Pendekatan Kognitif dan Afektif dalam Pendidikan Olahraga: Membentuk Karakter dan Keterampilan Sosial Melalui Olahraga

Hasmyati ( a:1:{s:5:"en_US";s:27:"Universitas Negeri Makassar";} )

Abstrak

Penelitian ini bertujuan untuk mengkaji secara kritis penerapan pendekatan kognitif dan afektif dalam pendidikan olahraga serta implikasinya terhadap pembentukan karakter dan keterampilan sosial peserta didik. Pendekatan kualitatif deskriptif dengan metode kajian literatur digunakan untuk menganalisis teori, hasil penelitian empiris, dan model pembelajaran olahraga yang berfokus pada integrasi aspek kognitif dan afektif. Data dikumpulkan melalui telaah sistematik terhadap artikel ilmiah yang diterbitkan antara tahun 2010 hingga 2025 dari berbagai basis data seperti Google Scholar, ScienceDirect, Taylor & Francis, dan SpringerLink. Hasil kajian menunjukkan bahwa penerapan model pembelajaran seperti Teaching Games for Understanding (TGfU) dan Teaching Personal and Social Responsibility (TPSR) efektif dalam mengembangkan kemampuan berpikir strategis, refleksi diri, empati sosial, serta nilai-nilai moral dalam konteks olahraga. Selain itu, kerangka physical literacy terbukti mampu menyatukan ranah fisik, kognitif, dan afektif dalam proses pembelajaran jasmani yang holistik. Dengan demikian, integrasi kedua pendekatan tersebut dapat memperkuat peran pendidikan olahraga dalam membentuk karakter, tanggung jawab sosial, dan kesejahteraan psikologis peserta didik secara berkelanjutan

Referensi

Aygun, Y., Boke, H., Yagin, F. H., Tufekci, S., Murathan, T., Gencay, E., Prieto-González, P., & Ardigò, L. P. (2024). Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis. Children, 11(4), 459. https://doi.org/10.3390/children11040459

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review: Research Papers in Education: Vol 24, No 1. 24(1), 1–27. https://doi.org/10.1080/02671520701809817

Bloom, B. S. (Benjamin S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (with Internet Archive). (1956). Taxonomy of educational objectives: The classification of educational goals. New York, Longmans, Green. http://archive.org/details/taxonomyofeducat0000bloo_o9o7

Bunker, D., & Thorpe, R. (1982). A Model for the Teaching of Games in Secondary Schools in the Bulletin of Physical Education. Bulletin of Physical Education, 18(1), 5–8.

Faisal, M., Maesaroh, S., Vai, A., & Aspa, A. P. (2023). Strengthen students’ sense of responsibility in learning PJOK through the TPSR model. Journal of Physical Education Health and Sport, 10(2), 105–111. https://doi.org/10.15294/jpehs.v10i2.47523

Gordon, B., & Doyle, S. (2015). Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches. Journal of Teaching in Physical Education, 34(1), 152–161. https://doi.org/10.1123/jtpe.2013-0184

Grauduszus, M., Koch, L., Wessely, S., & Joisten, C. (2024). School-based promotion of physical literacy: A scoping review. Frontiers in Public Health, 12, 1322075. https://doi.org/10.3389/fpubh.2024.1322075

Hellison, D. (2011). Teaching Personal and Social Responsibility Through Physical Activity. Human Kinetics. https://doi.org/10.5040/9781718208919

Kirk, D., & MacPhail, A. (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education, 21, 177–192. https://doi.org/10.1123/jtpe.21.2.177

Li, W., & Rukavina, P. (2012). The interrelationships among teachers’ and students’ motivational constructs in physical education: A structural equation modeling analysis. Journal of Teaching in Physical Education, 31(3), 311–328. https://doi.org/10.1123/jtpe.31.3.311

Macdonald, D., Lisahunter, Mooney, A., Hills, A. P., Chen, A., MacPhail, A., Flintoff, A., Metropolitan, L., Casey, A., Loughborough, Dyson, B., Pang, B., Fusco, C., Kirk, D., Penney, D., Jones, E. M., Christensen, E., Centeio, E. E., Dowling, F., … Goodyear, V. (2018). Routledge Studies in Physical Education and Youth Sport—Book Series—Routledge & CRC Press. https://www.routledge.com/Routledge-Studies-in-Physical-Education-and-Youth-Sport/book-series/RSPEYS

Pekrun, P. (2014). Emotions and Learning. The International Academy of Education. https://unesdoc.unesco.org/ark:/48223/pf0000227292

Shearer, C., Goss, H. R., Boddy, L. M., Knowles, Z. R., Durden-Myers, E. J., & Foweather, L. (2021). Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review. Sports Medicine - Open, 7(1), 37. https://doi.org/10.1186/s40798-021-00324-8

Whitehead, M. (2010). Physical Literacy: Throughout the Lifecourse—1st Edition—Margaret. Routledge. https://www.routledge.com/Physical-Literacy-Throughout-the-Lifecourse/Whitehead/p/book/9780415487436


Keywords  :  
Kata Kunci: physical education, cognitive approach, affective approach, character development, social skills physical education, academic achievement, interdisciplinary learning, sports and cognition, students performance, educational integration, dan school physical activity.
Galleys  :  
Diterbitkan  :  
2025-12-09
Cara Mengutip  :  
Hasmyati. (2025). Pendekatan Kognitif dan Afektif dalam Pendidikan Olahraga: Membentuk Karakter dan Keterampilan Sosial Melalui Olahraga. Jurnal Muara Olahraga, 8(1), 41–51. https://doi.org/10.52060/jmo.v8i1.3781
Terbitan  :