Keywords
psychomotor
social interaction
How to Cite
Abstract
The learning process through peer teaching model is the teaching strategy used in physical education. Through interaction with peers or across the same age, the learning could occur in various domains. Physical education learning with various students characteristics results in the ability in absorbing the learning material as well. It causes the imbalance of psychomotor performance and social interaction. States that physical education in it also contains several demands change in the cognitive, affective, and psychomotor domains at the individual micro level. The purpose of the critical literature review of the writer is to find out that peer teaching is as a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning. This review contains a collection of international journals dealing with the topic of discussion collected and reviewed in this article. There are 10 international journals appropriate for the topic. The main finding of this review is that peer teaching is one of learning models which could be used to overcome the imbalance of psychomotor performance and social interaction. Peer teaching concept that has been compiled by Metzler using peer assistance contributes to the implementation of physical education learning. The students’ psychomotor performances which have not been evenly distributed could be helped by peer likewise social interaction.
References
Ahmadi, A. (2007). Psikologi Sosial. Jakarta : Rineka Cipta
Chen, S., Zhu, X., Androzzi, J., & Nam, Y. H. (2018). Evaluation of a concept-based physical education unit for energy balance education. Journal of Sport and Health Science, 7(3), 353–362. https://doi.org/10.1016/j.jshs.2016.06.011
Desmita. 2007. Psikologi Perkembangan. Bandung: PT Remaja Rosda Karya
Ensergueix, P. J., & Lafont, L. (2010). Reciprocal peer tutoring in a physical education setting: Influence of peer tutor training and gender on motor performance and self-efficacy outcomes. European Journal of Psychology of Education, 25(2), 222–242. https://doi.org/10.1007/s10212-009-0010-0
Farida, A. (2016). Urgensi Perkembangan Motorik Kasar pada Perkembangan Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Raudhah: Vol. IV, No. 2 ISSN: 2338 – 2163 .
Farias, C., Mesquita, I., Hastie, P. A., & O’Donovan, T. (2018). Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons. Research Quarterly for Exercise and Sport, 89(1), 91–102. https://doi.org/10.1080/02701367.2017.1402114
Iserbyt, P., Madou, B., Vergauwen, L., & Behets, D. (2016). Effects of Peer Mediated Instruction with Task Cards on Motor Skill Acquisition in Tennis. Journal of Teaching in Physical Education, 30(1), 31–50. https://doi.org/10.1123/jtpe.30.1.31
Jenkinson, K. A., Naughton, G., & Benson, A. C. (2014). Peer-assisted learning in school physical education, sport and physical activity programmes: A systematic review. Physical Education and Sport Pedagogy, 19(3), 253–277. https://doi.org/10.1080/17408989.2012.754004
Metzler, M.W. (2000). Instructional models for physical education. United States : Ally&Bacon.
Nurmi, A.-M., & Kokkonen, M. (2015). Peers as Teachers in Physical Education Hip Hop Classes in Finnish High School. Journal of Education and Training Studies, 3(3), 23–32. https://doi.org/10.11114/jets.v3i3.659
Sceisarriya, V. M. (2017). Problematika pelaksanaan Pendidikan Jasmani di Sekolah Dasar. Prosiding Seminar Nasional Profesionalisme Tenaga Profesi Pjok Universitas Negeri Malang. 153-159
Stigmar, M. (2016). Peer-to-peer Teaching in Higher Education: A Critical Literature Review. Mentoring and Tutoring: Partnership in Learning, 24(2), 124–136. https://doi.org/10.1080/13611267.2016.1178963
Van Wesel, F., Boeije, H., & Alisic, E. (2015). Towards a method for syn-thesizing diverse evidence using hypotheses as common language. Quality and Quantity, 49, 2237–2249. https://doi.org/10.1007/s11135-014-0105-9.
Viana, R. B., Campos, M. H., Santos, D. de A. T., Xavier, I. C. M., Vancini, R. L., Andrade, M. S., & de Lira, C. A. B. (2019). Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program. Anatomical Sciences Education, 12(1), 74–81. https://doi.org/10.1002/ase.1790
Ward, P., Lee, M.-A., & Lee, M.-A. (2016). Peer-Assisted Learning in Physical Education: A Review of Theory and Research. Journal of Teaching in Physical Education, 24(3), 205–225. https://doi.org/10.1123/jtpe.24.3.205
Whipp, P. R., Jackson, B., Dimmock, J. A., & Soh, J. (2015). The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Frontiers in Psychology, 6(FEB), 1–13. https://doi.org/10.3389/fpsyg.2015.00149
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2019 Jurnal SPORTIF : Jurnal Penelitian Pembelajaran