Penguatan Pengalaman Belajar Autentik Mahasiswa PGSD Penjas melalui Pendekatan Experiential Learning dalam Persiapan Festival Gerak Sekolah Dasar

Abstract

Kegiatan Pengabdian kepada Masyarakat ini bertujuan memperkuat pengalaman belajar autentik mahasiswa PGSD Pendidikan Jasmani melalui pendekatan Experiential Learning sebagai persiapan penyelenggaraan Festival Gerak Sekolah Dasar. Program dilaksanakan dalam delapan sesi dengan total 16 jam pelajaran yang mencakup orientasi program, Experiential Learning, manajemen Festival Gerak, Kids’ Athletics, asesmen dan penilaian gerak, officiating, praktik, simulasi, refleksi, dan evaluasi. Kegiatan diikuti oleh lebih dari 100 mahasiswa, dengan 62 mahasiswa menyelesaikan pengukuran pretest dan posttest secara lengkap. Evaluasi pengalaman belajar dilakukan menggunakan angket Experiential Learning berisi 16 item berskala 1–7 yang mencakup orientasi pembelajaran berkelanjutan, penerapan pengetahuan dan keterampilan, kolaborasi, dan refleksi. Hasil menunjukkan bahwa rerata skor meningkat dari 80,50 (SD = 13,20) pada pretest menjadi 91,65 (SD = 12,63) pada posttest. Uji-t berpasangan menunjukkan peningkatan rerata sebesar 11,15 poin, t(61) = 7,32, p < 0,001, 95% CI [8,10, 14,19], dengan ukuran efek besar (Cohen’s d = 0,93). Temuan ini menunjukkan bahwa pelaksanaan pembekalan berbasis Experiential Learning diikuti oleh peningkatan yang signifikan pada pengalaman belajar mahasiswa. Integrasi pembekalan konseptual, praktik, simulasi, dan refleksi memberikan konteks autentik bagi mahasiswa untuk mempersiapkan diri menjalankan peran profesional dalam Festival Gerak Sekolah Dasar.

Strengthening Preservice Elementary Physical Education Teachers' Authentic Learning Experience through an Experiential Learning Approach in Preparing for an Elementary School Movement Festival

Abstract

This community service program aimed to strengthen authentic learning experiences among preservice elementary physical education teachers through an Experiential Learning approach in preparation for an Elementary School Movement Festival. The program consisted of eight sessions totaling 16 instructional hours, covering program orientation, Experiential Learning, Movement Festival management, Kids’ Athletics, movement assessment, officiating, practice, simulation, reflection, and evaluation. More than 100 students participated in the program, of whom 62 completed both the pretest and posttest assessments. Learning experiences were evaluated using a 16-item Experiential Learning questionnaire rated on a 1–7 scale and encompassing continuous learning orientation, application of knowledge and skills, collaboration, and reflection. The mean score increased from 80.50 (SD = 13.20) at pretest to 91.65 (SD = 12.63) at posttest. A paired-samples t-test indicated a mean increase of 11.15 points, t(61) = 7.32, p < .001, 95% CI [8.10, 14.19], with a large effect size (Cohen’s d = 0.93). These findings indicate that participation in the Experiential Learning-based training was followed by a significant improvement in students’ learning-experience scores. The integration of conceptual preparation, practice, simulation, and structured reflection provided an authentic context for students to prepare for professional roles in the Elementary School Movement Festival.