DEVELOPING STUDENT’S DISCIPLINE IN PHYSICAL EDUCATION THROUGH PEER TEACHING MODEL
Purpose. There is a lot of research on student character development through learning in schools, but research on specific student character development through peer teaching learning methods in physical education is still limited. Although there is some research on the development of student character in physical education learning, but it is still within its general scope. The purpose of this study is to see the development of student character, especially discipline through peer teaching learning in physical education. Material and methods. The research method used was an experiment using the Posstest-Only Control Design. The population is students of elementary school Tenjolaya 3. The sampling technique used in this study is the total sampling technique, so the number of samples in this study is grade 5 students of elementary school Tenjolaya totaling 60 people, where it consists of 2 classes. The instrument uses disciplinary observation techniques that researchers adopted from Umar Wirantasa (2017). Data analysis using quantitative descriptive analysis percentage approach assisted by Microsoft Excel 2019 Software and IBM SPSS version 25. Results. Based on these results, it can be concluded that there are differences in student discipline results between the experimental group and the control group, where the experimental group has a better influence. This means that the application of peer teaching learning models in physical education learning can improve the disciplinary character of students. Based on the results of the independent sample t-test analysis shown in table 1, it can be seen that the value of F = 0.525 with a p-value score or Sig. = 0.471> 0.05 which means it has the same variance or homogeneous. Therefore, significance testing can be seen in the columns of the section Equal variances assumed and t-test for Equality of Means. Based on the results in the column, it can be known that the calculated t score = 4.454, df = 58 and the p-value or sig score. (2-tailed) = 0.001 <0.05. This means that there is a difference in student discipline test results between the experimental group and the control group, where the discipline test results in the experimental group are better than the control group with a Mean Difference score of 2.857. Based on these results, it can be concluded that there are differences in student discipline results between the experimental group and the control group, where the experimental group has a better influence. Conclusions. The results of research have shown that character development, especially student discipline, can be developed through the application of peer teaching models in physical education, and this indicates that peer teaching learning models can develop student disciplinary characters. It is expected that physical education teachers do not only focus on developing physical aspects alone, but also must focus on all aspects or potentials possessed by students, which include affective, cognitive and psychomotor, which seems to be now thinking in society is still considered a lesson that is only concerned with physical aspects.
Character, Discipline, Learning Methods, Peer Teaching, Physical Education.