0.87. Furthermore, the reliability of the PE learning outcomes assessment instrument for volleyball material in GPAI-based junior high schools was 0.797 in the "High" category.
Conclusions. The researcher hopes that the resulting product in the form of an assessment of PE learning outcomes for volleyball material in junior high schools based on the GPAI can be a guide or reference for evaluating students on volleyball material.
Downloads
References
Chng, L. S., & Lund, J. (2018). Assessment for learning in physical education: The what, why and how. Journal of Physical Education, Recreation & Dance, 89(8), 29-34. https://doi.org/10.1080/07303084.2018.1503119 DOI: https://doi.org/10.1080/07303084.2018.1503119
Ciotto, C. M., & Gagnon, A. G. (2018). Promoting social and emotional learning in physical education. Journal of Physical Education, Recreation & Dance, 89(4), 27-33. https://doi.org/10.1080/07303084.2018.1430625 DOI: https://doi.org/10.1080/07303084.2018.1430625
Borghouts, L. B., Slingerland, M., & Haerens, L. (2017). Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5), 473-489. https://doi.org/10.1080/17408989.2016.1241226 DOI: https://doi.org/10.1080/17408989.2016.1241226
Alena, H., Danka, L., & Henryk, N. (2019). Teacher self-assessment as a part of quality management. Science for Education Today, 9(2), 156-169. https://doi.org/10.15293/2658-6762.1902.11 DOI: https://doi.org/10.15293/2658-6762.1902.11
Nieminen, J. H., Asikainen, H., & Rämö, J. (2021). Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: A comparison of summative and formative models. Studies in Higher Education, 46(7), 1296-1311. https://doi.org/10.1080/03075079.2019.1688282 DOI: https://doi.org/10.1080/03075079.2019.1688282
Snead, L. O., & Freiberg, H. J. (2019). Rethinking student teacher feedback: Using a self-assessment resource with student teachers. Journal of Teacher Education, 70(2), 155-168. https://doi.org/10.1177/0022487117734535 DOI: https://doi.org/10.1177/0022487117734535
Tolgfors, B. (2018). Different versions of assessment for learning in the subject of physical education. Physical Education and Sport Pedagogy, 23(3), 311-327. https://doi.org/10.1080/17408989.2018.1429589 DOI: https://doi.org/10.1080/17408989.2018.1429589
Junior, N. K. M. (2018). Specific periodization for the volleyball: a training organization. MOJ Sports Med, 2(3), 108–111. https://doi.org/10.15406/mojsm.2018.02.00056 DOI: https://doi.org/10.15406/mojsm.2018.02.00056
Zonifa, G. (2020). A volleyball skills test instrument for advanced-level students. Journal of Physical Education & Sport, 20. https://doi.org/10.7752/jpes.2020.s3297 DOI: https://doi.org/10.7752/jpes.2020.s3297
Pekas, D., Mačak, D., & Zobenica, A. K. (2019). Small-sided games are more effective than instructional training for improving vertical jump performance and passing in young volleyball players. EQOL J, 11, 13-21. https://doi.org/10.31382/eqol.190602 DOI: https://doi.org/10.31382/eqol.190602
García-López, L. M., & Gutiérrez, D. (2015). The effects of a sport education season on empathy and assertiveness. Physical Education and Sport Pedagogy, 20(1), 1-16. https://doi.org/10.1080/17408989.2013.780592 DOI: https://doi.org/10.1080/17408989.2013.780592
Barquero-Ruiz, C., Arias-Estero, J. L., & Kirk, D. (2020). Assessment for tactical learning in games: A systematic review. European Physical Education Review, 26(4), 827-847. https://doi.org/10.1177/1356336X19889649 DOI: https://doi.org/10.1177/1356336X19889649
Dania, A., Kaltsonoudi, K., Ktistakis, I., Trampa, K., Boti, N., & Pesce, C. (2021). Chess training for improving executive functions and invasion game tactical behavior of college student athletes: a preliminary investigation. Physical Education and Sport Pedagogy, 1-17. https://doi.org/10.1080/17408989.2021.1990245 DOI: https://doi.org/10.1080/17408989.2021.1990245
Ben Khalifa, W., Zouaoui, M., Zghibi, M., & Azaiez, F. (2020). Effects of verbal interactions between students on skill development, game performance and game involvement in soccer learning. Sustainability, 13(1), 160. https://doi.org/10.3390/su13010160
Bergmann, F., Meier, C., & Braksiek, M. (2022). Involvement and performance of U9 soccer players in 7v7 and 5v5 matches during competition. German Journal of Exercise and Sport Research, 52(1), 125-134. https://doi.org/10.1007/s12662-021-00752-4
Mahedero, M. P., Calderón, A., Hastie, P., & Arias-Estero, J. L. (2021). Grouping students by skill level in mini-volleyball: effect on game performance and knowledge in sport education. Perceptual and Motor Skills, 128(4), 1851-1871. https://doi.org/10.1177/00315125211021812
Guijarro, E., MacPhail, A., Arias-Palencia, N. M., & González-Víllora, S. (2021). Exploring game performance and game involvement: effects of a sport education season and a combined sport education—teaching games for understanding unit. Journal of Teaching in Physical Education, 1, 1-14. https://doi.org/10.1123/jtpe.2020-0170 DOI: https://doi.org/10.1123/jtpe.2020-0170
Araújo, R., Hastie, P., Lohse, K. R., Bessa, C., & Mesquita, I. (2019). The long-term development of volleyball game play performance using Sport Education and the Step-Game-Approach model. European Physical Education Review, 25(2), 311-326. https://doi.org/10.1177/1356336X17730307 DOI: https://doi.org/10.1177/1356336X17730307
García-Ceberino, J. M., Antúnez, A., Ibáñez, S. J., & Feu, S. (2020). Design and validation of the instrument for the measurement of learning and performance in football. International Journal of Environmental Research and Public Health, 17(13), 4629. https://doi.org/10.3390/ijerph17134629 DOI: https://doi.org/10.3390/ijerph17134629
Lund, J. L., & Kirk, M. F. (2019). Performance-based assessment for middle and high school physical education. Human Kinetics Publishers.
Aryanto, B., Sukoco, P., & Lumintuarso, R. (2020). The validity of construct analysis on assessment instrument of basketball skill for senior high school in Yogyakarta City. International Journal of Human Movement and Sports Sciences, 8(5), 193-198. https://doi.org/10.13189/saj.2020.080506 DOI: https://doi.org/10.13189/saj.2020.080506
Ibáñez, S. J., Martinez-Fernández, S., Gonzalez-Espinosa, S., García-Rubio, J., & Feu, S. (2019). Designing and validating a basketball learning and performance assessment instrument (BALPAI). Frontiers in Psychology, 1595. https://doi.org/10.3389/fpsyg.2019.01595 DOI: https://doi.org/10.1037/t81664-000
Amran, A., Ananda, A., & Khairani, S. (2018). Effectiveness of integrated science instructional material on pressure in daily life theme to improve digital age literacy of students. Journal of Physics: Conference Series, 1006(1), 12031. https://doi.org/10.1088/1742-6596/1006/1/012031 DOI: https://doi.org/10.1088/1742-6596/1006/1/012031
Aka, K. A. (2019). Integration Borg & Gall (1983) and Lee & Owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school. Journal of Physics: Conference Series, 1318(1), 12022. https://doi.org/10.1088/1742-6596/1318/1/012022 DOI: https://doi.org/10.1088/1742-6596/1318/1/012022
Aiken, R. C. (1985). Stiff computation (Vol. 169). Oxford University Press Oxford.
Douglass, H., Lowman, J. J., & Angadi, V. (2021). Defining roles and responsibilities for school-based tele-facilitators: Intraclass correlation coefficient (ICC) ratings of proposed competencies. International Journal of Telerehabilitation, 13(1). https://doi.org/10.5195/ijt.2021.6351 DOI: https://doi.org/10.5195/ijt.2021.6351
Cabrera, L., Sokolow, J., & Cabrera, D. (2021). Developing and validating a measurement of systems thinking: The systems thinking and metacognitive inventory (STMI). Routledge Handbook of Systems Thinking, 1-42. https://doi.org/10.13140/RG.2.2.28639.38566
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of 4C (Constructive, Critical, Creativity, Collaborative) learning model on students’ learning outcomes. International Journal of Instruction, 14(3), 873-892. https://doi.org/10.29333/iji.2021.14351a DOI: https://doi.org/10.29333/iji.2021.14351a
Sürücü, L., & Maslakçi, A. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8(3), 2694-2726. https://doi.org/10.15295/bmij.v8i3.1540 DOI: https://doi.org/10.15295/bmij.v8i3.1540
Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological Assessment, 31(12), 1412. https://doi.org/10.1037/pas0000626 DOI: https://doi.org/10.1037/pas0000626
Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. But…. Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629 DOI: https://doi.org/10.1080/19312458.2020.1718629
Elliott, M. L., Knodt, A. R., Ireland, D., Morris, M. L., Poulton, R., Ramrakha, S., Sison, M. L., Moffitt, T. E., Caspi, A., & Hariri, A. R. (2020). What is the test-retest reliability of common task-functional MRI measures? New empirical evidence and a meta-analysis. Psychological Science, 31(7), 792-806. https://doi.org/10.1177/0956797620916786 DOI: https://doi.org/10.1177/0956797620916786
Suartama, I. K., Setyosari, P., & Ulfa, S. (2019). Development of an instructional design model for mobile blended learning in higher education. International Journal of Emerging Technologies in Learning, 14(16). https://doi.org/10.3991/ijet.v14i16.10633 DOI: https://doi.org/10.3991/ijet.v14i16.10633
Chen, F., Lui, A. M., Andrade, H., Valle, C., & Mir, H. (2017). Criteria-referenced formative assessment in the arts. Educational Assessment, Evaluation and Accountability, 29(3), 297-314. https://doi.org/10.1007/s11092-017-9259-z DOI: https://doi.org/10.1007/s11092-017-9259-z
Starck, J. R., Richards, K. A. R., & O’Neil, K. (2018). A conceptual framework for assessment literacy: Opportunities for physical education teacher education. Quest, 70(4), 519-535. https://doi.org/10.1080/00336297.2018.1465830 DOI: https://doi.org/10.1080/00336297.2018.1465830
Logan, S. W., Barnett, L. M., Goodway, J. D., & Stodden, D. F. (2017). Comparison of performance on process-and product-oriented assessments of fundamental motor skills across childhood. Journal of Sports Sciences, 35(7), 634–641. https://doi.org/10.1080/02640414.2016.1183803 DOI: https://doi.org/10.1080/02640414.2016.1183803
Grainger, P., & Weir, K. (2016). An alternative grading tool for enhancing assessment practice and quality assurance in higher education. Innovations in Education and Teaching International, 53(1), 73-83. https://doi.org/10.1080/14703297.2015.1022200 DOI: https://doi.org/10.1080/14703297.2015.1022200
Backman, E., Tidén, A., Wiorek, D., Svanström, F., & Pihl, L. (2021). “Things that are taken from one culture don’t necessarily work well in another culture.” Investigating epistemological tensions through preservice teachers’ views on the assessment of a games course in Swedish PETE. Cogent Education, 8(1), 1940636. https://doi.org/10.1080/2331186X.2021.1940636 DOI: https://doi.org/10.1080/2331186X.2021.1940636
Mitchell, S., Mitchell, S. A., Oslin, J., & Griffin, L. L. (2020). Teaching sport concepts and skills: A tactical games approach. Human Kinetics Publishers.
Ben Khalifa, W., Zouaoui, M., Zghibi, M., & Azaiez, F. (2020). Effects of verbal interactions between students on skill development, game performance and game involvement in soccer learning. Sustainability, 13(1), 160. https://doi.org/10.3390/su13010160 DOI: https://doi.org/10.3390/su13010160
Bergmann, F., Meier, C., & Braksiek, M. (2022). Involvement and performance of U9 soccer players in 7v7 and 5v5 matches during competition. German Journal of Exercise and Sport Research, 52(1), 125-134. https://doi.org/10.1007/s12662-021-00752-4 DOI: https://doi.org/10.1007/s12662-021-00752-4
Mahedero, M. P., Calderón, A., Hastie, P., & Arias-Estero, J. L. (2021). Grouping students by skill level in mini-volleyball: effect on game performance and knowledge in sport education. Perceptual and Motor Skills, 128(4), 1851-1871. https://doi.org/10.1177/00315125211021812 DOI: https://doi.org/10.1177/00315125211021812
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Galih Dewanti, Soni Nompembri, Widiyanto, Amri Hartanto, Afeb Chesa Arianto
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
