Self-Reported Implementation of Mindful, Meaningful, and Joyful Learning Among Elementary School Physical Education Teachers
DOI:
https://doi.org/10.23917/jhspe.18528Keywords:
deep learning, elementary school, implementation, physical educationAbstract
Deep learning is an educational approach that emphasizes mindful, meaningful, and joyful learning processes. However, research on its implementation in Physical Education, Sport, and Health (PJOK) at the elementary school level remains limited. Specifically, there has been no quantitative survey examining the implementation of deep learning in PJOK learning at elementary schools, no specific mapping of how elementary school PJOK teachers apply deep learning principles in their teaching practices, and no empirical data concerning this issue in Citamiang District, Sukabumi City. Therefore, this study aimed to examine the level of deep learning implementation in PJOK at elementary schools in Citamiang District, Sukabumi City. A quantitative approach with a descriptive survey method was employed. The sample consisted of 33 PJOK teachers affiliated with the PJOK Teacher Working Group (KKG) in Citamiang District, selected through a total sampling technique. Data were collected using a 36-item Likert-scale questionnaire with established validity and reliability (α = 0.937) and were analyzed using descriptive statistics. The results revealed a mean score of 129.33 out of a maximum ideal score of 144, yielding an achievement percentage of 89.81%, which was categorized as very good. The findings indicate that participating teachers reported a very high perceived level of deep learning implementation. Because the data were based exclusively on self-reports, the results should not be interpreted as direct evidence of classroom practice
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