Implementation and indicator of limited face-to-face physical education in covid-19

Learning carried out through limited face-to-face learning during the Covid-19 pandemic has been determined according to government regulations to increase the effectiveness of student learning in physical education learning. The purpose of this study was to find out how the implementation of physical education learning during the Limited Face To Face Physical Education (PTMT) period in the Covid-19 pandemic. The method used in this research is descriptive quantitative. The instrument was used through a questionnaire distributed to the sample, namely physical education teachers at SMPN Metro Lampung, totalling 26. The sample selection of the research was purposive technique because the sample was selected from schools that had already implemented limited face to face in physical education learning. The validity of the instrument with a validity value of 0.693, then the reliability value in this study was 0.935. The study results revealed that if the teaching hours applied by limited face to face physical education have reduced teaching hours. Then for infrastructure, indicators and learning applications are included in the sufficient category, and the best learning model used in limited face to face is individual learning. The results are expected to become a reference for the application of limited face to face physical education so that the results obtained are maximal.


INTRODUCTION
The impact of this pandemic has resulted in new regulations in all sectors, including services, government, social and education which are carried out online or not face-to-face. (Rizki et al., 2021) explained that social restrictions and activities carried out online were the government's main choice to reduce the spread risk curve. This has had a significant impact on people's lives, health systems, economies, and governments worldwide. During the pandemic in Indonesia, there was a decrease in public participation outside the home. The pandemic (COVID-19) disrupts Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 7 (4) 2022 | 1-14 ISSN : 2477-3379 (Online) ISSN : 2548-7833 (Print) the health system shuts down the economy, and many other sectors, especially education (Syofian & Gazali, 2021). (Victorian et al., 2021) Revealed that the education sector experienced changes in learning, the process of continuous change. Information technology and e-learning systems are applied for learning during the COVID-19 pandemic.
In the education sector, during the covid pandemic, which was carried out online or online, it turned out to have several problems when implemented. (Suwandayani et al., 2021) Said that online learning experienced several problems, including restrictions on interactions outside the classroom. Teachers experienced a decrease in exploring the learning process because it was not face-to-face. (Yuangga & Sunarsi, 2020) Explain that the problems that arise when implementing online learning are lack of discipline, enthusiasm and high learning motivation.
He continued, it was revealed that online learning requires teachers to provide innovation in learning media so that maximum results are achieved. When implementing online learning at home, in fact, children prefer to play because at home, children feel it is not the time to study, even in a pandemic situation like this (Cahyati & Kusumah, 2020).
Based on the existing problems in the education sector regarding the ineffectiveness of online or online learning and after restrictions were placed on activities carried out online, in 2021 the Government issued a new regulation regarding the limited face-to-face implementation carried out in several government sectors including in Education sector, This adopts the application of carrying out activities through the new normal in every sector including education. (Adawiyah et al., 2021) Explain that the impact of the new normal in education is implementing something new regarding limited face-to-face visits at school. (Tanuwijaya & Tambunan, 2021) Says that face-to-face learning is carried out with strict procedures according to health protocol standards. Changes in the learning process from offline to online and now back offline certainly require adjustments.
And it is something that needs to be prepared carefully considering the learning process will affect the output or results of student learning outcomes.
Limited face-to-face meetings in education are one of the ways the government has implemented in breaking the chain of spreading the COVID-19 pandemic. Limited face-to-face learning regulates the number of students in each class to be less than the normal number.
Arrangements are also made on student desks and chairs. The number of seats is reduced, and the protocol adjusts the distance. Learning carried out by PTMT in schools must also pay attention to several aspects to support learning success. (Simbolon et al., 2021) Revealed that in learning carried out by PTMT, attention must be paid to the use of media, infrastructure and learning models that are applied. (Masdafni, 2021) Reveals that it must be maximised in the application of limited face-to-face learning. He continued, he revealed that the existing media and infrastructure must support the success of learning. (Firdaus, 2020)  The validity of the questionnaire uses the product's moment correlation formula with a validity value of 0.693, and all questionnaire items are declared valid. The reliability value in this study used the Ocha Fernanda Kustantri, Endang Rini Sukamti, Fitri Agung Nanda Implementation and indicator of limited face-to-face physical education in covid-19 Cronbach's alpha formula, and the results were 0.935, so the questionnaire was said to be reliable. In this study, five indicators will be measured by standard research instruments. Data analysis At the initial stage, a frequency analysis was carried out using SPSS version 20 to determine the length of teacher teaching hours during limited face to face and the learning model that was more often used in limited face to face learning, then carried out a statistical analysis of the survey to determine the situation in the field during limited face to face from the respondents' answers.

RESULTS
The results of this study will describe the teaching hours carried out to read about teaching hours carried out in schools during PTMT, it can be seen in Table 2 below:

c. PTMT Indicators for Covid-19 Physical Education Learning
Based on the existing data analysis results, indicators or assessments will be presented in the use of facilities and infrastructure carried out during PTMT learning physical education during the Covid-19 pandemic. Infrastructure is one of the learning media that can support learning success. The indicator results obtained can be seen in Table 4 below:

d. COVID-19 PTMT Infrastructure Indicators
Based on the existing data analysis results, indicators or assessments will be presented in the use of facilities and infrastructure carried out during PTMT learning physical education during the Covid-19 pandemic. Infrastructure is one of the learning media that can support learning success. The indicator results obtained can be seen in Table 5 below:

Very less
Based on the results of the data analysis presented in table 6 above in the implementation of learning during the pandemic in PTMT learning during the pandemic in the very good category, there were two people with a percentage of 7.69%, in the good category, there were seven people at 26.9%, then in the moderate category there are six people by 23.1%, while in the poor category there are ten people with a percentage of 38.5%, and in the very poor category, there is one person with a percentage of 3.85%.

DISCUSSION
Based on the results of the analysis conducted in this study, it was revealed that teaching hours, learning models, indicators of facilities and infrastructure, indicators of learning categories and implementation of PTMT learning in physical education subjects at SMP Kota Metro Lampung were in the sufficient category. category then there are five learning models that are applied but the highest is the individual learning model. The discussion based on the literature review will be revealed through each indicator of the results that have been presented: The study results revealed that teaching hours that occurred during PTMT were reduced or not as they were before the pandemic. Teaching hours have changed due to following the school's schedule to maximize physical education learning. The results of the study, when associated with existing literature studies, have similarities regarding PTMT learning in schools during the Covid-19 pandemic. (Fauzi et al., 2021) Explains that if the learning time is reduced, teachers can't fulfil the burden of teaching hours. Teaching hours are reduced. Each student does PTM for 6 to 9 hours with the entry system made alternately with a pause of a few minutes so that there is no buildup between students who will go home and those who will enter the classroom. (Saat et al., 2021) (Saputra 2022) Explains that learning through the PTMT method during a pandemic is able to provide more value than online learning so that student competencies can still be developed effectively and efficiently. (Qowi, 2021) Explains that in the application of PTMT learning, it is important to maximise the learning model to maximise learning outcomes during the Covid-19 pandemic. He continued, it was revealed that a good learning model applied during PTMT is a learning process that fully involves students to formulate a concept themselves. The teacher's involvement is only a facilitator and moderator in the learning process.
With the limited PTM option required by the government, schools must combine online and offline learning at the same time or better known as the hybrid learning method. To support the success of PTMT, the world of education is required to create a variety of innovations and apply appropriate learning models in the learning process (Winiharti, 2021 : 2548-7833 (Print) or learning media depends on the characteristics of the students. The advantages of using online learning are independent learning and high interactivity, increasing memory levels (Safitri, 2021). (Ode et al., 2021) Revealed that if learning is carried out through a limited face-to-face meeting (PTMT) model, the teacher does not use an interactive learning model and does not involve innovative media learning media that supports the delivery of concrete information to students. This has an impact on student activities. And also the acquisition of students' mathematics learning outcomes who are in the sufficient category.

CONCLUSION
Based on the analysis results obtained, it can be concluded that the application of learning through the limited face-to-face meeting (PTMT) model during the COVID-19 pandemic during the pursuit of experiencing confinement from face-to-face before the Covid-19 pandemic. In the learning model that is applied, there are four learning models as a whole, of the four models, the individual learning model greatly influences the success of student learning during PTMT. The existing infrastructure is sufficient to support physical education learning carried out by PTMT.
Then the PTMT learning carried out during the covid-19 pandemic based on the analysis results was in the sufficient category to be applied in physical education learning. The study results are expected to provide an overview of the application of PTMT during the Covid-19 pandemic so that an appropriate model can be provided in physical education learning so that even though learning is carried out through PTMT, it still has high success.