Analisis Problematika Guru PJOK dalam Modifikasi Media Pembelajaran di SD Kecamatan Bontotiro Kabupaten Bulukumba
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Penelitian ini bertujuan menganalisis problematika guru Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) dalam memodifikasi media pembelajaran di Sekolah Dasar Kecamatan Bontotiro, Kabupaten Bulukumba. Kajian menggunakan pendekatan mixed methods dengan desain sequential explanatory. Data kuantitatif dikumpulkan melalui angket kepada 12 guru PJOK dari 12 sekolah dasar yang dipilih melalui cluster random sampling, sedangkan data kualitatif diperoleh melalui wawancara dan observasi. Hasil penelitian menunjukkan bahwa aspek keterampilan guru dan dukungan sekolah berada pada kategori sangat rendah dengan rerata masing-masing 1,61. Aspek sarana prasarana dan waktu berada pada kategori sedang dengan rerata 2,92, sedangkan pengetahuan guru memperoleh rerata 2,89. Sebaliknya, respons siswa berada pada kategori sangat tinggi dengan rerata 4,53. Temuan kualitatif menguatkan bahwa hambatan utama berasal dari keterbatasan keterampilan teknis, minimnya dukungan kelembagaan, terbatasnya alat yang layak, serta kurangnya waktu untuk merancang media. Penelitian menyimpulkan bahwa peningkatan kualitas pembelajaran PJOK membutuhkan pelatihan berkelanjutan, pemanfaatan bahan lokal, kolaborasi antar guru, dan dukungan kebijakan sekolah.
Analysis of Physical Education Teachers’ Problems in Modifying Learning Media in Elementary Schools of Bontotiro District, Bulukumba Regency
Abstract
This study analyzes the problems faced by Physical Education, Sport, and Health (PJOK) teachers in modifying learning media in elementary schools in Bontotiro District, Bulukumba Regency. The research employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected using questionnaires from 12 PJOK teachers representing 12 elementary schools selected through cluster random sampling, while qualitative data were obtained through interviews and field observations. The findings indicate that teacher skills and school support were in the very low category, each with a mean score of 1.61. Facilities and time were in the moderate category with a mean score of 2.92, while teacher knowledge reached a mean score of 2.89. In contrast, student response was very high with a mean score of 4.53. Qualitative findings confirmed that the major barriers were limited technical skills, insufficient institutional support, inadequate and unevenly distributed equipment, and limited preparation time. The study concludes that improving PJOK learning requires continuous teacher training, the use of locally available materials, teacher collaboration, and stronger school-level policy support.
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